DOCUMENTING VARIABILITY WITHIN TEACHER ATTENTION AND RESPONSIVENESS TO THE SUBSTANCE OF STUDENT THINKING

Amy D. Robertson, Jennifer Richards, Andrew Elby, Janet Walkoe

Research output: Chapter in Book/Report/Conference proceedingChapter

10 Scopus citations

Abstract

The education research community is trying to figure out how to foster and assess responsive teaching, which in turn requires us to conceptualize what counts as progress toward greater responsiveness. As we discuss below in our literature review, much of the existing work on teacher noticing/attention/responsiveness describes responsive teaching in terms of levels (or a spectrum), with greater responsiveness consisting of more attention to the substance of student thinking and more responses that interpret rather than correct students’ ideas. These accounts often treat a teaching episode as “more” vs. “less” responsive or as “responsive” vs. “not responsive.

Original languageEnglish (US)
Title of host publicationResponsive Teaching in Science and Mathematics
PublisherTaylor and Francis
Pages227-247
Number of pages21
ISBN (Electronic)9781317423744
ISBN (Print)9781138916982
DOIs
StatePublished - Jan 1 2015

ASJC Scopus subject areas

  • General Social Sciences

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