References
- Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463–482.
- Blömeke, S., Gustafsson, J.-E., & Shavelson, R. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie, 223(1), 3–13.
- Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4(1), 55–81.
- Criswell, B., & Krall, R. M. (2017). Teacher noticing in various grade bands and contexts: Commentary. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 21–30). New York, NY: Springer.
- Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook on research of teaching (pp. 392–425). New York, NY: Macmillan.
- Endsley, M. R. (2000). Theoretical underpinnings of situation awareness: A critical review. In M. R. Endsley & D. Garland (Eds.), Situation awareness analysis and measurement (pp. 3–32). London: Taylor & Francis.
- Erickson, F. (2011). On noticing teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 17–34). New York, NY: Routledge.
- Gold, B., Hellermann, C., & Holodynski, M. (2016). Professionelle Wahrnehmung von Klassenführung: Vergleich von zwei videobasierten Erfassungsmethoden [Noticing of classroom management: Comparison of two methods]. In K. Schwippert & D. Prinz (Eds.), Der Forschung-Der Lehre-Der Bildung: Aktuelle Entwicklungen der Empirischen Bildungsforschung (p. 103–118). Münster: Waxmann.
- Hemmer, I., Hemmer, M., Hüttermann, A., & Ullrich, M. (2010). Kartenauswertekompetenz. Theoretische Grundlagen und Entwurf eines Kompetenzstrukturmodells [Map analysis competence]. Geographie und ihre Didaktik, 3, 158–171.
- Hemmer, I., Hemmer, M., Kruschel, K., Neidhardt, E., Obermaier, G., & Uphues, R. (2013). Which children can find a way through a strange town using a streetmap? Results of an empirical study on children’s orientation competence. International Research in Geographical and Environmental Education, 22(1), 23–40.
- Jacobs, V. R. (2017). Complexities in measuring teacher noticing: Commentary. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 273–279). New York, NY: Springer.
- Jacobs, V. R., Lamb, L. L., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202.
- Kuckartz, U. (2012). Qualitative Inhaltsanalyse: Methoden, Praxis, Computerunterstützung [Qualitative content analysis]. Weinheim: Beltz Juventa.
- Lane, R. (2009). Articulating the pedagogical content knowledge of accomplished geography teachers. Geographical Education, 22, 40–50.
- Lane, R., & Coutts, P. (2015). Working with students’ ideas in physical geography: A model of knowledge development and application. Geographical Education, 28, 27–40.
- Leat, D. (1998). Thinking through geography. Cambridge: Chris Kington Publishing.
- Lipowsky, F. (2006). Auf den Lehrer kommt es an. Empirische Evidenzen für Zusammenhänge zwischen Lehrerkompetenzen, Lehrerhandeln und dem Lernen der Schüler [Empirical evidence for the links between teacher competence, teacher action and student learning]. In C. Allemann-Ghionda & E. Terhart (Eds.), Kompetenzen und Kompetenzentwicklung von Lehrerinnen und Lehrern (pp. 47–70). Weinheim: Beltz.
- Sabers, D. S., Cushing, K. S., & Berliner, D. C. (1991). Differences among teachers in a task characterized by simultaneity, multidimensionality, and immediacy. American Educational Research Journal, 28(1), 63–88.
- Scheiner, T. (2016). Teacher noticing: Enlightening or blinding? ZDM, 48(1-2), 227–238.
- Schratz, M., Schwarz, J. F., & Westfall-Greiter, T. (2012). Lernen als bildende Erfahrung: Vignetten in der Praxisforschung [Learning as educational experience: Vignettes in action research]. Innsbruck: Studienverlag.
- Schreier, M. (2014). Qualitative content analysis. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 170–183). London: SAGE.
- Sherin, B., & Star, J. R. (2011). Reflections on the study of teacher noticing. In M.G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 66–78). New York, NY: Routledge.
- Sherin, M. G. (2017). Exploring the boundaries of teacher noticing: Commentary. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 401–408). New York, NY: Springer.
- Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011). Situating the study of teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 3–13). New York, NY: Routledge.
- Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20–37.
- Someren, M. V., Barnard, Y. F., & Sandberg, J. A. (1994). The think aloud method: A practical approach to modelling cognitive processes. London: Academic Press.
- Stahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachers’ perception, interpretation, and decision-making: A systematic review of empirical mathematics education research. ZDM, 48(1-2), 1–27.
- Stürmer, K., & Seidel, T. (2017). A standardized approach for measuring teachers’ professional vision: The observer research tool. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 359–379). New York, NY: Springer.
- Thomas, J. N. (2017). The ascendance of noticing: Connections, challenges, and questions. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 507–514). New York, NY: Springer.
- van der Schee, J., Leat, D., & Vankan, L. (2006). Effects of the use of thinking through geography strategies. International Research in Geographical and Environmental Education, 15(2), 124–133.
- van der Schee, J., & van Dijk, H. (1999). The effect of student freedom of choice in learning map skills. International Research in Geographical and Environmental Education, 8(3), 256–267.
- van der Schee, J., Vankan, L., & Leat, D. (2003). The international challenge of more thinking through geography. International Research in Geographical and Environmental Education, 12(4), 330–343.
- van Dijk, H., van der Schee, J., Trimp, H., & van der Zijpp, T. (1994). Map skills and geographical knowledge. International Research in Geographical and Environmental Education, 3(1), 68–80.
- Vankan, L., Rohwer, G., & Schuler, S. (2007). Diercke Methoden. Denken lernen mit Geographie [Thinking through geography]. Braunschweig: Westermann.