Relevant bibliographies by topics / Noticing

Academic literature on the topic 'Noticing'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Noticing"

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Rosaen, Cheryl L., Mary Lundeberg, Marjorie Cooper, Anny Fritzen, and Marjorie Terpstra. "Noticing Noticing." Journal of Teacher Education 59, no. 4 (July 7, 2008): 347–60. http://dx.doi.org/10.1177/0022487108322128.

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Lacina, Jan, and Robin Griffith. "Noticing." Reading Teacher 74, no. 4 (January 2021): 361–62. http://dx.doi.org/10.1002/trtr.1987.

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Witkin, S. L. "Noticing." Social Work 45, no. 2 (March 1, 2000): 101–4. http://dx.doi.org/10.1093/sw/45.2.101.

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Harris, Nigel G. E. "Noticing." Theory & Psychology 9, no. 2 (April 1999): 147–64. http://dx.doi.org/10.1177/095935439992003.

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Batstone, Rob. "Noticing." ELT Journal 50, no. 3 (July 1996): 273. http://dx.doi.org/10.1093/elt/50.3.273.

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Dossey, Larry. "Noticing." EXPLORE 4, no. 4 (July 2008): 225–27. http://dx.doi.org/10.1016/j.explore.2008.04.006.

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Alff, David. "Noticing Grass." Restoration: Studies in English Literary Culture, 1660-1700 45, no. 2 (2021): 29–35. http://dx.doi.org/10.1353/rst.2021.0007.

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Johnson, Judith E., Harriet Levin, Allison Joseph, Myra Shapiro, Linda Zisquit, Elizabeth Alexander, Stephanie Strickland, and Brenda Hillman. "Deep Noticing." Women's Review of Books 14, no. 10/11 (July 1997): 28. http://dx.doi.org/10.2307/4022722.

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Dann, Graham M. S. "Noticing notices." Annals of Tourism Research 30, no. 2 (April 2003): 465–84. http://dx.doi.org/10.1016/s0160-7383(02)00097-x.

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Kemp, Martin. "Noticing Nature." Nature 393, no. 6680 (May 1998): 25. http://dx.doi.org/10.1038/29897.

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Dissertations / Theses on the topic "Noticing"

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Neugarten, Michael Louis. "Noticing noticing : the role of noticing in the praxis of competitive intelligence /." [St. Gallen] : [s.n.], 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016410524&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Geist, Monika. "Noticing in L2 writing." Diss., Ludwig-Maximilians-Universität München, 2013. http://nbn-resolving.de/urn:nbn:de:bvb:19-162170.

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The study investigated the ways L2 learners of English reflect on their use of English while completing a writing task and the strategies learners apply in order to resolve their language-related problems. Factors which might have some influence on the learners' noticing and problem-solving behaviour were explored using a qualitative, inductive research approach involving the detailed analyses of ten participants. Think-aloud protocols and stimulated recall interviews were used to investigate learners' noticing while composing and their use of strategies. Semi-structured qualitative interviews were conducted in order to analyze the learners' language learning background and preferences. The analysis was purposely inductive, deriving units of analysis and categories from the data rather than basing it on existing theories. At a later stage, the data-grounded analysis was compared to existing research, terminology and theories, and adapted where necessary. The results of the study revealed three basic tendencies (called types for a better clarity in describing the results) in noticing and strategy use behaviour. Learners of the first type frequently reflected on their language use and effectively applied a wide range of strategies to resolve their problems. The second type also used strategies effectively but applied a low range of strategy types. These learners did not often encounter linguistic problems and their linguistic problems occurred only in a few basic areas such as lexis. The third type were learners who, while encountering different numbers and ranges of language-related episodes, preferred to act intuitively rather than using problem-solving strategies in order to resolve their language-related problems. The different noticing and strategy use profiles were linked to the characteristics of the learners. Learners of the first type all had differentiated views on the importance of communication or accuracy in writing and speaking. Besides this, they exhibited two different sets of characteristics. The first subgroup was confident learners who were motivated to learn English and willing to invest some effort into learning English and other languages. The second subgroup considered learning English as an obligation and their English learning was strongly influenced by school. They were anxious learners with low communicative confidence who seemed to feel forced to reflect on their language use in order to avoid negative consequences. Learners of the second type also saw learning English as an obligation and were influenced by school in their English learning, but as confident learners, they found ways to handle the L2 effectively and to invest only as much effort as necessary. Learners of the third type exhibited a strong private influence on their English learning, combined with the motivation to learn English and other languages. Two of them had a clear preference for oral communication, linked to a less effective use of strategies in writing, whereas one learner used written and spoken English equally and at the same time demonstrated knowledge and effective use of strategies specific to writing. This study complements other studies which were concerned with noticing or strategy use in L2 output, adding new insights concerning the types of language-related problems, the different problem-solving strategies, and the links between these and the learner profiles. Based on the results, possible implications for English language teaching are drawn, stressing the balance of communication and accuracy in English language teaching, and illustrating how the different tendencies found in this study could be considered in foreign language instruction.
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Tiller, Susannah Jane. "Noticing plus search in event-based prospective memory /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18921.pdf.

