University Professors’ Noticing of Diversity, Equity, Inclusion, Justice, and Accessibility in the Classroom

• In Event: Critical considerations for in-person and online teaching

Abstract

“Teacher noticing” refers to what teachers attend to while teaching and how they interpret their observations (Sherin et al., 2011). This research has promise for revealing how knowledge about teaching develops. The current study examined university professors’ noticing of diversity, equity, inclusion, justice, and accessibility (DEIJA) during a lesson. 16 university professors commented on a lesson when they noticed DEIJA-related events. Comments were coded for: their number and length, DEIJA themes covered, and depth. Coders were blind to professors’ relative expertise with DEIJA. Analyses thus far have identified which themes were noticed most frequently. Coding of depth is ongoing. Once completed, comparisons of noticing by professors’ expertise can be made. Findings have implications for supporting this skill in educators.

Authors

• Vandana Thadani, Loyola Marymount University

• Zoe Katz, Loyola Marymount University

• Adelaide Battin, Loyola Marymount University

• Christjin R. Bell, Loyola Marymount University

• Rebecca R. Michelson, Loyola Marymount University