{"id":{"repo_id":"maryland","oai_identifier":"oai:drum.lib.umd.edu:1903/8103"},"canonical_url":"https://search.dev.ndltd.org/etd/maryland/oai:drum.lib.umd.edu:1903/8103","repository":{"repo_id":"maryland","name":"University of Maryland","base_url":"https://api.drum.lib.umd.edu/server/oai/request"},"display":{"title":"What Secondary Science Teachers Pay Attention to in the Classroom: Situating Teaching in Institutional and Social Systems","abstract":"This study concerns the issue of secondary science teachers' attention. In particular, I consider if, how, and when science teachers attend to the substance of student thinking, which is called for by science education reform (NRC, 2007). Using a case study approach, and drawing on ethnographic data sources, I explore what novice and experienced secondary science teachers regularly attend to while teaching, what shapes teachers' attention, and how teachers' attention is consequential for students' science learning. I find that both novice and experienced teachers can attend to the substance of student thinking, although the institutional and social systems of school draw teachers' attention to other foci--particularly to correctness of conceptual knowledge and the vocabulary that signals correctness and \"misconceptions.\" Furthermore, I argue that when teachers regularly attend to the substance of student thinking, they can contribute to a classroom culture that supports student inquiry. I discuss implications of this work for understanding teaching and for teacher education and professional development, and I suggest areas for future research that are motivated by these findings.","abstract_html":"This study concerns the issue of secondary science teachers' attention. In particular, I consider if, how, and when science teachers attend to the substance of student thinking, which is called for by science education reform (NRC, 2007). Using a case study approach, and drawing on ethnographic data sources, I explore what novice and experienced secondary science teachers regularly attend to while teaching, what shapes teachers' attention, and how teachers' attention is consequential for students' science learning. I find that both novice and experienced teachers can attend to the substance of student thinking, although the institutional and social systems of school draw teachers' attention to other foci--particularly to correctness of conceptual knowledge and the vocabulary that signals correctness and "misconceptions." Furthermore, I argue that when teachers regularly attend to the substance of student thinking, they can contribute to a classroom culture that supports student inquiry. I discuss implications of this work for understanding teaching and for teacher education and professional development, and I suggest areas for future research that are motivated by these findings.","abstract_has_math":false,"creators":["Levin, Daniel M"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":"Curriculum and Instruction","school":null,"contributors":[],"advisors":["Coffey, Janet E"],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-04-22","date_published":"2008-04-22","updated_at":"2026-07-24T03:02:20Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/1903/8103","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Coffey, Janet E"]},{"key":"dc:contributor.department","label":"Department","values":["Curriculum and Instruction"]},{"key":"dc:creator","label":"Author","values":["Levin, Daniel M"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2008-06-20T05:34:39Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2008-06-20T05:34:39Z"]},{"key":"dc:date.issued","label":"Date","values":["2008-04-22"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/1903/8103"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study concerns the issue of secondary science teachers' attention. In particular, I consider if, how, and when science teachers attend to the substance of student thinking, which is called for by science education reform (NRC, 2007). Using a case study approach, and drawing on ethnographic data sources, I explore what novice and experienced secondary science teachers regularly attend to while teaching, what shapes teachers' attention, and how teachers' attention is consequential for students' science learning. I find that both novice and experienced teachers can attend to the substance of student thinking, although the institutional and social systems of school draw teachers' attention to other foci--particularly to correctness of conceptual knowledge and the vocabulary that signals correctness and \"misconceptions.\" Furthermore, I argue that when teachers regularly attend to the substance of student thinking, they can contribute to a classroom culture that supports student inquiry. I discuss implications of this work for understanding teaching and for teacher education and professional development, and I suggest areas for future research that are motivated by these findings."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["What Secondary Science Teachers Pay Attention to in the Classroom: Situating Teaching in Institutional and Social Systems"]}]}],"canonical_facts":{"dc:contributor.advisor":["Coffey, Janet E"],"dc:contributor.department":["Curriculum and Instruction"],"dc:creator":["Levin, Daniel M"],"dc:date.accessioned":["2008-06-20T05:34:39Z"],"dc:date.available":["2008-06-20T05:34:39Z"],"dc:date.issued":["2008-04-22"],"dc:description.abstract":["This study concerns the issue of secondary science teachers' attention. In particular, I consider if, how, and when science teachers attend to the substance of student thinking, which is called for by science education reform (NRC, 2007). Using a case study approach, and drawing on ethnographic data sources, I explore what novice and experienced secondary science teachers regularly attend to while teaching, what shapes teachers' attention, and how teachers' attention is consequential for students' science learning. I find that both novice and experienced teachers can attend to the substance of student thinking, although the institutional and social systems of school draw teachers' attention to other foci--particularly to correctness of conceptual knowledge and the vocabulary that signals correctness and \"misconceptions.\" Furthermore, I argue that when teachers regularly attend to the substance of student thinking, they can contribute to a classroom culture that supports student inquiry. I discuss implications of this work for understanding teaching and for teacher education and professional development, and I suggest areas for future research that are motivated by these findings."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["http://hdl.handle.net/1903/8103"],"dc:language.iso":["en_US"],"dc:title":["What Secondary Science Teachers Pay Attention to in the Classroom: Situating Teaching in Institutional and Social Systems"],"dc:type":["Dissertation"]},"updated_at":"2026-07-24T03:02:20Z"}