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Haubert, Lindsey R. "Professional Mathematical Noticing in Play-based Prekindergarten Classrooms." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501736606962246.

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Bergsleithner, Joara Martin. "Working memory capacity, noticing, and L2 speech production." Florianópolis, SC, 2007. http://repositorio.ufsc.br/xmlui/handle/123456789/90089.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente
Made available in DSpace on 2012-10-23T06:02:49Z (GMT). No. of bitstreams: 1 246378.pdf: 2967367 bytes, checksum: c67911991eb6a71248794e4f71810675 (MD5)
O presente estudo investigou a relação entre a capacidade de memória de trabalho, o registro cognitivo de aspectos da L2 e a produção oral da L2 em 30 adultos brasileiros aprendizes de inglês como segunda língua ou língua estrangeira, na Universidade Federal de Santa Catarina. O experimento consistiu de cinco tarefas: (a) uma tarefa teve por objetivo medir a capacidade de memória de trabalho através do Speaking Span Test; (b) três tarefas orais (um pré-teste antes do tratamento e dois pró-testes após o tratamento) tiveram por objetivo medir a acurácia gramatical da performance oral dos sujeitos ao produzirem a estrutura alvo (Questões Indiretas); e (c) uma tarefa teve por objetivo medir o registro cognitivo de aspectos da L2 através de um protocolo oral. Os resultados revelam que existe relação estatisticamente significativa entre a capacidade de memória de trabalho, o registro cognitivo de aspectos da L2 e a produção oral da L2. Indivíduos com a capacidade de memória de trabalho maior registraram melhor os aspectos da estrutura alvo e demonstraram melhor desempenho nas tarefas orais de L2, enquanto que indivíduos com uma capacidade de memória de trabalho menor registraram menos os aspectos formais da L2 e tiveram um desempenho menos preciso ao produzir a estrutura alvo nas tarefas orais. The present study investigated the relationship among working memory capacity, noticing of L2 forms, and L2 oral production by thirty Brazilian adult learners of English as a second or foreign language at Universidade Federal de Santa Catarina. The experiment consisted of five tasks: (a) one task aimed at measuring working memory capacity through the Speaking Span Test; (b) three oral tasks (one pretest before treatment, and two posttests after treatment) aimed at measuring grammatical accuracy through subjects' oral performance of the target structure (Indirect Questions); and (c) one task aimed at measuring noticing through an oral protocol. The results reveal that there are statistically significant relationships among working memory capacity, noticing of L2 forms, and grammatical accuracy on L2 oral performance. Individuals with a larger working memory capacity noticed more L2 formal aspects of the target structure and demonstrated better performance in L2 oral tasks whereas individuals with smaller working memory capacity notice fewer L2 formal aspects and demonstrated poorer performance of the target structure in L2 oral tasks.
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Katamine, Louise Elizabeth. "Recasts : the role of noticing and learners' proficiency level." Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685154.

