Noticing is an essential aspect of professional expertise in teaching – a skill that draws on deep professional knowledge in ways that affect how teachers are aware of, respond to and meet the needs of their students. Being a ‘noticing teacher’ in the language and literacy classroom can make a real difference to students’ progress as readers and writers, to their literacy attainment and to their engagement with learning.

This international, research-informed book is unique in its focus on literacy and language. The authors explore models and methods to embed both noticing and the development of teacher agency and grounded knowledge into teacher education programs and school practices. To further the professional knowledge and agency of ‘noticing teachers’, the authors argue that research, policy and the professional community need to understand how noticing skills can be woven into the policy and practice contexts of the literacy teacher’s work.

Developing Habits of Noticing in Literacy and Language Classrooms: Research and Practice across Professional Cultures is designed to help teachers, researchers and school leaders think in new ways about how ‘noticing’ operates in the context of the literacy classroom and how it can be supported. Each chapter provides a valuable insight into how teachers learn from their students, in the course of teaching activities, to be responsive, analytical and inspirational.

chapter 1|19 pages


BySue Ellis, Alyson Simpson

chapter 2|21 pages

Teacher Candidates Learn to Notice During Supervisory Conferences

ByMelanie C. González, Francesca Pomerantz, Cami Condie

chapter 3|18 pages

Noticing as Key to Meet the Needs of Developing Writers

ByJudy M. Parr

chapter 4|19 pages

Teacher Noticing in Language and Literacy Landscapes of Practice

BySue Ellis, Adele Rowe, Jenny Carey, Vivienne Smith

chapter 5|20 pages

Challenges and Transformations of Noticing in a New Culture

Pre-service teachers teach in South Africa to learn to teach in the United States
ByDouglas Kaufman, Laura Barzottini, Jaquana Bell, Carly Burriesci, Delilah DiCioccio, Kelsey Iwanicki, Anika Koerfer, Sierra Markelon, Nichole Pitruzzello, Ryan Simler, Shannon Tierney, Alyssa Venora

chapter 6|18 pages

Tesol Students’ Perspectives

Noticing classroom practice
ByM. Martha Lengeling, Amanda K. Wilson, Irasema Mora-Pablo

chapter 7|18 pages

Developing an Implemented Curriculum of Literacy

Contrasting approaches to policy and practice
ByRúnar Sigþórsson

chapter 9|14 pages

Reflections on ‘Noticing’ Research and Implications for the Future

ByFrancesca Pomerantz, Douglas Kaufman