Inferring teacher epistemological framing from local patterns in teacher noticing

Journal of Research in Science Teaching

Volumn 50, Issue 3, 2013, Pages 284-314

  Russ, Rosemary S ^a   Luna, Melissa J ^b  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b WEST VIRGINIA UNIVERSITY   (United States)

Author keywords

epistemology; framing; noticing; teacher cognition

Indexed keywords

ANALYTIC APPROACH; COGNITIVE MODEL; CONSISTENT VARIATION; DIGITAL RECORDING; EPISTEMOLOGY; FRAMING; HIGH SCHOOL; LOCAL PATTERNS; MATHEMATICS EDUCATION; NEW APPROACHES; NOTICING; SCIENCE EDUCATION; TEACHER COGNITION; TEACHER PRACTICES; TEACHERS';

COGNITIVE SYSTEMS; DIGITAL STORAGE; PERSONNEL TRAINING;

TEACHING;

EID: 84873703454     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.21063     Document Type: Article

References (87)

1. Abd-El-Khalick, F., Bell, R. L., &, Lederman, N. G., (1998). The nature of science and instructional practices: Making the unnatural natural. Science Education, 82, 417-436.
2. Abell, S. K., (2008). Twenty Years Later: Does pedagogical content knowledge remain a useful idea?. International Journal of Science Education, 50 (10): 1405-1416.
3. Abell, S. K., &, Cennamo, K. S., (2004). Videocases in elementary science teacher preparation. In, J. Brophy, (Ed.), Using video in teacher education (pp. 103-130). Amsterdam: Elsevier Ltd.
4. Aguirre, J., &, Speer, N. M., (1999). Examining the relationship between beliefs and goals in teacher practice. The Journal of Mathematical Behavior, 18 (3): 327-356.
5. Akerson, V. L., Buzzelli, C. A., &, Donnelly, L. A., (2010). On the nature of teaching nature of science: Preservice early childhood teachers' instruction in preschool and elementary settings. Journal of Research in Science Teaching, 47 (2), 213-233.
6. Avraamidou, L., &, Zembal-Saul, C., (2010). In search of well-started beginning science teachers: Insights from two first-year elementary teachers. Journal of Research in Science Teaching, 47 (6), 661-686.
7. Barrett, S. E., &, Nieswandt, M., (2010). Teaching about ethics through socioscientific issues in physics and chemistry: Teacher candidate beliefs. Journal of Research in Science Teaching 47 (4), 380-401.
8. Bateson, G., (1972). A theory of play and fantasy. In, G. Bateson, (Ed.), Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution, and epistemology (pp. 177-193). New York: Ballantine.
9. Berland, L. K., &, Hammer, D., (2012). Framing for scientific argument. Journal of Research in Science Teaching, 49 (1), 68-94.
10. Bruner, J., (1991). The narrative construction of reality. Critical Inquiry, 18 (1), 1-21.
11. Bryan, L. A., (2003). Nestedness of beliefs: Examining a prospective elementary teacher's belief system about science teaching and learning. Journal of Research in Science Teaching, 40 (9), 835-868.
12. Calderhead, J., (1981). Stimulated recall: A method for research on teaching. British Journal of Educational Psychology, 51 (2), 211-217.
13. Clark, C., &, Peterson, P., (1986). Teachers' thought processes. In:, M. C. Wittrock, (Ed.), Handbook of research on teaching (3rd ed.; pp. 255-296). New York: Macmillan.
14. Clark, C. M., &, Yinger, R. J., (1987). Teacher planning. In, J. Calderhead, (Ed.), Exploring teachers' thinking (pp. 84-103). London: Cassell.
15. Coffey, J., Hammer, D., &, Levin, D., (2009). Novice teachers' attention to student thinking. Journal of Teacher Education, 60, 142-154.
16. Collins, A., &, Ferguson, W., (1993). Epistemic forms and epistemic games: Structures and strategies to guide inquiry. Educational Psychologist, 28 (1), 25-42.
17. Committee on Science and Mathematics Teacher Preparation. (2001). Educating teachers of science, mathematics, and technology: New practices for the new millennium. Washington, DC: National Academy Press.
18. Crawford, B. A., (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44 (4), 613-642.
