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Citations (30)
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Christina (Stina) Krist, Nessrine Machaka, Dan Voss, Nitasha Mathayas, Susan Kelly & Soo-Yean Shim. (2023) Teacher Noticing for Supporting Students’ Epistemic Agency in Science Sensemaking Discussions. Journal of Science Teacher Education 34:8, pages 799-819.
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Maria Carme Peguera-Carré, David Aguilar Camaño, Manel Ibáñez Plana & Jordi L. Coiduras Rodríguez. (2023) The Effect of Video Analysis of Inquiry School Practices on Pre-Service Teachers’ Scientific Skills Knowledge. Journal of Science Teacher Education 0:0, pages 1-23.
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Pei Pei Liu, David McKinney, Alexandra A. Lee, Jennifer A. Schmidt, Gwen C. Marchand & Lisa Linnenbrink-Garcia. (2023) A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms. Cognition and Instruction 41:2, pages 201-247.
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Lynne Zummo, Mary Hauser & Janet Carlson. (2022) Science Teacher Noticing via Video Annotation: Links between Complexity and Knowledge-Based Reasoning. Journal of Science Teacher Education 33:7, pages 744-763.
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Alfred M. Limbere, Mika Munakata, Emily J. Klein & Monica Taylor. (2022) Exploring the tensions science teachers navigate as they enact their visions for science teaching: what their feedback can tell us. International Journal of Science Education 44:12, pages 1897-1915.
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Anniken Furberg & Kenneth Silseth. (2022) Invoking student resources in whole-class conversations in science education: A sociocultural perspective. Journal of the Learning Sciences 31:2, pages 278-316.
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Christina V. Schwarz, Melissa Braaten, Christa Haverly & Elizabeth X. de los Santos. (2021) Using Sense-Making Moments to Understand How Elementary Teachers’ Interactions Expand, Maintain, or Shut Down Sense-making in Science. Cognition and Instruction 39:2, pages 113-148.
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Kennedy Kam Ho Chan, Lihua Xu, Rebecca Cooper, Amanda Berry & Jan H. van Driel. (2021) Teacher noticing in science education: do you see what I see?. Studies in Science Education 57:1, pages 1-44.
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Federica Raia & Michael S. Smith. (2020) Practitioners’ Noticing and Know-How in Multi-Activity Practice of Patient Care And Teaching and Learning. Cognition and Instruction 38:4, pages 445-473.
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Hanna B. Westbroek, Lisette van Rens, Ed van den Berg & Fred Janssen. (2020) A practical approach to assessment for learning and differentiated instruction. International Journal of Science Education 42:6, pages 955-976.
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Jennifer Richards, Andrew Elby, Melissa J. Luna, Amy D. Robertson, Daniel M. Levin & Colleen G. Nyeggen. (2020) Reframing the Responsiveness Challenge: A Framing-Anchored Explanatory Framework to Account for Irregularity in Novice Teachers’ Attention and Responsiveness to Student Thinking. Cognition and Instruction 38:2, pages 116-152.
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Articles from other publishers (19)
Kenneth Silseth & Anniken Furberg. (2023) Bridging group work and whole-class activities through responsive teaching in science education. European Journal of Psychology of Education.
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Melissa J. Luna, Malayna Bernstein & Janet D. K. Walkoe. (2023)
Intersections of teacher noticing and culturally sustaining pedagogy:
A
conceptual framework to inform the design of teacher learning
. School Science and Mathematics.
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Mon‐Lin Monica Ko & Melissa J. Luna. (2023) The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions. Journal of Research in Science Teaching.
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Livat Eshchar-Netz, Adam Lefstein & Dana Vedder-Weiss. (2023) Too old to learn? The ambivalence of teaching experience in an Israeli teacher leadership initiative. Teaching and Teacher Education 130, pages 104186.
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Hüseyin İNALTUN. (2023) Fen Bilgisi Öğretmen Adaylarının Fark Etme Becerilerini Ölçmeye Yönelik Bir Aracın TasarlanmasıDeveloping an Instrument to Evaluate the Noticing Skills of Pre-Service Science Teachers. Anadolu Journal of Educational Sciences International 13:2, pages 174-217.
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Lama Z. Jaber, Shannon G. Davidson & Allison Metcalf. (2023) “I Loved Seeing How Their Brains Worked!”—Examining the Role of Epistemic Empathy in Responsive Teaching. Journal of Teacher Education.
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Elizabeth Salamanca, Kimi A. Medina‐Castellano, Jennifer A. Wilhelm & Molly H. Fisher. (2023)
How teaching experience and physics and mathematics content knowledge impact professional noticing skills of
STEM
graduate students
. School Science and Mathematics.
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Magdalena Valverde Pérez, Patricia Esteve-Guirao & Isabel Banos-González. (2022) How Do Prospective Teachers Address Pupils’ Ideas during School Practices?. Education Sciences 12:11, pages 783.
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Eisuke Saito & Ghazalossadat Fatemi. (2022) Enabling students to become co-makers of emergent curricula through authentic and collaborative learning. Management in Education, pages 089202062211231.
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Sissy WONG & Jennifer DONZE. (2022) What Science Teachers Notice: The Impact of an Online Graduate Program on Middle School Science Teachers’ Noticing. Journal of STEAM Education 5:2, pages 136-148.
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Melissa Luna & Sarah Selmer. (2021) Examining the Responding Component of Teacher Noticing: A Case of One Teacher’s Pedagogical Responses to Students’ Thinking in Classroom Artifacts. Journal of Teacher Education 72:5, pages 579-593.
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Angela Calabrese Barton, Day Greenberg, Won J. Kim, Sinead Brien, ReAnna Roby, Micaela Balzer, Carmen Turner & Louise Archer. (2021) Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning. Science Education 105:6, pages 1229-1251.
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Ying‐Chih Chen & Ratrapee Techawitthayachinda. (2021) Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion. Journal of Research in Science Teaching 58:8, pages 1083-1116.
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Michelle Herridge, Jenna Tashiro & Vicente Talanquer. (2021) Variation in chemistry instructors’ evaluations of student written responses and its impact on grading. Chemistry Education Research and Practice 22:4, pages 948-972.
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Adam G. L. Schafer & Ellen J. Yezierski. (2021) Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment. Journal of Chemical Education 98:4, pages 1099-1111.
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Michelle Herridge & Vicente Talanquer. (2020) Dimensions of Variation in Chemistry Instructors’ Approaches to the Evaluation and Grading of Student Responses. Journal of Chemical Education 98:2, pages 270-280.
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Marta T. Magiera & Vecihi S. Zambak. (2021) Prospective K-8 teachers’ noticing of student justifications and generalizations in the context of analyzing written artifacts and video-records. International Journal of STEM Education 8:1.
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Kennedy Kam Ho Chan & King Woon Yau. (2020) Using Video-Based Interviews to Investigate Pre-service Secondary Science Teachers’ Situation-Specific Skills for Informal Formative Assessment. International Journal of Science and Mathematics Education 19:2, pages 289-311.
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Ying‐Chih Chen, Matthew J. Benus & Jaclyn Hernandez. (2019) Managing uncertainty in scientific argumentation. Science Education 103:5, pages 1235-1276.
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