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The present study investigates the differential affects of learner proficiency on the provision and noticing of recasts. Noticing was measured by uptake, which was defined as a learner's response to a recast and by learners' stimulated recall comments. The participants were adult Arabic ESL learners in a low and high proficiency class. It was found that the high proficiency group was provided with a greater incidence of recasts and were also provided with predominantly more long and complex recasts than the low proficiency group. It was also found that when learners produced uptake, both proficiency groups largely understood the corrective intent of the recast. Both proficiency groups demonstrated high levels of noticing recasts and the high proficiency learners demonstrated greater levels of noticing linguistic forms than the low proficiency learners. This was attributed to the high proficiency learners' risk-taking behaviour, increased attention to form and heightened metalinguistic awareness. It was suggested that low proficiency learners were less receptive to recasts than high proficiency learners because recasts exceeded the low proficiency learners' processing limits and attentional capacity. This study supports earlier findings that claim that recasts are more beneficial for high proficiency learners.
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Hawkins, Susan R. "Scaffolding preservice teachers' noticing of elementary students' scientific thinking." Thesis, Indiana University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131349.

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To effectively meet students’ needs, educational reform in science calls for adaptive instruction based on students’ thinking. To gain an understanding of what students know, a teacher needs to attend to, probe, and analyze student thinking to provide information to base curricular decisions, upon. These three components make up the skill of noticing. Learning to notice is not easy for any teacher, but is especially difficult for preservice teachers, who lack the experience these skills require. Additionally they lack the professional knowledge needed to inform responses.

The purpose of this study was to discover how a combination of scaffolds: video-based reflection on practice, a professional learning community, and a content specific moderator as a guide can be embedded into a methods course to support preservice teachers’ learning to professionally notice elementary students’ scientific thinking in order to provide a responsive curriculum. The study was designed on the premise that the skill of professional noticing is critical for preservice teachers to acquire the knowledge and ability to develop their personal PCK and topic specific professional knowledge.

It was situated in a methods course as this is the structure provided within teacher education programs to tie theory to practice. This qualitative case study, studied one section of an elementary science methods course during teaching of their science unit. In general participants’ skills progressed from noticing the class as a whole to attending to specific students’ thinking and from a focus on evaluation to interpretation. By the end they were connecting teaching strategies to student thinking. How participants’ responded to what they had noticed progressed as well, moving from frontloading information to creating additional constructivist based learning experiences when encountering student confusion demonstrating growth in their professional knowledge as well as their noticing skills.

They attributed certain aspects of their growth to different parts the intervention, for instance learning to probe thinking to video, learning to construct learning experiences to the content specific moderator, and learning to decide next steps to the professional learning community.

This study points to the efficacy of employing these scaffolds, found useful in other contexts, within science education.

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Johnson, Lee N. "Noticing Pretreatment Change: Effects on Therapeutic Outcome in Family Therapy." DigitalCommons@USU, 1995. https://digitalcommons.usu.edu/etd/2401.

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Family therapy, similar to other mental health services, has focused on ways to make therapy brief or short term . One model of family therapy, the brief/solutions therapeutic orientation, claims that certain techniques can reduce the number of sessions. This therapeutic model focuses on the solutions clients bring with them to therapy. By focusing on clients' solutions and not their problems, the brief/solutions orientation claims that clients reach their goals more quickly, finish therapy more quickly, and are more satisfied with the services they receive . However, there is little empirical evidence to support these claims. This research specifically looked at the brief/solutions concept of pretreatment changes (changes clients make before the first therapy session) and the impact that noticing pretreatment changes as a therapeutic intervention had on therapeutic outcome variables of relationship functioning, goal attainment, problem solving, and communication. No evidence was found that noticing pretreatment changes influences therapeutic outcome. Evidence was found that pretreatment changes do not disappear when noticed. Ideas for future research are included.
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Motta, Vaima Regina Alves. "NOTICING E CONSCIOUSNESS-RAISING NA AQUISIÇÃO DA ESCRITA EM LÍNGUA MATERNA." Universidade Federal de Santa Maria, 2009. http://repositorio.ufsm.br/handle/1/3956.