19. Engle, R. A., (2006). Framing interactions to foster generative learning: A situative explanation of transfer in a community of learners classroom. Journal of the Learning Sciences, 15 (4), 452-498.
20. Enyedy, N., Goldberg, J., &, Welsh, K., (2006). Complex dilemmas of identity and practice. Science Education, 90, 68-93.
21. Fletcher, S. S., &, Luft, J. A., (2010). Early career secondary science teachers: A longitudinal study of beliefs in relation to field experiences. Science Education, 95, 1124-1146.
22. Forbes, C. T., &, Davis, E. A., (2010). Beginning elementary teachers' beliefs about the use of anchoring questions in science: A longitudinal study. Science Education, 94 (2), 365-387.
23. Frederiksen, J. R., Sipusic, M., Sherin, M. G., &, Wolfe, E., (1998). Video portfolio assessment: Creating a framework for viewing the functions of teaching. Educational Assessment, 5 (4), 225-297.
24. Friedrichsen, P., Van Driel, J. H., &, Abell, S. K., (2010). Taking a closer look at science teaching orientations. Science Education, 95, 358-376.
25. Glaser, R., &, Chi, M. T., (1988). Overview. In, M. Chi, R. Glaser, &, M. Farr, (Eds.), The nature of expertise (pp. xv-xxviii). Hillsdale, NJ: Erlbaum.
26. Goffman, E., (1974). Frame analysis. New York, NY: Harper Colophon Books.
27. Hammer, D., (2004). The variability of student reasoning, lecture 3: Manifold cognitive resources. In, E. F. Redish, &, M. Vincentini, (Eds.), Research on physics education (pp. 321-340). Washington, DC: IOS Press Inc.
28. Hammer, D., &, Elby, A., (2002). On the form of a personal epistemology. In, B. K. Hofer, &, P. R. Pintrich, (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169-190). Mahwah, NJ: Lawrence Erlbaum.
29. Hammer, D., &, van Zee, E., (2006). Seeing the science in children's thinking: Case studies of student inquiry in physical science. (Book and DVD) Portsmouth, NH: Heinemann.
30. Hammer, D., Elby, A., Scherr, R. E., &, Redish, E. F., (2005). Resources, framing and transfer. In:, J.P. Mestre, (Ed.), Transfer of learning from a modern multidisciplinary perspective (pp. 89-120). Greenwich, CT: Information Age Publishing.
31. Hashweh, M. Z., (1996). Effects of science teachers' epistemological beliefs in teaching. Journal of Research in Science Teaching, 33, 47-63.
32. Hofer, B. K., &, Pintrich, P. R., (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67 (1), 88-140.
33. Hutchison, P., &, Hammer, D., (2010). Attending to student epistemological framing in a science classroom. Science Education, 94, 506-524.
34. Jacobs, V., Lamb, L., Philipp, R., Schappelle, B., &, Burke, A., (2007). Professional noticing by elementary school teachers of mathematics. In A. Ellis (chair), Missing links in the implementation of mathematics education reforms: "Attention-focusing" and "noticing." Symposium presented at the annual meeting of the American Educational Research Association, Chiago, IL.
35. Kagan, D. M., (1992). Implication of research on teacher belief. Educational Psychologist, 27 (1): 65-90.
36. Kang, N. H., (2008). Learning to teach science: Personal epistemologies, teaching goals, and practices of teaching. Teaching and Teacher Education, 24, 478-498.
37. Kang, N., &, Wallace, C. S., (2005). Secondary science teachers' use of laboratory activities: Linking epistemological beliefs, goals, and practices. Science Education, 89 (1): 140-165.
38. King, K., Shumow, L., &, Lietz, S., (2001). Science education in an urban elementary school: Case studies of teacher beliefs and classroom practices. Science Education, 85 (2): 89-110.
39. Lakoff, G., &, Johnson, M., (1980). Metaphors we live by. Chicago, IL: University of Chicago Press.
40. Larkin, D., (2012). Misconceptions about "misconceptions": Preservice secondary science teachers' views on the value and role of student ideas. Science Education, 96, 927-959.
41. Lau, M., (2010). Understanding the Dynamics of teacher attention: Case studies of how high school physics and physical science teachers attend to student ideas. Unpublished dissertation, University of Maryland.
