Tracey Lavalette

• Lavalette, Tracey; Nesje, Katrine & Jenset, Inga Staal (2026). What is ‘teacher noticing for equity’? A scoping review and interpretive synthesis of the literature on equitable noticing practices in the classroom. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 171, p. 105302–105302. doi: 10.1016/j.tate.2025.105302. Full text in Research Archive Show summary

  Over the last decade, a strand of literature built on intersections between equitable pedagogy and teacher noticing has evolved, and the number of publications describing ‘noticing for equity’ has significantly increased. However, no comprehensive review of this body of literature has been performed. Hence, this article reports on a scoping review focused on the overarching research question ‘What is ‘teacher noticing for equity?’, which we investigated through examining descriptive characteristics of the studies and interpreting predominant themes in the literature. Fifty-five articles were included in the final analysis. The findings show that the area is dominated by studies from U.S. mathematics education research, while the number of studies in other subjects and contexts is growing. Based on our interpretive content analysis, we propose that teacher noticing for equity can be conceptualised around four main themes: students' participation, students' diverse strengths, students' multiple knowledge bases and the impact of biases.

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• Lavalette, Tracey; Nesje, Katrine & Jenset, Inga Staal (2024). Learning to notice for equity – a scoping review of the literature on equityoriented teacher noticing. Full text in Research Archive
• Lavalette, Tracey; Nesje, Katrine & Jenset, Inga Staal (2024). Learning to notice for equity – a review of the literature on equity-oriented teacher noticing. Full text in Research Archive

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