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Although various academic disciplines use data papers to support effective research practices, data papers are still uncommon in the educational sciences. Main goals of data papers are enhancing transparency regarding research processes and supporting data sharing among researchers and thus, open science. As many educational research projects include personal data often of minors, publishing raw data can be challenging due to privacy regulations and laws (GDPR). The present article aims at exploring how a data paper can contribute to open science and enhancing transparency regarding research and publication processes for educational research projects, often containing personal data that cannot be made openly available in its raw form. To this end, we describe a dataset of a research project on teachers' noticing as basis for their classroom management. As this project includes rich process-tracing recording methods, the dataset is diverse and serves as basis for multiple analyses and publications while containing personal data of teachers and minors. By elaborating on the characteristics of the dataset, its gathering, analysis approaches and sharing preprocessed and anonymized data files, this data paper explores how to contribute to transparency and open science in educational sciences while acting within the boundaries set by privacy regulations and laws.

Although learning scientific language is crucial for learning science, many primary school teachers lack the knowledge and skills to support this. The present case study reports on a primary school teacher who learned to use a repertoire of scaffolding strategies for stimulating pupils' scientific language development in inquiry-based science lessons (14 pupils; grade 4). Teacher support included an instructional sequence, participation in interviews and writing reflective reports. The aim of this study is to identify how the teacher used the scaffolding strategies in a classroom with native speakers and which challenges she experienced during the process. Analysis of lesson transcripts showed that the teacher applied all scaffolding strategies suggested to her. Analysis of interview transcripts gave insight into five categories of challenges the teacher experienced while using scaffolding strategies, including her expectations regarding pupils' scientific language level and dealing with differentiation in the classroom. The findings show that a teacher can learn to apply multiple scaffolding strategies for stimulating scientific language development. Patterns in the use of scaffolding strategies arose related to the aim of the strategy, the situation (i.e., phase of the empirical cycle and teaching approach) and the required pedagogical content knowledge (and skill) of the teacher.

Introduction: Teachers face the intricate task of managing diverse classroom situations, directly affecting student learning outcomes. Many preservice and beginning teachers, however, find classroom management challenging. Effective classroom management hinges on the teacher's ability to notice and interpret visual cues that signal potential issues - a proficiency termed 'professional vision.' Methods: In this study, we used mobile eye-tracking glasses to assess the professional vision of 22 preservice, 17 beginning, and 19 experienced teachers as they instructed their classes. Results: Our findings revealed no discernible differences in the efficiency of visual processing across varying teaching experience levels throughout the lesson. Interestingly, by the lesson's end, preservice teachers demonstrated a slight uptick in fixation counts compared to the onset. As for perceptual span, overall teaching experience did not significantly influence the dispersion of fixations, though experienced teachers exhibited a more expansive visual span at the lesson's commencement than its conclusion. In examining mental effort, teaching experience did not notably impact the average fixation durations. Yet, preservice teachers registered a subtle decrease in fixation durations as the lesson progressed to its end. In conclusion, this study showed that professional vision manifests differently across teaching experience levels. Discussion: Given its nuanced influence on classroom management and student engagement shown in prior research, our study underscores its importance in pedagogical training. [ABSTRACT FROM AUTHOR]