Elizabeth A van Es

Associate Professor
School of Education

Ph.D., Northwestern University, 2004, Learning Sciences

Phone: (949) 824-7819
Email: evanes@uci.edu

University of California, Irvine
3455 Education
Mail Code: 5500
Irvine, CA 92697

picture of Elizabeth A van Es

Research
Interests
Teacher Cognition; Pre-service Teacher Education; In-service Teacher Professional Development; Teacher Learning Communities; Uses of Video in Teacher Learning
   
Appointments Northwestern University, The Role of Video in Teacher Learning; Miriam G. Sherin, PI
   
Research
Abstract
Elizabeth (Beth) van Es received her Ph.D. in Learning Sciences from Northwestern University in 2004.

Dr. van Es' research interests include teacher thinking and learning and the design of pre-service teacher education and professional development. Her research is primarily concerned with how to support teachers' developing their noticing practices for ambitious teaching. In the context of current reform efforts - Common Core State Standards and Next Generation Science Standards - teachers are called on to adopt a more student-centered practice, to focus on student thinking as it unfolds during instruction and use what they learn to inform next steps. She examines how studying video records of practice can support teachers in developing practices for attending to and interpreting student thinking while teaching.

With support from the Knowles Science Teaching Foundation, Beth examined pre-service teachers' noticing and development of a professional vision of ambitious mathematics pedagogy. This work investigates how pre-service teachers learn to dissect the work of teaching in representations of practice and how they develop a shared language and vision of ambitious mathematics instruction.

She is extending her research on teacher noticing to studies of exceptional equitable mathematics teachers. In collaboration with Dr. Victoria Hand and with support from the Spencer Foundation, the examine how a group of secondary mathematics teachers promote achievement of students from non-dominant backgrounds. They investigate how these teachers not only attend to students' ideas, but also their participation and access to mathematics.

Beth's research also concerns how to develop systems of teacher education that support teachers in learning in and from practice. She studies leadership practices for supporting teacher learning and has used results of this research to inform future research efforts focused on developing STEM teachers' responsive teaching practice.

With colleagues at UCI, Beth established the Center for Teacher Preparation and Professional Practice. This center brings together faculty and graduate students on a regular basis to share research related to teacher thinking and learning.

Recent publications by Dr. van Es have appeared in the Journal of Teacher Education, and Teaching and Teacher Education, and Journal of the Learning Sciences.
   
Publications Selected Publications

Barnhart, T. & van Es, E.A. (accepted). Learning to analyze teaching: Developing pre-service science teachers' abilities to notice, analyze and respond to student thinking. Teaching and Teacher Education.

van Es, E. A., Sandholtz, J., & Shea, L. (2014). Examining the Impact of a Partner-based Teacher Credential Program on Candidates’ Performance Outcomes. Peabody Journal of Education, 89, 482-499.

van Es, E.A., Tunney, J., Goldsmith, L., & Seago, N. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education, 64(4), 340-356.

Chung, H. Q. & van Es, E. A. (2014). Pre-service teachers’ use of tools to systematically analyze teaching and learning. Teachers and Teaching: Theory and Practice.

Long, J. J., van Es, E. A., & Black, R. (2013). Supervisor-student teacher interactions: The role of conversational frames in developing a vision of ambitious teaching. Linguistics and Education, 24, 179-196.

van Es, E. A. (2012). Examining the development of a teacher learning community: The case of a video club. Teaching and Teacher Education, 28, 182-192.

van Es, E. A. (2012). Using video to collaborate around problems of practice. Teacher Education Quarterly, 39(2), 103-116.

van Es, E. A. (2011). A framework for learning to notice student thinking. In M.G. Sherin, V. Jacobs, & R. Philipp (Eds.) Mathematics teacher noticing: Seeing through teachers' eyes (pp. 134-151). Routledge: New York.

Santagata, R. & van Es, E. A. (2010). Disciplined analysis of mathematics teaching as a routine of practice. In J. Luebeck & J. W. Lott (Eds.), Association for Mathematics Teacher Education Monograph Series Volume 7 (pp. 109-123). San Diego: Association for Mathematics Teacher Educators.

van Es, E. A. & Sherin, M. G. (2010). The influence of video clubs on teachers’ thinking and practice. Journal of Mathematics Teacher Education, 13(2), 155-176.

Sherin, M. G., Linsenmeier, K. A., & van Es, E. A. (2009). Issues in the design of video clubs: Selecting video clips for teacher learning. Journal of Teacher Education, 60(3), 213-230.

van Es, E.A. (2009). Participants’ roles in the context of a video club. Journal of the Learning Sciences, 18(1), 100-137.

Sherin, M.G. & van Es, E.A. (2009). Effects of Video Club Participation on Teachers’ Professional Vision. Journal of Teacher Education, 60, 20-37.

van Es, E.A. & Sherin, M.G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24, 244-276.

van Es, E.A., & Sherin, M.G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571-596.
   
