ON NOTICING TEACHER NOTICING

By Frederick Erickson. 2011

178 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/9f5a1838b90a1d3fc80c19f672501f7f11cdc44d

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. Tara Barnhart
2. Elizabeth A. van Es
3. Miray Tekkumru Kisa
4. Mary Kay Stein
5. Anita A. Wager
6. Joanne Lobato
7. V. Talanquer
8. Amy B. Ellis

In Social Psychology

1. Tara Barnhart
2. Miray Tekkumru Kisa
3. Mary Kay Stein
4. Mary Cashen
5. Anamarie Auger
6. Lynn Goldsmith
7. Jessica Tunney
8. Nanette Seago

In Speech and Hearing

1. Tara Barnhart
2. Elizabeth A. van Es
3. Miray Tekkumru Kisa
4. Debra J Tomanek
5. Mary Kay Stein
6. Anita A. Wager
7. V. Talanquer
8. I. Novodvorsky

Citations in the corpus

• Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, background): “In general, noticing patterns seem to be strongly influenced by a teacher’s experiences, prior knowledge, expectations, and pedagogical commitments (Erickson, 2011).”
• A Framework for the Facilitation of Teachers’ Analysis of Video (2014, background): “141) what is noteworthy with respect to student thinking and learning (Erickson, 2011).”
• Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy (2017, background): “Given the consequential nature of noticing for teaching (Erickson, 2011; Kersting, 2008), we see this work as contributing to efforts to cultivate teachers’ noticing for their practice.”
• Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking (2015, background): “However, research on teacher noticing (Erickson, 2011) suggests that what teachers”
• Noticing Children's Participation: Insights into Teacher Positionality toward Equitable Mathematics Pedagogy. (2014, background): “Because the interpretation reflects what Erickson (2011) referred to as the individual”
• Students' Mathematical Noticing. (2013, background): “The literature on teacher noticing suggests that what teachers notice has ramifications for their pedagogical responses (Erickson, 2010; Sherin & Star, 2010; Sherin & van Es, 2009).”
• Learning to See Teaching in New Ways (2015, background): “what a teacher acts on (Erickson, 2011; Jacobs, Lamb, Philipp, & Schappelle, 2011; Schoenfeld, 2011).”