Teacher valence codes showed a nominal non-significant interaction: presence codes decreased while absence/missed-opportunity codes increased¶

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

Subclaims¶

q2 i? Within teacher-focused codes, presence-noting decreased and absence/missed-opportunity-noting increased, but this interaction was not significant. → 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 · i? · causal · r1

Study 1 exploratory result on the valence dimension of teacher-focused codes, explicitly reported as nominal and non-significant; equivalence was not tested.

"Nominally, there was an interaction within the teacher-focused codes, such that the number of codes noting the presence of a feature in the teacher’s behavior decreased while those noting absence of a feature or missed opportunity increased, though this interaction was not significant."

Discussion¶

Related Claims¶

• Student-focused noticing marginally increased (Cohen's d = 0.43) while teacher-focused codes showed no change (d = 0.06)
• 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
• 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 — a narrower finding that bears on this claim