Research on teachers' noticing of student mathematical thinking has typically focused on how a teacher attends to, interprets, and determines a response to an individual student contribution in isolation from the broader mathematical classroom context. This research focus is not nuanced enough, however, to fully account for the complex noticing…

This study explores secondary-school mathematics teachers' noticing of Critical Events Associated with Argumentation (CEAs), moments when students' reasoning or interactions become evident, offering teachers opportunities to promote argumentation in the classroom. Thirty-one teachers analyzed a written classroom scenario, identifying CEAs,…

This study is a qualitative study conducted to examine the effect of socioscientific issues (SSI) on discourse patterns used in the classroom. The research was conducted with four elementary science teachers working in a public school. The research was designed as case studies of these four teachers and data resources were video recordings of…

Purpose: The purpose of the article is to contribute to a discussion about quality for social science teaching and in continuation hereof to develop a tool for social science classroom observation and interpretation, for both direct and video-based observation. Design/methodology/approach: Classroom teaching is communication. Therefore, it is…

This quantitative study examined teachers' self-efficacy in teaching multilingual learners (MLL) and implementing the Sheltered Instruction Observation Protocol (SIOP) to support MLL instruction in classrooms. The problem is that teachers' self-efficacy when teaching MLLs may affect them not utilizing the best research-based Tier 1 instructional…

Addressing student conceptions is crucial in science education. Therefore, teachers should be able to notice and interpret situations, in which student conceptions are part of the complex classroom interactions. This study analyzes the skills known as professional vision using an interpretivist research paradigm and a sociocultural perspective.…

Learning to write is a complex process and children have to orchestrate a range of processes and skills in order to produce written messages. Young children are facing increasing demands in terms of the expected complexity of their written messages in education settings across the world. Teachers, in turn, are challenged to support children and…

The paper inquired into the discourse practices in classroom teaching in a State university in Brunei Darussalam. Respondents comprised four (4), local Bruneian lecturers, from two (2) academic streams: STEM-driven and entrepreneurship programmes. Subjected to data saturation, teaching observations of each respondent were shadowed over several…

This conceptual paper presents the concept of second order teaching as developed by the authors. The concept was developed through system theoretical concepts as second order observation and context learning, and it relates to theories on metacognition -- thinking about thinking. Implications for teaching and learning are described, and the paper…

According to the Michigan Department of Education, between 2011 and 2017, the number of multilingual learners (MLs) enrolled in K-12 schools in the state increased by more than 50%. In 2017, the average teacher to ML ratio in the state was an alarmingly low 1:168. To increase the number of teachers prepared to effectively serve MLs, we developed…

A gulf exists between prior work testing metacognitive instructional interventions and teacher practices that may support metacognition in the classroom. To help bridge this gulf, we designed an observational protocol to capture whether and how teachers provide metacognitive support in their talk and examined whether these supports were related to…

Equity in mathematics classroom discourse is a pressing concern, but analyzing issues of equity using observational tools remains a challenge. In this article, we propose equity analytics as a quantitative approach to analyzing aspects of equity and inequity in classrooms. We introduce a classroom observation tool that focuses on relatively…

Purpose: The paper discusses the camerawork within a historic video case study as a meaningful practice of visualization of classrooms and also as an aspect worth consideration in current contexts of video-based classroom research and teacher education. Design/methodology/approach: The case study combines elements of video hermeneutics and a…

This study presents an analysis of teacher discursive moves (TDMs) that aid students in altering their thinking and talking systems. The participants were a science who handled the immersion inquiry activities. The primary data source was the video recorded in the classroom. This video-based data was analyzed through systematic observation in two…

This quantitative study examined the frequency counts of Head Start teachers' verbalizations or teacher talk and the scores of such teachers in the Mediated Learning Rating Scale (MLERS) during interactions with diverse young learners (DYLs) of three sites in a Mid-Atlantic region of the United States. The relationships between Head Start…