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Using lesson study to infuse literac...

Lemon, Andrea N.

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Using lesson study to infuse literacy standards into middle school teachers' instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Using lesson study to infuse literacy standards into middle school teachers' instruction./
作者:	Lemon, Andrea N.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	150 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10099600
ISBN:	9781339636030

Using lesson study to infuse literacy standards into middle school teachers' instruction.
Lemon, Andrea N.

Using lesson study to infuse literacy standards into middle school teachers' instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 150 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (D.Ed.)--Capella University, 2016.

Effective professional development is an integral part of maintaining a school-wide literacy focus. Research has shown that there is a need for educators to receive on-going professional development in order to remain current on best practices for instruction as well as on the content standards for the disciplines they teach. At the time of this study, the transition to the Common Core State Standards for Literacy necessitated additional professional development. Finding time for professional development has been identified by multiple studies as a challenge for educators. To meet the professional needs of teachers with limited time, a job-embedded form of development was explored. An action research study with a grounded theory approach utilized lesson study as an intervention to determine the impact it may have on middle school teachers' lesson plan design for literacy instruction. The study took place with four middle school teachers in a rural middle school over a twelve week period. Data was collected before, during, and after the lesson study intervention to explore how teachers designed literacy instruction before the lesson study, during the collaborative process of the lesson study, and after the lesson study had ended. Types of data collected included pre-study guided interviews, individually written lesson plans from before the study, two sets of collaboratively designed lesson plans and transcripts of collaborative conversations from the lesson study process, and individually written lesson plans from a time period after the lesson study had concluded. Results indicate that the depth and clarity of teachers' lesson plan design varies from teacher to teacher, but during the lesson study process teacher participants demonstrated an increased level of detail in their lesson plans and increased their use of literacy standards and literacy strategies in their lesson plan design. Data also identified an overall increase in the application of text-based questioning strategies after the lesson study had concluded. Based on the results, additional cycles of lesson study are suggested to continue the action research process.

ISBN: 9781339636030Subjects--Topical Terms:

529436
Educational leadership.

Using lesson study to infuse literacy standards into middle school teachers' instruction.
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