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The competence in textual production and the consciousness about this process must reflect the work done in teacher training courses, in order to prepare them not only to be producers of text, but mostly to become good mediators of this activity. From this finding, it was determined the main problem of this thesis: how did the Letras freshman develop the metacognitive vision of the acquisition in relation to the process of textual production? . To invest in this issue, it was organized a project involving students of the Letras Course from a Private University of Rio Grande do Sul, during the year 2007, in the disciplines of Portuguese I and II, in the way of the Holistic Model of Richter (2005). This Model considers the inseparability among conduct, concept and value in the professional practice . Having the Process Writing by White & Arndt (1991) as work philosophy, we chose the individual Chronological Portfólio as an instrument of highlight, resource that allows a longitudinal monitoring of the developments in the writing production. The work was organized in four sequential modules, facilitating a continuous assessment on the action taken, which allowed that the cyclical nature of the action research was observed and fed (Burns, 1999). In each module it was produced a different textual gender, which was rewritten four times. Each version received suggestions from the teacher, always, of a different nature. The first one involved questions about gender and sociopragmatic features; the second one was related to local and semantic aspects of coherence; the third one dealt with issues relating to the linguistic surface covering syntactic and morphological aspects and the fourth one was the final edition. Thus, it was investigated the influence of the noticing and the consciousness-raising in textual production from monitoring and selfmonitoring of the students involved. To compose a proposal of work which promoted a self-management of the process, it was sought to constitute a work considering the Theory of Activity by Leontiev (1981) and Engeström (1999). The research led to the conclusion that the social roles of teacher-tutor and student-taught are determinant for the transformation of the input to intake in the metacognitive process. Approaching acquisition of writing and Holistic Model, it was realized that all the formative content used in practice by the students didn t feed back the acquisition in metacognitive terms, without the official voice of the teacher. Thus, in the process undertaken throughout the project, it was identified a phenomenon which I called mirror effect , that is, all the reflection of the students about acquisition was sedimented as knowledge about from the validation of these findings by the teacher responsible for the conduct of the activities. It was established therefore an intersubjective work (Vygotsky, 1985), but at the end of the year, it was realized just a principle of internalizing of the explored concepts. But the consciousness of the students about framework, mediation and process was significant. This consciousness about the positivity of an appropriate methodology for teaching and learning of textual production facilitates the renewal of the school work with language. As the developed project explored practices of teaching with future teachers as a way of achieving the pedagogical practice in Basic Education, by the renewal of concepts about writing-process, the offer is considered valid as a contribution to Applied Linguistics.
A competência em produção textual e a consciência sobre esse processo deve ser reflexo do trabalho realizado nos cursos de formação de professores, com o intuito de prepará-los não, apenas, para serem produtores de texto, mas principalmente para tornarem-se bons mediadores dessa atividade. A partir dessa constatação, determinou-se o problema principal desta tese: como o calouro de Letras desenvolve a visão metacognitiva da aquisição em relação ao processo de produção textual? . Para investir nessa questão, organizou-se um projeto envolvendo acadêmicos do Curso de Letras de uma Universidade Particular do Rio Grande do Sul, ao longo do ano de 2007, nas disciplinas de Português I e II, nos moldes do Modelo Holístico de Richter (2005). Esse Modelo considera a inseparabilidade entre conduta, conceito e valor no exercício profissional . Tendo o Process Writing de White & Arndt (1991) como filosofia de trabalho, optou-se pelo Portfólio Cronológico individual como instrumento de destaque, recurso que possibilita um acompanhamento longitudinal dos avanços na produção escrita. Os trabalhos foram organizados em quatro módulos sequenciais, facilitando uma avaliação continuada sobre a ação empreendida, o que permitiu que o caráter cíclico da pesquisa-ação fosse observado e realimentado (Burns, 1999). Em cada módulo era produzido um gênero textual diferente, o qual era reescrito quatro vezes. Cada versão recebia sugestões da professora, sempre, de natureza diferente. A primeira envolvia questões sobre o gênero e características sóciopragmáticas; a segunda estava relacionada aos aspectos semânticos locais e de coerência; a terceira tratava de aspectos referentes à superfície linguística, abarcando aspectos sintáticos e morfológicos e a quarta constituía a edição final. Dessa forma, investigou-se a ocorrência do noticing e do consciousness-raising em produção textual a partir do monitoramento e automonitoramento dos acadêmicos envolvidos. Para compor uma proposta de trabalho que promovesse um autogerenciamento do processo, buscou-se constituir um trabalho considerando a Teoria da Atividade de Leontiev (1981) e Engeström (1999). A pesquisa levou à conclusão que os papéis sociais de professortutor e de aluno-tutorado são determinantes para a transformação do input em intake no processo metacognitivo. Aproximando aquisição da escrita e Modelo Holístico, percebeu-se que todo o conteúdo formativo usado, na prática, pelos acadêmicos não realimentava a aquisição em termos metacognitivos sem que fosse oficializado pela voz da professora. Assim, no processo empreendido ao longo de todo o projeto, identificou-se um fenômeno que denominei efeito espelho , isto é, toda a reflexão dos acadêmicos sobre aquisição era sedimentada como conhecimento sobre a partir da validação dessas constatações por parte da professora responsável pela condução das atividades. Estabeleceu-se, assim, um trabalho intersubjetivo (Vygotsky,1985), mas no final do ano, percebeu-se, apenas, um princípio de internalização dos conceitos explorados. Porém a consciência dos alunos sobre enquadramento, mediação e processo foi significativa. Essa consciência sobre as positividades de uma metodologia adequada para o ensino-aprendizagem da produção textual facilita a renovação do trabalho escolar com linguagem. Já que o projeto desenvolvido explorou práticas de ensino com futuros professores, como forma de atingir a prática pedagógica na Educação Básica, pela renovação de conceitos sobre a escrita-processo, considera-se a proposta válida como contribuição para a Linguística Aplicada.
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Solares-Altamirano, María-Elena. "The effects of different error correction conditions on learner-initiated noticing." Thesis, Lancaster University, 2015. http://eprints.lancs.ac.uk/83364/.

