Sarah Selmer
Biographic Data
| ID | 5060500 |
|---|---|
| NAME | Sarah Selmer |
| GIVEN NAMES | Sarah |
| FAMILY NAME | Selmer |
| SIGNATURE | SELMER S |
| AFFILIATIONS | West Virginia University |
| ORCID | 0000-0003-0352-4267 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
A Case Study of Prospective Teachers Engaged in Professional Noticing of their Students’ Mathematical Thinking
In this study, prospective teachers engaged in professional noticing of their students’ mathematical thinking captured in pieces of written work. Researchers then worked to characterize the prospective teachers’ professional noticing using a lens of responsive teaching. Results indicate that prospective teacher decisions about how to respond to their students’ mathematical thinking fall on a responsiveness continuum, often shifting in responsiven…
Responsive Teaching and the Instructional Reasoning of Expert Elementary Mathematics Teachers
This study examines instructional reasoning in an approximation of practice that simulates a teacher sitting down after class to examine students’ written work. The participants were prompted to attend to, interpret, and decide how to respond to student thinking contained in a piece of written work. Our purpose was to capture the additional cognitive work that teachers engage in. Using qualitative content analysis, we identified the most frequent…
Examining the Responding Component of Teacher Noticing
In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work was to decompose the responding component of teacher noticing and use our findings to present an emerging framework characterizing the multidimensional nature of this practice. We present two key outcomes based on the findings o…
Examining the Responding Component of Teacher Noticing
In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work was to decompose the responding component of teacher noticing and use our findings to present an emerging framework characterizing the multidimensional nature of this practice. We present two key outcomes based on the findings o…
Examining the Responding Component of Teacher Noticing
In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work was to decompose the responding component of teacher noticing and use our findings to present an emerging framework characterizing the multidimensional nature of this practice. We present two key outcomes based on the findings o…
A Case Study of Prospective Teachers Engaged in Professional Noticing of their Students’ Mathematical Thinking
In this study, prospective teachers engaged in professional noticing of their students’ mathematical thinking captured in pieces of written work. Researchers then worked to characterize the prospective teachers’ professional noticing using a lens of responsive teaching. Results indicate that prospective teacher decisions about how to respond to their students’ mathematical thinking fall on a responsiveness continuum, often shifting in responsiven…
Responsive Teaching and the Instructional Reasoning of Expert Elementary Mathematics Teachers
This study examines instructional reasoning in an approximation of practice that simulates a teacher sitting down after class to examine students’ written work. The participants were prompted to attend to, interpret, and decide how to respond to student thinking contained in a piece of written work. Our purpose was to capture the additional cognitive work that teachers engage in. Using qualitative content analysis, we identified the most frequent…
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Computer Science (2 works) · Education and Technology Integration (2 works) · Mathematics Education and Teaching Techniques (2 works) · Teacher Education and Leadership Studies (2 works) · Artificial Intelligence (1 work) · Cognition (1 work) · Collaborative Teaching and Inclusion (1 work)