Does Teacher Noticing Matter for Students’ Science Content Learning Outcomes? Evidence From a Large-Scale Empirical Study

Abstract

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 outcome..