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This research aimed to design a suitable pedagogic study on the effects of different error correction conditions (ECCs) on learner-initiated noticing. With this in mind, I sought to tackle comprehensive (eventually replaced by semi-comprehensive) error correction (EC) in an open, uncontrolled and learner-centred writing task. Despite numerous studies on written corrective feedback (WCF), little research has paid attention to what learners ‘notice’ while writing. Storch and Wigglesworth (2010) explain that noticing and the “processing of feedback [are] … less … researched … because it is difficult to access such learner-internal cognitive processes” (p. 305). Meanwhile Santos, López-Serrano and Manchón (2010 p. 132) indicate that the self-initiated character of writing problems turns writing into the perfect setting to study self-initiated noticing and focus-on-form processes. Framed within the ‘noticing’ debate, the ‘language learning potential of writing’ and the ‘writing-to-learn’ and ‘feedback-for-acquisition’ dimensions, this quasi-experimental study investigates how different ECCs influence the error types that learners ‘attend to’. The four-stage (composing/ error correction-noticing/ rewriting/ new writing) design involved 60 EFL undergraduates in three semi-comprehensive ECCs (Direct EC, Reformulation and Self-correction). Opinion essays, noticing sheets and a questionnaire constituted the data to analyse. The quantitative results support Truscott’s claim for the little value placed on ‘[semi-] comprehensive’ EC in grammar accuracy improvement. Qualitative analyses showed that the ECCs tested had different effects on learners’ noticing. Delayed self-correction elicited the most attention to form and is suggested as a more refined way to ‘notice the hole’; direct EC led to retention, reformulation resulted in the most engaging ECC.
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Books on the topic "Noticing"

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Wittlinger, Ellen. Noticing paradise. Boston: Houghton Mifflin, 1995.

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Noticing Eden. Spartanburg, SC: Hub City Writers Project, 2003.

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Naito, Rei. A quality of noticing - Rei Naito. Llandudno: Oriel Mostyn, 1993.

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Mathematics teacher noticing: Seeing through teachers' eyes. New York: Routledge, 2011.

