RUME 26
2024
Omaha, Nebraska
Coloring the Relationship of Frames and Responses in Teacher Noticing
Page: 268
This study builds on Louie, Adiredja, and Jessup’s (2021) sociopolitical turn on teacher noticing. In this study, I use graduate student instructors’ experiences as students and perceptions of their desirable actions to add nuance to the way Louie and colleagues discuss (anti-)deficit frames and noticing. The study uses a novel analytic framework to organize aspects of frames that begin to hint at a complex relationship between deficit and anti-deficit framing and responding.