Using Classroom Artifacts to Focus Teachers’ Noticing: Affordances and Opportunities

By Miriam Gamoran Sherin, Vicki A. Jacobs, Randolph A. Philipp. 2011

104 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/36e6e7bbfcfd3e935bbf33f3cea40a5bcf6ce9b7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Social Psychology

1. Lynn Goldsmith
2. Jessica Tunney
3. Nanette Seago
4. Elizabeth A. van Es
5. Debra J Tomanek
6. V. Talanquer
7. I. Novodvorsky
8. Peter Liljedahl

In Sociology and Political Science

1. Elizabeth A. van Es
2. Debra J Tomanek
3. V. Talanquer
4. I. Novodvorsky

In Speech and Hearing

1. Elizabeth A. van Es
2. Debra J Tomanek
3. V. Talanquer
4. I. Novodvorsky

Citations in the corpus

• Articulating Design Principles for Productive Use of Video in Preservice Education (2018, background): “Selecting video clips: What should be viewed and why?. Selecting the right video is essential to designing a productive learning environment (Goldsmith & Seago, 2011; Sherin et al., 2009).”
• Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, methodology): “This work was guided by prior research in the area of teacher noticing (Goldsmith & Seago, 2011; van Es & Sherin, 2008).”
• A Framework for the Facilitation of Teachers’ Analysis of Video (2014, background): “They are less accustomed to using artifacts of practice to investigate students and their learning (Goldsmith & Seago, 2011).”