Preservice teachers became more likely to notice the absence of students building on each other's ideas and marginally more likely to notice open-ended questions¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Participants were significantly more likely to notice the absence of students building on each other's ideas (McNemar p = .03; 6% pre to 41% post). → Blair 2024 q2 i? Mentions of open-ended/authentic teacher questions increased from 65% to 95% of PSTs (marginal, p = .06); student-centeredness mentions showed a nominal trend (p = .12). → Blair 2024 (2)

Evidence¶

Blair 2024¶

Blair, K. P., Banes, L. C., & Martin, L. (2024). Fostering noticing of classroom discussion features through analysis of contrasting cases. Instructional Science, 52:417–452. https://doi.org/10.1007/s11251-024-09661-z

q2 · i? · causal · r1

Study 1 exploratory McNemar tests on specific codes; only the test statistic and percentages are printed, no effect size. Supports the hypothesized increase in noticing what is missing in discourse.

"Participants were more likely to notice the absence of students building on each other’s ideas (exact McNemar’s test, p = .03), mentioned by 6% (1) of PSTs at pre and 41% (7) of PSTs at post."

Blair 2024 (2)¶

q2 · i? · causal · r2

Study 1 exploratory analyses of open-ended question codes (marginal, p = .06) and student-centeredness (p = .12, nominal trend); the article notes these analyses do not control for multiple comparisons.

"participants were marginally more likely to talk about the presence and/or absence of teacher’s open-ended questions at post (exact McNemar’s test, p = .06)"

Discussion¶

Page metadata

Field	Value
`type`	`claim`
`id`	`blair2024-noticing-absences-increase`
`title`	`Preservice teachers became more likely to notice the absence of students building on each other's ideas and marginally more likely to notice open-ended questions`
`description`	`Preservice teachers became more likely to notice the absence of students building on each other's ideas and marginally more likely to notice open-ended questions`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2024`
`generated`	by `process:wiki-ingest` on `2026-10-18`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `blair-2024`, `blair-2024-2`

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