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Richards, Peter G. Outdoor exploratorium: Experiments in noticing and understanding. San Francisco: Exploratorium, 2010.

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Richards, Peter G. Outdoor exploratorium: Experiments in noticing and understanding. San Francisco: Exploratorium, 2010.

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Richards, Peter G. Outdoor exploratorium: Experiments in noticing and understanding. San Francisco: Exploratorium, 2010.

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ill, Paganelli Elisa 1985, ed. Get outdoors: A mindfulness guide to noticing nature. Minneapolis, Minnesota: Free Spirit Publishing, 2018.

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Noticing the divine: An introduction to interfaith spiritual guidance. Harrisburg: Morehouse Pub., 2006.

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Schack, Edna O., Molly H. Fisher, and Jennifer A. Wilhelm, eds. Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46753-5.

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Book chapters on the topic "Noticing"

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Laurier, Eric. "Noticing." In The SAGE Handbook of Human Geography: Two Volume Set, 250–72. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2014. http://dx.doi.org/10.4135/9781446247617.n12.

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Bozalek, Vivienne, and Simone Fullagar. "Noticing." In A Glossary for Doing Postqualitative, New Materialist and Critical Posthumanist Research Across Disciplines, 94–95. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003041153-47.

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Cottrell, Stella. "Just noticing." In Mindfulness for Students, 49–50. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00236-2_14.

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Harris, Anna. "Engineering noticing." In A Sensory Education, 157–74. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Sensory studies: Routledge, 2020. http://dx.doi.org/10.4324/9781003084341-13.

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Choy, Ban Heng, and Jaguthsing Dindyal. "Teacher Noticing, Mathematics." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_241-1.

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Barnes-Svarney, Patricia. "Noticing Near-Earthers." In Asteroid, 210–22. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4899-6148-8_13.

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Didau, David. "Noticing and analogising." In Making Meaning in English, 91–105. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003104162-5.

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Choy, Ban Heng, and Jaguthsing Dindyal. "Teacher Noticing, Mathematics." In Encyclopedia of Teacher Education, 1860–64. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_241.

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Lillge, Danielle. "Noticing: Identifying Dissonance." In Pursuing Social Justice in ELA, 49–66. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003134442-5.

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Knabb, Joshua J. "Noticing and Shifting." In Faith-Based ACT for Christian Clients, 162–92. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003181941-8.

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Conference papers on the topic "Noticing"

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Good, Nathaniel S., Jens Grossklags, Deirdre K. Mulligan, and Joseph A. Konstan. "Noticing notice." In the SIGCHI Conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1240624.1240720.

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Myers, Marie. "BEYOND PROFESSIONAL NOTICING." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1267.

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de Las Casas, Diego Couto, Gabriel Magno, Evandro Cunha, Marcos André Gonçalves, César Cambraia, and Virgilio Almeida. "Noticing the other gender on Google+." In the 2014 ACM conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2615569.2615692.

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Kosko, Karl Wesley, Jennifer Heisler, and Enrico Gandolfi. "Professional teacher noticing as embodied activity." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-281.

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Scheiner, Thorsten. "Toward a Model of Teacher Noticing." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1429207.

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Edwards, Liz. "Design for noticing with biodiversity logbooks." In Nordes 2021: Matters of Scale. Nordes, 2021. http://dx.doi.org/10.21606/nordes.2021.13.

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Akila, A., D. Mahalakshmi, and C. Saranya. "Recovering system recital by noticing wormhole attack." In 2016 International Conference on Emerging Trends in Engineering, Technology and Science (ICETETS). IEEE, 2016. http://dx.doi.org/10.1109/icetets.2016.7603016.

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Sharma, Rahul, Afshin Jalali Sohi, Marcel J. C. M. Hertogh, and Jan Reinout Deketh. "Controlling the uncontrolled by noticing the unnoticed." In 2017 12th International Scientific and Technical Conference on Computer Sciences and Information Technologies (CSIT). IEEE, 2017. http://dx.doi.org/10.1109/stc-csit.2017.8099435.

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CopurGencturk, Yasemin CopurGencturk, and Jessica Rodrigues. "A large-scale study on teacher noticing." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-170.

