2025/05/26 by Kennedy Kam Ho Chan, Jianyun She, Jan van Driel +1
Social Sciences · #Education and Technology Integration #School Choice and Performance #Teacher Education and Leadership Studies
paper · pdf · doi:10.1177/00224871251336875
crossref issued 2025/05/26 · crossref published 2025/05/26 · crossref published-online 2025/05/26 · openalex publication_date 2025/05/26 · crossref created 2025/05/27 · openalex created_date 2025/10/10 · crossref published-print 2026/03/01 · crossref deposited 2026/05/01 · crossref indexed 2026/07/28 · openalex updated_date 2026/07/29
Although teacher noticing is regarded as a critical component of teacher expertise that matters for student learning, empirical evidence verifying the relationship between teacher noticing and student learning outcomes is scare. Using a relatively large-scale sample involving 189 middle school biology teachers from 156 schools and their students ( n = 7,086), this quantitative study investigated the association between teachers’ level of noticing, measured by a standardized video-based instrument, and student achievement. An analysis utilizing two-level hierarchical linear modeling revealed a significant and positive association between teachers’ level of noticing and student learning outcomes. Specifically, the proportion of variance explained was 0.383. Our study offers robust and timely evidence that verifies the core assumption underpinning teacher noticing research as well as professional development efforts focusing on teacher noticing. Implications for teacher noticing research and teacher professional development are discussed.