ERIC Number: ED519685
Record Type: Non-Journal
Publication Date: 2010
Pages: 163
Abstractor: As Provided
ISBN: ISBN-978-1-1242-3063-4
ISSN: N/A
EISSN: N/A
Available Date: N/A
Lesson Study in the U.S.: Is It a Mechanism for Individual and Organizational Change? A Case Study of Three Schools
Droese, Shirley M.
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Madison
This study investigates the use of Lesson Study in three U.S. schools. Lesson Study is part of the culture of teaching in Japanese K-8 schools. Researchers in the United States brought the practice of Lesson Study ("jugyokenkyo" in Japanese) to light in the late 1990's while investigating reasons for differences in the performance of students from various countries on The International Mathematics and Science Study (TIMSS) in 1996. This is a case study of three schools that had engaged in Lesson Study for at least two years. The schools studied had a variety of geographical settings, socio-economic factors, community contexts, demographics, and organizational structures. Each school was recommended as an established representation of Lesson Study in action in an American school. All three schools had some level of interaction with Lesson Study practitioners from Japan. Teachers who engage in Lesson Study plan lessons together, observe each other teach the lesson, and then revise the lesson, seeking to "see the lesson through the eyes of the child" while "looking at the teaching, not the teacher". Through collaboration, distributed leadership, professional development, and feedback from colleagues, teachers strengthen their content knowledge and pedagogical skills to create effective lessons and to contribute to a professional learning community. The study shows that using Lesson Study builds relational trust between school stakeholder groups, promotes individual and organizational change through engaging in a professional learning community, and facilitates teacher-driven instructional improvement and improved student learning in mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]
Descriptors: Instructional Improvement, Organizational Change, Faculty Development, Educational Change, Teaching Methods, Communities of Practice, Educational Strategies, Educational Practices, Performance Factors, Case Studies, Effective Schools Research, Institutional Characteristics, Cooperative Planning, Classroom Observation Techniques, Teacher Collaboration, Lesson Plans, Pedagogical Content Knowledge, Teaching Skills, Change Strategies
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
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Identifiers - Location: United States
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
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Author Affiliations: N/A