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A case study: Using lesson study to ...

Adams, Janet W.

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A case study: Using lesson study to understand factors that affect teaching creative and critical thinking in the elementary classroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A case study: Using lesson study to understand factors that affect teaching creative and critical thinking in the elementary classroom./
Author:	Adams, Janet W.
Description:	230 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3560388
ISBN:	9781303063244

A case study: Using lesson study to understand factors that affect teaching creative and critical thinking in the elementary classroom.
Adams, Janet W.

A case study: Using lesson study to understand factors that affect teaching creative and critical thinking in the elementary classroom. - 230 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ed.D.)--Drexel University, 2013.

This research focused on the factors that affect the instruction of creative and critical thinking at the upper elementary level, using the Lesson Study professional development approach as a tool in preparing teachers to create and foster a learning environment that promotes creative thinking, and critical thinking and problem solving skills in students. This research identified and analyzed emerging instructional practices that promote creative and critical thinking in students. This research was a case study that used qualitative and quantitative methods. Eighteen elementary teachers in fourth, fifth, and sixth grade in one rural/suburban school district were divided into a control group and an experimental lesson study group, each with three teachers from each grade level. All participants took part in semi-structured interviews, which provided qualitative data about how teachers' definitions of and experiences with creativity relate to their teaching of creative and critical thinking skills, and the strategies and interactions teachers employ to foster students' creative and critical thinking. All participants completed a Teacher Checklist for Creative and Critical Thinking Instruction (TC-C2TI), which provided quantitative data about how frequently teachers engage in practices that foster students' creative and critical thinking. All participants attended an introductory training lecture on the topic of teaching for creative and critical thinking. The experimental Lesson Study group designed an exemplary lesson to promote creative and critical thinking, observed each other teach the lesson, and collaborated to revise and re-teach the lesson. Teacher feedback and observations provided further qualitative and quantitative information about the effectiveness of the Lesson Study approach. All participants completed the TC-C2TI and took part in an interview again at the end of the study. Findings showed no quantitative difference in frequency of practices between teachers in the control group and the lesson study group either before or after the Lesson Study. Lesson Study Observation Checklists indicated an impact of the lesson study discussion process on instruction within the Lesson Study group. Interviews revealed homogeneity in the methods, strategies, and climates teachers employ to foster creative and critical thinking. Findings revealed climates that promote creative and critical thinking are supportive of collaboration, trusting, and valuing of creativity. This study concluded that the instruction of creative and critical thinking is primarily influenced by four factors: the use of research-proven strategies that foster students' creative and critical thinking, teachers' own definitions of and experiences with creativity, participation in professional development activities that include dialogue and reflection such as the Lesson Study approach, and a school atmosphere that values, supports, and encourages collaboration and teacher-designed, student-centered instructional methods. This research recommends that educational practice includes building teachers' background knowledge about creative and critical thinking, giving teachers practical, proven ideas that are easily implemented within the existing curriculum, and employing the Lesson Study approach as a professional development tool. This study also recommends further investigation of the stages of development of creative thinking for students, the stages of development in teaching for creativity and critical thinking, and differences between how creativity can be used by individual teachers and teams of teachers.

ISBN: 9781303063244Subjects--Topical Terms:

1035576
Education, Leadership.

A case study: Using lesson study to understand factors that affect teaching creative and critical thinking in the elementary classroom.
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245 1 2 $a A case study: Using lesson study to understand factors that affect teaching creative and critical thinking in the elementary classroom.
300 $a 230 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Adviser: Joyce A. Pittman.
502 $a Thesis (Ed.D.)--Drexel University, 2013.
520 $a This research focused on the factors that affect the instruction of creative and critical thinking at the upper elementary level, using the Lesson Study professional development approach as a tool in preparing teachers to create and foster a learning environment that promotes creative thinking, and critical thinking and problem solving skills in students. This research identified and analyzed emerging instructional practices that promote creative and critical thinking in students. This research was a case study that used qualitative and quantitative methods. Eighteen elementary teachers in fourth, fifth, and sixth grade in one rural/suburban school district were divided into a control group and an experimental lesson study group, each with three teachers from each grade level. All participants took part in semi-structured interviews, which provided qualitative data about how teachers' definitions of and experiences with creativity relate to their teaching of creative and critical thinking skills, and the strategies and interactions teachers employ to foster students' creative and critical thinking. All participants completed a Teacher Checklist for Creative and Critical Thinking Instruction (TC-C2TI), which provided quantitative data about how frequently teachers engage in practices that foster students' creative and critical thinking. All participants attended an introductory training lecture on the topic of teaching for creative and critical thinking. The experimental Lesson Study group designed an exemplary lesson to promote creative and critical thinking, observed each other teach the lesson, and collaborated to revise and re-teach the lesson. Teacher feedback and observations provided further qualitative and quantitative information about the effectiveness of the Lesson Study approach. All participants completed the TC-C2TI and took part in an interview again at the end of the study. Findings showed no quantitative difference in frequency of practices between teachers in the control group and the lesson study group either before or after the Lesson Study. Lesson Study Observation Checklists indicated an impact of the lesson study discussion process on instruction within the Lesson Study group. Interviews revealed homogeneity in the methods, strategies, and climates teachers employ to foster creative and critical thinking. Findings revealed climates that promote creative and critical thinking are supportive of collaboration, trusting, and valuing of creativity. This study concluded that the instruction of creative and critical thinking is primarily influenced by four factors: the use of research-proven strategies that foster students' creative and critical thinking, teachers' own definitions of and experiences with creativity, participation in professional development activities that include dialogue and reflection such as the Lesson Study approach, and a school atmosphere that values, supports, and encourages collaboration and teacher-designed, student-centered instructional methods. This research recommends that educational practice includes building teachers' background knowledge about creative and critical thinking, giving teachers practical, proven ideas that are easily implemented within the existing curriculum, and employing the Lesson Study approach as a professional development tool. This study also recommends further investigation of the stages of development of creative thinking for students, the stages of development in teaching for creativity and critical thinking, and differences between how creativity can be used by individual teachers and teams of teachers.
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650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Pedagogy. $3 1669025
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710 2 $a Drexel University. $b Educational Leadership and Management (School of Education). $3 2092485
773 0 $t Dissertation Abstracts International $g 74-08A(E).
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