A contrasting cases activity shifted the focus of preservice teachers' video noticing from teacher-focused to student-focused codes (significant time × subject-focus interaction)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 In Study 1, a repeated measures ANCOVA on pre/post video noticing codes found a significant time by subject-focus interaction (F(1,15) = 14.01, p < .01, ηp² = 0.48), with no significant main effect of time. → Blair 2024

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 · i3 · causal · r1

Study 1 repeated measures ANCOVA with within-subject factors time, subject-focus, and valence, on 18 preservice teachers' pre/post video noticing reflections. The article reports "a significant interaction of time by subject-focus" with ηp² = 0.48; video clip order was a covariate.

"There was no significant main effect of time (F(1,15) = 0.37, p > .5), but there was a significant interaction of time by subject-focus ( F(1,15) = 14.01, p < .01"

Discussion¶

Related Claims¶

• After a dialogic-focused professional development intervention, mathematics teachers noticed student dialogue significantly more, in both attending (83 to 170 cases) and responding (24 to 71 cases)
• 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 — related
• Student-focused noticing marginally increased (Cohen's d = 0.43) while teacher-focused codes showed no change (d = 0.06) — related
• Teacher valence codes showed a nominal non-significant interaction: presence codes decreased while absence/missed-opportunity codes increased — related