Student-focused noticing marginally increased (Cohen's d = 0.43) while teacher-focused codes showed no change (d = 0.06)¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2 · i0–i2
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i2 Total student-focused codes showed a marginal pre-to-post increase (t(16) = -1.77, p = .096, d = 0.43), consistent with hypothesized shifts. → Blair 2024 q2 i0 Total teacher-focused codes showed no change (t(16) = 0.24, p > .5, d = 0.06). → 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 · i2 · causal · r1

Study 1 follow-up t-test on student-focused codes; the article calls it "a marginal increase" (p = .096, d = 0.43).

"Follow-up analysis found a marginal increase in the total number of student-focused codes from pre-to-post (t(16) = -1.77, p = .096, Cohen’s d = 0.43), consistent with one of our hypothesized patterns of shifts."

Blair 2024 (2)¶

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 · i0 · causal · r1

Study 1 follow-up on teacher-focused codes found no change (d = 0.06), consistent with pattern (c) predicting a shift in quality rather than quantity of teacher-focused noticing.

"There were no changes in the total number of teacher-focused codes, t(16) = 0.24, p > .5, Cohen’s d = 0.06)."

Discussion¶

Related Claims¶

• 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
• Teacher valence codes showed a nominal non-significant interaction: presence codes decreased while absence/missed-opportunity codes increased
• 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)
• Individual trajectories varied: 9 of 14 teachers increased dialogic noticing per episode, while two teachers slightly decreased, which the authors attribute to limits of the nondirective intervention
• The intervention significantly increased teachers' noticing of six dialogic attributes — persuasive interaction, one leads and another is led, agreement and collective attention, students have equal status, dialogic gap, and monologue — but not of dialogue-expansion attributes
• A contrasting cases activity shifted the focus of preservice teachers' video noticing from teacher-focused to student-focused codes (significant time × subject-focus interaction) — related