Inferring teacher epistemological framing from local patterns in teacher noticing

By Rosemary S. Russ, Melissa J. Luna. 2013

131 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8874ba9c537b9a9523937647601f6a263a197b06

How researchers see this paper

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

In Developmental and Educational Psychology

1. Florian C. Feucht
2. J. Lunn Brownlee
3. Mary Kay Stein
4. Gregory Schraw
5. Miray Tekkumru Kisa
6. Erika A. Patall
7. D. Moshman
8. E. Michael Nussbaum

In Education

1. Mary Kay Stein
2. Gregory Schraw
3. Florian C. Feucht
4. J. Lunn Brownlee
5. Miray Tekkumru Kisa
6. Erika A. Patall
7. E. Michael Nussbaum
8. Lisa D. Bendixen

In Experimental and Cognitive Psychology

1. J. Lunn Brownlee
2. Florian C. Feucht
3. Miray Tekkumru Kisa
4. Gregory Schraw
5. Mary Kay Stein
6. J. Reeve
7. Erika A. Patall
8. K. Ann Renninger

Citations in the corpus

• Moving Beyond Reflection: Reflexivity and Epistemic Cognition in Teaching and Teacher Education (2017, background): “Further, the notion of epistemic framing builds on epistemic resources by examining how teachers engage in “moment-to-moment understanding of what is going on with respect to knowledge and learning in the classroom, [which] drives much of teacher practice” (Russ & Luna, 2013, p. 284).”
• Learning to See Teaching in New Ways (2015, background): “Similarly, Russ and Luna (2013) found that the science teacher they studied was capable of noticing students’ thinking but that her noticing depended on her framing of the classroom activities.”