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Banner, Dominique. "Frameworks for noticing in mathematics education research." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-247.

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Reports on the topic "Noticing"

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Hanna, Rema, Sendhil Mullainathan, and Joshua Schwartzstein. Learning Through Noticing: Theory and Experimental Evidence in Farming. Cambridge, MA: National Bureau of Economic Research, September 2012. http://dx.doi.org/10.3386/w18401.

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Strand, Krista. An Investigation into Intermediate Grades Teachers' Noticing of the Mathematical Quality of Instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2705.

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Ruiz, Dirk, and Allen Newell. Tower-Noticing Triggers Strategy-Change in the Tower of Hanoi: A Soar Model. Fort Belvoir, VA: Defense Technical Information Center, June 1989. http://dx.doi.org/10.21236/ada218927.

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Pérez Mesa, Lourdes Bernarda, Alexia Xiomara Zozaya Ortíz, and Pedro Castro Borges. Boletín de Noticias "Entre Patologos" de Alconpat Internacional (V2N2, 2020). Alconpat Internacional, September 2020. http://dx.doi.org/10.21041/bn.v2i2.

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Pérez Mesa, Lourdes Bernarda, Alexia Xiomara Zozaya Ortíz, and Pedro Castro Borges. Boletín de Noticias "Entre Patologos" de Alconpat Internacional (V2N3, 2020). Alconpat Internacional, December 2020. http://dx.doi.org/10.21041/bn.

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En este número del Boletín de Noticias (V2N3) se hace un recuento de los eventos realizados en la asociación (Alconpat Internacional) que comprenden los meses de septiembre a diciembre del 2020, entre los cuales se pueden encontrar: actividades de los Alconpat Nacionales; 6 senior webinars organizados por uno de nuestros socios Colectivos; un reconocimiento a la excelencia (reconocimientos SNEM ACI 2020) entregado a uno de nuestros socios activos, El Dr. Pedro Castro Borges; además se realiza un tributo al maestro Harold Muñoz y por último podemos encontrar un calendario de los próximos eventos programados para fechas próximas, esperamos sea de su agrado.
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Pérez Mesa, Lourdes Bernarda, Alexia Xiomara Zozaya Ortíz, and Pedro Castro Borges. Boletín de Noticias "Entre Patologos" de Alconpat Internacional (V3N1, 2021). Alconpat Internacional, March 2021. http://dx.doi.org/10.21041/bn.v3i1.

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En este número del Boletín de Noticias (V3N1) se muestra la agenda 2021 de la asociación (Alconpat Internacional), la cual está diseñada que para que puedan ir planeando a que eventos asistir; se hace un homenaje póstumo a dos miembros que fallecieron recientemente (Néstor Ortega de Alconpat Argentina y Luis García Andión de Alconpat España); y se muestran con detalle los eventos del Congreso CONPAT 2021, del Senior Webinars, de la 75ª Semana de Rilem y del próximo curso: “Evaluación y diagnóstico de problemas patológicos en estructuras de concreto armado”, que iniciará el 13 de abril, este último forma parte del proceso de educación continua y certificación de Alconpat Internacional. Así mismo, se encuentra una pequeña nota por el premio que recibió uno de nuestros miembros (Miguel Ángel Sanjuán Barbudo), y que además es el Jefe del Boletín Técnico de la asociación, premio recibido por la revista Materials en los “Materials 2020 Outstanding Reviewer Awards”. Por último, este año la Revista Alconpat celebra su 10 aniversario y por ello, el editor en jefe de la Revista nos hace una reseña de los 10 años de su historia (2011-2021).
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Pérez Mesa, Lourdes Bernarda, Alexia Xiomara Zozaya Ortíz, and Pedro Castro Borges. Boletín de Noticias "Entre Patologos" de Alconpat Internacional (V3N2, 2021). Alconpat Internacional, June 2021. http://dx.doi.org/10.21041/bn.v3i2.

