東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Lesson Study: The Influence of Job-E...

Calhoun, Geraldine T.

FindBook

Google Book

Amazon

博客來

Lesson Study: The Influence of Job-Embedded Professional Development and Teacher Collaboration for Student Literacy Achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Lesson Study: The Influence of Job-Embedded Professional Development and Teacher Collaboration for Student Literacy Achievement./
作者:	Calhoun, Geraldine T.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	185 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Pedagogy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10690251
ISBN:	9780355568356

Lesson Study: The Influence of Job-Embedded Professional Development and Teacher Collaboration for Student Literacy Achievement.
Calhoun, Geraldine T.

Lesson Study: The Influence of Job-Embedded Professional Development and Teacher Collaboration for Student Literacy Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 185 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (D.Ed.)--Capella University, 2018.

The Lesson Study approach emerged in Japan as a method for educators to improve the quality of teaching and student achievement continually, which is a theory of teaching about learning how to learn. Although the lesson study idea of instruction did not make it into the American classroom in the 1980s, the Japanese educators decided to adopt the idea and infuse it into their daily teaching instruction. Known in Japan as jugyokenkyu, lesson study has played a key role in transforming classrooms into student-centered learning environments and has significantly improved teaching and learning. Since the realization of the lesson study's teacher and student achievement effect in 1999 in the United States, the majority of lesson study practices have been applied to the elementary or secondary setting showing effectiveness in the teaching and learning process but there is little research on the utilization of the lesson study in post-secondary or higher educational settings. Utilizing a mixed methodology, this study was an exploration the use of lesson study as an effective intervention tool in the faculty development practices. Qualitative data collection was completed using literacy benchmark assessments. Each student completed a written form evaluation, and the data were analyzed to capture student-increased achievement. Qualitative data collection was completed using surveys and focus group interviews. All of the data were analyzed via coding to capture the emerging themes from the surveys and interviews. In this study, the conclusion revealed that lesson study could serve as an effective intervention tool for faculty development.

ISBN: 9780355568356Subjects--Topical Terms:

2122828
Pedagogy.

Lesson Study: The Influence of Job-Embedded Professional Development and Teacher Collaboration for Student Literacy Achievement.
LDR:02674nmm a2200313 4500 001 2159834
005 20180703102254.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355568356
035 $a (MiAaPQ)AAI10690251
035 $a (MiAaPQ)capella:19997
035 $a AAI10690251
040 $a MiAaPQ $c MiAaPQ
100 1 $a Calhoun, Geraldine T. $3 3347729
245 1 0 $a Lesson Study: The Influence of Job-Embedded Professional Development and Teacher Collaboration for Student Literacy Achievement.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 185 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Jermaine Smothers.
502 $a Thesis (D.Ed.)--Capella University, 2018.
520 $a The Lesson Study approach emerged in Japan as a method for educators to improve the quality of teaching and student achievement continually, which is a theory of teaching about learning how to learn. Although the lesson study idea of instruction did not make it into the American classroom in the 1980s, the Japanese educators decided to adopt the idea and infuse it into their daily teaching instruction. Known in Japan as jugyokenkyu, lesson study has played a key role in transforming classrooms into student-centered learning environments and has significantly improved teaching and learning. Since the realization of the lesson study's teacher and student achievement effect in 1999 in the United States, the majority of lesson study practices have been applied to the elementary or secondary setting showing effectiveness in the teaching and learning process but there is little research on the utilization of the lesson study in post-secondary or higher educational settings. Utilizing a mixed methodology, this study was an exploration the use of lesson study as an effective intervention tool in the faculty development practices. Qualitative data collection was completed using literacy benchmark assessments. Each student completed a written form evaluation, and the data were analyzed to capture student-increased achievement. Qualitative data collection was completed using surveys and focus group interviews. All of the data were analyzed via coding to capture the emerging themes from the surveys and interviews. In this study, the conclusion revealed that lesson study could serve as an effective intervention tool for faculty development.
590 $a School code: 1351.
650 4 $a Pedagogy. $3 2122828
650 4 $a Reading instruction. $3 2122756
650 4 $a Teacher education. $3 3172312
690 $a 0456
690 $a 0535
690 $a 0530
710 2 $a Capella University. $b Education. $3 2093659
773 0 $t Dissertation Abstracts International $g 79-04A(E).
790 $a 1351
791 $a D.Ed.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10690251