The association between expertise and the valence of noticing and of alternatives holds after controlling for subject, grade level, minority status, and gender¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 2022 · 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.

q3 i? In loglinear models, none of the two-way interactions between Noticing/Alternatives and Subject, Grade Level, Minority Status, or Gender were essential except Expertise. → Keller 2022

Evidence¶

Keller 2022¶

Keller, L., Cortina, K. S., Müller, K., & Miller, K. F. (2022). Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking. Instructional Science. https://doi.org/10.1007/s11251-021-09570-5

q3 · i? · associational · r1

Loglinear model comparison (Table 3) on the 37-teacher sample showed Model II fit well and removing the Expertise interaction sharply worsened fit, while removing other interactions did not. "even after controlling for these variables, Expertise was associated with a difference in the distribution across the three levels" of Noticing and Alternatives.

"none of the two-way interaction effects between Noticing or Alternatives and Subject, Grade Level, Minority Status, and Gender were essential except for Expertise. This means that even after controlling for these variables, Expertise was associated with a difference in the distribution across the three levels"

Discussion¶

Learner Variables¶

Prior Knowledge — predictor: learners who differ on it differ in outcomes

Novice teachers notice more negative classroom events than positive ones, whereas expert teachers show the opposite pattern when reflecting on their own MET videos — a narrower finding that bears on this claim
Novice teachers overwhelmingly frame alternative teaching strategies as improvements to their own teaching, whereas expert teachers weigh alternatives as improvements and inferior options about equally often — a narrower finding that bears on this claim
Expert and novice teachers do not differ significantly in the number of classroom events they notice when reflecting on their own MET video footage — related

Page metadata

Field	Value
`type`	`claim`
`id`	`expertise-valence-association-robust-to-controls`
`title`	`The association between expertise and the valence of noticing and of alternatives holds after controlling for subject, grade level, minority status, and gender`
`description`	`The association between expertise and the valence of noticing and of alternatives holds after controlling for subject, grade level, minority status, and gender`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2022`
`generated`	by `process:wiki-ingest` on `2026-10-18`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `keller-2022`

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