Noticing as reasoning in Lesson Study teams in initial teacher education

In the current study on noticing as reasoning of Lesson Study (LS)-teams in initial teacher education (ITE), we analyzed the reasoning two mixed LS-teams set up about pupils' subject-related learning of. Both teams consisted of a student teacher and experienced teachers. Both teams paid more attention to identification (describing pupils‘ learning behavior) and planning elements (considering and deciding how to act) than to interpretation elements (determining and explaining pupils’ problems with learning). They differed in the extent to which they considered plans and provided continuity in their reasoning. Stimulating meaningful reflection may help further develop noticing among LS-teams in ITE

Syntactic Profiles in Secondary School Writing Using PaQu and SPOD

SPOD is part of the PaQu website created as a CLARIN project. It allows one to generate a syntactic profile of a corpus based on the output of the automatic parser Alpino. It runs a long sequence of queries and provides quantitative information about constituents, sentence types, coordination, length of constituents, and so on. In this chapter, we employ SPOD and the rest of PaQu to analyse a part of the Schrijfmeterscorpus of secondary school essays. We use a small subsection of the SPOD output for this purpose, in particular those syntactic properties that correlate most reliably with academically oriented texts. We show that SPOD is able to distinguish, on the basis of these variables, among grades and school types