42. Lederman, N. G., (1999). Teachers' understandings of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36 (8), 916-929.
43. Loughran, J., Mulhall, P., &, Berry, A., (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41 (4), 370-391.
44. MacLachlan, G., &, Reid, I., (1994). Framing experience: "What is it that's Going on Here? " In, G. MacLachlan, &, I. Reid, (Eds.), Framing and interpretation (pp. 40-67). Victoria: Carlton.
45. Maskiewicz, A. C., &, Winters, V. A., (2012). Understanding the co-construction of inquiry practices: A case study of a responsive teaching environment. Journal of Research in Science Teaching, 49, 429-464.
46. Miller, K., Zhou, X., Perry, M., Sims, L., &, Fang, G., (2008). Do you see what I see? Effects of culture and expertise on attention to classroom video. Unpublished manuscript, University of Michigan.
47. Mulholland, J., &, Wallace, J., (2005). Growing the tree of teacher knowledge: Ten years of learning to teach elementary science. Journal of Research in Science Teaching, 42 (7), 767-790.
48. Nesbitt, K. V., (2004). Getting to more abstract places using the metro map metaphor. Proceedings of the Eighth International Conference on Information Visualisation (IV'04), Piscataway, NJ: IEEE.
49. NRC (National Research Council). (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington, DC: Committee on the Development of an Addendum to the National Science. Education Standards on Scientific Inquiry.
50. NRC (National Research Council). (2007). Taking science to school: Learning and teaching science in grades K-8., R. Duschl, H. Schweingruber, &, A. Shouse, (Eds.), Committee on Science Learning, Kindergarten through Eighth Grade. Washington, DC: The National Academies Press.
51. NRC (National Research Council). (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press.
52. Oliveira, A. W., Cook, K., &, Buck, G. A., (2011). Framing evolution discussion intellectually. Journal of Research in Science Teaching, 48 (3), 257-280.
53. Otero, V. K., &, Nathan, M. J., (2008). Preservice teachers' views of their students' prior knowledge of science. Journal of Research in Science Teaching, 45 (4), 497-523.
54. Pajares, M., (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62 (3), 307-332.
55. Phillips, S. U., (1972). Participant structures and communicative competence: Warm springs children in community and classroom. In, C. B. Cazden, V. P. John, &, D. H. Hymes, (Eds.), Functions of language in the classroom. New York: Teachers College Press.
56. Radinsky, J., (2008). Students' roles in group work with visual data: A site of science learning. Cognition and Instruction, 26, 145-194.
57. Redish, E. F., (2004). A theoretical framework for physics education research: Modeling student thinking. In, E. F. Redish, C. Tarsitani, &, M. Vincentini, (Eds.), Proceedings of the Enrico Fermi Summer School, Course CLVI (pp. 1-63). Bologna: Italian Physical Society.
58. Reich, S., Goldberg, L., Hudek, S., (October, 2004). Deja View Camewear Model 100. Paper presented at the First ACM workshop on Continuous Archival and Retrieval of Personal Experiences. New York.
59. Remillard, J. T., (2005). Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75 (2), 211-246.
60. Richardson, V., Anders, P., Tidwell, D., &, Lloyd, C., (1991). The relationship between teachers' beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28 (3): 559-586.
61. Rop, C., (2002). The meaning of student inquiry questions: A teacher's beliefs and responses. International Journal of Science Education, 24 (7): 717-736.
62. Rosenberg, S. A., Hammer, D., &, Phelan, J., (2006). Multiple epistemological coherences in an eighth-grade discussion of the rock cycle. Journal of the Learning Sciences, 15 (2), 261-292.
63. Roth, K. J., Gernier, H. E., Chen, C., Lemmens, M., Schwille, K., &, Wickler, N. I. Z., (2011). Videobased lesson analysis: Effective science PD for teacher and student learning. Journal of Research in Science Teaching, 48 (2), 117-148.
