Novice Teachers' Attention to Student Thinking

By D. Levin, David M. Hammer, Janet Coffey. 2009

363 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b8d43c9d23b63369279b354984ba8bc40d68be27

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Citations in the corpus

An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice (2015, background): “…video-based course paused to consider unsolicited ideas and made them part of the classroom discourse, as well as re-voiced student ideas for the class to consider more frequently than the other cohort, suggests that they were beginning to notice student thinking in practice (Levin et al., 2009).”
Decentering: A construct to analyze and explain teacher actions as they relate to student thinking (2016, background): “Over the past few decades, mathematics educators and writers of several policy documents have emphasized the importance of teachers focusing on and using student thinking to inform their teaching (Clarke 2008; Franke and Kazemi 2001; Levin et al. 2009; NCTM 1991, 2000).”
Rigor and Responsiveness in Classroom Activity (2016, result): “…2007), productive talk (e.g., Engle & Conant, 2002; Herrenkohl, Palincsar, DeWater, & Kawasaki, 1999), responsive talk (e.g., Harris, Phillips, & Penuel, 2012; Levin et al., 2009), or dialogic talk (e.g., Alozie, Moje, & Krajcik, 2010; Mortimer & Scott, 2003; C. O’Connor & Michaels, 2007).”
Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, background): “Recent studies on the nature of novice (Levin et al., 2009) and more experienced (Tang et al.”
Understanding the co‐construction of inquiry practices: A case study of a responsive teaching environment (2012, methodology): “If students’ experiences and resources are to influence both the topics for science discussions and the inquiry norms practiced in the classroom, then the teacher must work to surface students’ ideas—eliciting, interpreting, and following up on students’ reasoning in the moment, in a fashion that va”
Learning to See Teaching in New Ways (2015, background): “…teachers’ learning to notice is situated within mathematics education, recent studies in science education have begun to focus on understanding science teachers’ noticing in the classroom (e.g., Levin et al., 2009; Russ, Coffey, Hammer, & Hutchison, 2009; Talanquer, Tomanek, & Novodvorsky, 2013).”