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En este número del boletín de noticias (V3N2) pueden encontrar toda la información de los nuevos eventos que Alconpat Internacional tiene para ustedes. Uno de ellos es la nueva serie de webinarios titulada: “Puentes con la Sociedad”, donde se invitará a intelectuales, filósofos o economistas para que nos adentre en los temas como el cambio climático y las formas de mitigarlo. Otro de los eventos que están en marcha es la 3era y 4ta edición del Seminario Internacional de Jóvenes, que se realizará el 07 y 21 de julio, cada una contará con 2 sesiones magistrales y 6 conferencias de jóvenes investigadores en las áreas afines a la asociación. Las celebraciones en Alconpat no terminan, en este número hacemos alusión a 1er CONPAT realizado en Argentina hace ya 30 años, así como una pequeña reseña de la celebración académica del 10mo aniversario de la Revista Alconpat. También puede encontrar información sobre las Alconpat Nacionales y nuestros socios Mantenedores, como por ejemplo: una nueva directiva en Alconpat Paraguay y mucho más, espero sea de su completo agrado.
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Pérez Mesa, Lourdes Bernarda, Alexia Xiomara Zozaya Ortíz, and Pedro Castro Borges. Boletín de Noticias "Entre Patologos" de Alconpat Internacional (V4N1, 2022). Alconpat Internacional, March 2022. http://dx.doi.org/10.21041/bn.v4i1.

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El primer boletín del año con una programación intensa, llena de mucho entusiasmo y plena de actividades para compartir conocimiento y reforzar a la institución. Reconocimientos, cursos, talleres, Webinars, congresos, en fin para escoger y estrechar lazos. Tenemos el calendario del 2022 para que puedan agendar sus actividades, está el premio a la excelencia de construcción en concreto del ACI. Se inicia en marzo el 3er curso de Rehabilitación de Estructuras de concreto armado perteneciente a las actividades de Educación continua y certificación profesional. Reconocimientos a profesionales de ALCONPAT CUBA. Invitando a la lectura de la revista ALCONPAT V12-N1. Una información sobre la organización de los talleres mensuales de Recomendaciones Técnicas, iniciativa de la junta directiva de ALCONPAT Internacional. Invitación a la VI Convención Internacional de la Ingeniería en Cuba, para octubre. También invitación al 5to Congreso Brasileño de Patologías en las Construcciones, para el mes de agosto. Y Webinars auspiciados por los mantenedores y colaboradores, Para el mes de abril se ha planificado una conferencia con el Dr. Vasco Peixoto de Freita, Profesor Catedrático del Departamento de Ingeniería Civil FEUP Portugal. Penetron con el Seminario Internacional de Jóvenes en Julio. Y RILEM como siempre con su Convención de primavera del 2022 en marzo. Y para ahora en marzo las inscripciones abiertas para el Seminario ACI 318-19, Requisitos del Reglamento para Concreto Estructural, Cambios del reglamento.
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Pérez Mesa, Lourdes Bernarda, Pedro Castro-Borges, and Alexia Zozaya Otríz. Boletín de Noticias "Entre Patologos" de Alconpat Internacional (V3N3, 2021). Alconpat Internacional, December 2021. http://dx.doi.org/10.21041/bn.v3i3.

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Fuchs Hernández, Humberto, Alexia Xiomara Zozaya Ortíz, and Pedro Castro Borges. Boletín de Noticias "Entre Patologos" de Alconpat Internacional (V4N2, 2022). Alconpat Internacional, July 2022. http://dx.doi.org/10.21041/bn.v4i2.

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El Boletín de noticias de la edición de Julio, presenta la AGENDA ALCONPAT para el resto del año, también dos firmas de convenios internacionales con instituciones importantes, uno de Portugal y otro de Yucatán México. Se menciona el resultado de la 1era reunión con los delegados de los ALCONPATS nacionales. Luego se reitera la información de las actividades de las diferentes Direcciones de ALCONPAT, donde los Talleres de Recomendaciones Técnicas dan pautas al igual que los cursos próximos a dictarse, y de las ALCONPAT nacionales, destacando Brasil, México y la activación de la de Venezuela. Y por último e igual de importante las actividades de los socios mantenedores y colaboradores como PENETRON, HOLCIM Y RILEM.
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