LS15.pdf - Tracy C RockQuarterly Cathy Wilson Teacher Education Winter 2005 ImprovingTeaching through Lesson Study By Tracy C Rock Cathy Wilson A strong

LS15.pdf - Tracy C RockQuarterly Cathy Wilson Teacher...

This preview shows page 1 - 3 out of 16 pages.

77 Teacher Education Quarterly, Winter 2005 Improving Teaching through Lesson Study By Tracy C. Rock & Cathy Wilson A strong need exists for teachers to experience sustained, high-quality profes- sional development in order to improve student learning and teacher instruction. However, teacher professional development efforts are often criticized by educators for their lack of continuity and ability to produce effective change in teacher practice and student learning (Loucks-Horsley, Hewson, Love, & Stiles, 1998). After exam- ining the findings of The Third International Mathematics and Science Study (TIMSS), Stigler and Hiebert (1999) conclude that “American teachers aren’t incompetent, but the methods they use are severely limited, and American teaching has no system in place for getting better. It is teaching, not teachers, that must be changed” (p. 10 ). Many educational scholars believe that a critical component of any educational reform effort should be to provide teachers with op- portunities and appropriate support structures that encourage the critical work of on-going improvement of pedagogical practice (Darling-Hammond & McLaughlin, 1995; Garet, Porter, Desimone, Birman, & Yoon, 2001; Sparks & Hirsh, 1997). This article presents a professional development initiative developed by a university-school partner- ship based on the Japanese lesson-study model de- scribed by Stigler and Hiebert (1999) in The Teach- Tracy C. Rock is an assistant professor of elementary education in the College of Education at the University of North Carolina at Charlotte, Charlotte, North Carolina. Cathy Wilson is a curriculum coordinator at Shady Brook Elementary School in Kannapolis, North Carolina.
Image of page 1

Subscribe to view the full document.

Improving Teaching through Lesson Study 78 ing Gap . Lesson study (jugyoukenkyu), an inquiry model of teacher professional development, is used extensively throughout Japan and has begun to capture the attention of the American educational community as a potential strategy for enhancing teacher professional development in America ( See Lewis & Tsuchida, 1998; Lewis, 2000; Stigler & Hiebert, 1998; Yoshida, 1999). As we seek under- standing of what is required of professional-development experiences that leads to real improvement in how teachers teach, examining the process of lesson study may provide valuable insight. The purpose of this study is to describe the effects of the lesson study process on six upper-elementary teachers from a city school system in the southeastern United States. The study will specifically address the following research questions: (a) How do these teachers perceive lesson study as a professional development process? and (b) How will engaging in lesson study affect these teachers’ instruc- tion? The findings of the study are important in determining if the model is effective in helping teachers to examine and improve their practice. “To date, the number of US sites where lesson study is successful (judged by teachers’ accounts of its usefulness in improving instruction) is still very small, and it is likely these sites had important supporting conditions in place for lesson study” (Lewis, 2002a, p. 33).
Image of page 2
Image of page 3
  • Fall '19
  • Tan

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern

Ask Expert Tutors You can ask 0 bonus questions You can ask 0 questions (0 expire soon) You can ask 0 questions (will expire )
Answers in as fast as 15 minutes