Video

An essential aspect of mathematics teacher education is the development of professional noticing. A 360 video is a new technology that can aid in developing mathematical teacher noticing. This study examines the relationship between preservice teachers' noticing of mathematical student thinking and the variation in their physical focusing behavior of 360 videos. Researchers used a convergent mixed methods design to examine the level of professional noticing with participants' 360 video viewing behavior.

This study applies natural language processing and qualitative classroom video analyses to examine classroom discourse. Guided by hybridity theory, which emphasizes the benefits of blending everyday with academic language practices for expanding students’ opportunities to engage with disciplinary ideas, our study systematically identifies how teachers’ and students’ discursive resources operate in science classrooms.

Noticing is often studied at one time point or with a focus on how one notices a particular practice. Fewer studies have focused on how noticing shifts from before to after professional development (PD), and researchers have yet to commonly study what participants provide as rationale for changes in noticing. We engaged 18 practicing teachers in one year of PD, including a course, video coaching clubs, and coaching. We asked them to annotate video clips before and after the PD to identify what and how they noticed. We interviewed teachers about their noticing and how it related to the PD.

This study explored secondary science teachers’ attending and interpretation of three science and engineering practices (SEPs) occurring in a classroom setting. This data were further examined to see if teaching experience and disciplinary area influenced the secondary science teachers attending and interpretation of the SEPs. The data collection process involved having teachers talk about the science instruction they viewed in short videos.

Building on research on teacher noticing, the goal of this study was to understand what and how mathematics teacher educators notice critical events and how they make connections to consider the characteristics of distinguished coach noticing, meaning the noticing we would hope those coaching would attain to support teachers. We interviewed 29 mathematics teacher educators in two different experience groups and asked them to respond to vignettes of coach–teacher interactions.

Building on research on teacher noticing, the goal of this study was to understand what and how mathematics teacher educators notice critical events and how they make connections to consider the characteristics of distinguished coach noticing, meaning the noticing we would hope those coaching would attain to support teachers. We interviewed 29 mathematics teacher educators in two different experience groups and asked them to respond to vignettes of coach–teacher interactions.

This collection of curriculum units focus on the biology topics of natural selection, matter and energy, and genetics. Each unit contains a series of lessons, videos, and materials for students and teachers.

This series includes lessons and professional development video sessions focused on: multilingual learning strategies for STEM, culturally responsive strategies for STEM, knowledge building strategies for STEM, semantic waving in science instruction, and autonomy touring in science instruction.

In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.” Our analysis proposes an integrative framework to study classroom interactions and teacher movement over space and time comprised of four salient characteristics within lessons: trails, landmarks, material routines, and circulation patterns.

Thoughtful and purposeful displays can support students’ participation in argumentation. This report addresses how displays are used within collective argumentation. We examined a secondary mathematics teacher’s and her students’ use of displays during selected episodes of collective argumentation. From video classroom observations and interviews with the teacher, we extracted several kinds of displays according to their functions and then investigated how these displays supported collective argumentation as direct contributions to the argument or actions supporting the argumentation.