64. 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.
65. Scherr, R. E, &, Hammer, D., (2009). Student behavior and epistemological framing: Examples from collaborative active-learning activities in physics. Cognition and Instruction.
66. Schoenfeld, A. H., (1998). Toward a theory of teaching-in-context. Issues in Education, 4 (1), 1-94.
67. Schoenfeld, A. H., (1999). Models of the teaching process. The Journal of Mathematical Behavior, 18 (3): 243-261.
68. Sfard, A., (2007). When the rules of discourse change and nobody tells you: Making sense of mathematics from a commognitive standpoint. Journal of the Learning Sciences, 16 (4), 565-613.
69. Sherin, M. G., (2001). Developing a professional vision of classroom events. In, T. Wood, B. S. Nelson, &, J. Warfield, (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 75-93). Hillsdale, NJ: Erlbaum.
70. Sherin, M. G., (2007). The development of teachers' professional vision in video clubs. In:, R. Goldman, R. Pea, B. Barron, &, S. Derry, (Eds.), Video research in the learning sciences (pp. 383-395). Hillsdale, NJ: Erlbaum.
71. Sherin, M. G., &, Han, S., (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20, 163-183.
72. 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.
73. Sherin, M. G., Russ, R. S., Sherin, B. L., &, Colestock, A., (2008). Professional vision in action: An exploratory study. Issues in Teacher Education, 17 (2), 27-46.
74. Sherin, B. L., Sherin, M. G., Colestock, A. A., Russ, R. S., Luna, M. J., Mulligan, M., &, Walkoe, J., (2010). Using digital video to investigate teachers' in-the-moment noticing. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010)-Volume 2, Short Papers, Symposia, and Selected Abstracts. International Society of the Learning Sciences: Chicago IL.
75. Sherin, M. G., Jacobs, V. R., &, Philipp, R. A., (Eds.). (2011). Mathematics teacher noticing: Seeing through teachers' eyes. New York: Taylor and Francis.
76. Sherin, M. G., Russ, R. S., &, Colestock, A. A., (2011). Accessing mathematics teachers' in-the-moment noticing. In, M. G. Sherin, V. R. Jacobs, &, R. A. Philipp, (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 79-94). New York: Routledge.
77. Shulman, L. S., (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14.
78. Speer, N. M., (2005). Issues of methods and theory in the study of mathematics teachers' professed and attributed beliefs. Educational Studies in Mathematics, 58, 361-391.
79. Star, J. R., &, Strickland, S. K., (2008). Learning to observe: Using video to improve preservice teachers' ability to notice. Journal of Mathematics Teacher Education, 11, 107-125.
80. Tannen, D., (1993). Framing in discourse. New York: Oxford University Press.
81. Tannen, D., &, Wallat, C., (1993). Interactive frames and knowledge schemas in interaction: Examples from a medical examination/interview. In, D. Tannen, (Ed.), Framing in discourse (pp. 57-76). New York: Oxford University Press.
82. van Es, B., &, Sherin, M. G., (2002). Learning to notice: Scaffolding new teachers' interpretations of classroom interactions. Journal of Technology and Teacher Education, 10 (4), 571-596.
83. van Es, E. A., &, Sherin, M. G., (2008). Mathematics teachers' "learning to notice" in the context of a video club. Teaching and Teacher Education, 24, 244-276.
84. V.I.O. Inc., (2009). POV. 1.5. Retrieved September 21, 2009 from http://www.vio-pov.com
85. Vu Minh, C., Herbst, P., &, Weiss, M., (2011). Effect of an animated classroom story embedded in online discussion of helping mathematics teachers learn to notice. Journal of the Learning Sciences, 20 (4), 589-624.
86. Windschitl, M., Thompson, J., &, Braaten, M., (2011). Ambitious pedagogy by novice teachers: Who benefits from tool-supported collaborative inquiry into practice and why ? Teachers College Record, 113 (7), 1311-1360.
87. Yin, R. K., (2008). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.