A practitioner brief, citing Heritage (2009), reports that teachers who can identify a stage of student learning cannot necessarily identify the next instructional steps¶
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Evidence · 1 study · reviewr1·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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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? Research shows teachers able to identify a stage in student learning are not necessarily able to identify the next instructional steps. → Jones 2024
Evidence¶
Jones 2024¶
Jones, B., Faulkner-Bond, M., & Blitz, J. (2024). Accelerate Success for English Learners With Formative Assessment. Region 15 Comprehensive Center at WestEd. https://eric.ed.gov/?id=ED673605
q2 · i? · review · r1
The brief reports this research finding (endnote citing Heritage, 2009) to argue that noticing skills can be learned and responding to noticed evidence requires practice. No effect size is printed.
"Research shows that just because teachers are able to identify a stage in student learning, they are not necessarily able to identify the next instructional steps."
Discussion¶
Related Claims¶
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
noticing-not-enough-next-steps |
title |
A practitioner brief, citing Heritage (2009), reports that teachers who can identify a stage of student learning cannot necessarily identify the next instructional steps |
description |
A practitioner brief, citing Heritage (2009), reports that teachers who can identify a stage of student learning cannot necessarily identify the next instructional steps |
status |
review |
evidence_strength |
weak |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jones-2024 |
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