  Selected Presentations

van Es, E. A., Hand, V., Mercado, J. (2014, June). Using Video to Collaboratively Examine Equitable Secondary Mathematics Teaching. In I. Horn (Chair), Teachers’ Learning about Equitable Practice through Talk with Colleagues. Symposium presentation at the International Conference of the Learning Sciences, Boulder, CO.

Dyer, E., Sherin, M., Stockero, S., Sun, J., van Es, E. A., & Van Zoest, L. (2014, February). Teacher-Captures Video: Tools, Opportunities and Challenges. Symposium presentation at the annual meeting of the Association for Mathematics Teacher Educators, Irvine, CA.

van Es, E. A., Mercado, J., Hand, V., C’de Baca, C., Ormseth, T., & Quiroz, R. (2014, February). Noticing for Equitable Mathematics Teaching. Presentation at the annual meeting of the Association for Mathematics Teacher Educators, Irvine, CA.

van Es, E. A. & Long, J. J. (2013, August). Investigating the Nature of University Supervisor’s “Noticing” of Classroom Lessons. In K. Stürmer & T. Seidel (Chairs), How Teachers’ Professional Vision Translates into Teaching Action. Symposium presentation at the Annual Meeting of the European Association for Research on Learning & Instruction, Munich, Germany.

Chung, H. & van Es, E. A. (2013, April). Attending to student thinking: What do pre-service teachers notice? In R. Santagata & E. A. van Es (Chair), Pre-service Teachers’ Use of Tools to Systematically Analyze Teaching and Learning. Symposium presentation at the Annual Meeting of the American Educational Research Association Conference, San Francisco, CA.

Sun, J. & van Es, E. A. (2013, April). Attending to student thinking: What do pre-service teachers notice? In R. Santagata & E. A. van Es (Chair), The Development of Analysis Skills in Pre-service Teachers: Components, Frameworks, and Tools. Symposium presentation at the Annual Meeting of the American Educational Research Association Conference, San Francisco, CA.

van Es, E. A. (2012, April). The impact of learning to notice mathematics teaching and learning on secondary pre-service teachers’ classroom practice. In N. Brouwer (Chair), Translating thought into action. How digital video use benefits teachers. Symposium presentation at the Annual Meeting of the American Educational Research Association Conference, Vancouver, Canada.

van Es, E. A., Tunney, J., Seago, N., & Goldsmith, L. (2012, April). A framework for the facilitation of teachers’ analysis of video. In E. van Es (Chair), Issues in the Facilitation of Video-Based Professional Development. Symposium presentation at the Annual Meeting of the American Educational Research Association Conference, Vancouver, Canada.

van Es, E. A., Cashen, M., & Auger, A. (2011, April). Using Video to Scaffold Pre-Service Teachers to Learn to Notice Student Thinking. In P. Fadde (Chair), Accelerating the development of teacher expertise. Symposium presentation at the Annual Meeting of the American Educational Research Association Conference, New Orleans, LA.

Santagata, R., van Es, E. A., & Smith, M. (2010, April). Learning from Teaching: Studying Lesson Analysis in Teacher Preparation. Symposium presentation at the Twelfth Annual Conference of the Research Pre-Session for the Annual Meeting of the National Council of Teachers of Mathematics, San Diego, CA.

van Es, E.A. (2009, February). Facilitating video-based environments for mathematics teacher learning. Presentation at the Eleventh Annual Conference of the Association of Mathematics Teacher Educators, Orlando, FL.

van Es, E.A. (2008, March). A framework for learning to notice student thinking. Paper presented at the Annual Meeting of the American Educational Research Association Conference, New York, NY. (Symposium title: High Tech High Touch: Creating Discourse Communities Around Video Cases in Literacy, Science and Mathematics.)

Sherin, M.G. & van Es, E.A. (2007, April). Using video to document changes in teachers’ professional vision. Paper presented at the Annual Meeting of the American Educational Research Association Conference, Chicago, IL.

van Es, E.A. (2007, April). Video clubs as a teacher learning community. Paper presented at the Annual Meeting of the American Educational Research Association Conference, Chicago, IL.
   
Grants Knowles Science Teaching Fellowship: “What do you notice?”: Understanding the nature and development of pre-service teachers’ professional vision for reform teaching
   
Co-Principal Investigator, 2012-13 Understanding Noticing for Equitable Mathematics Teaching, $40,000 Principal Investigator: Dr. Victoria Hand, University of Colorado, Boulder Research project funded by a Spencer Foundation Small Grant to study the nature of noticing for equitable mathematics teaching in the context of teaching practice.
   
Professional
Societies
American Educational Research Association
Association for Mathematics Teacher Educators
International Society for the Learning Sciences
   
Research Center Teacher Learning Research Group
Learning to Notice Teaching and Learning
   
   
Link to this profile http://www.faculty.uci.edu/profile.cfm?faculty_id=5613
   
Last updated 10/16/2014