國立虎尾科技大學 |

The impact of lesson study on teacher effectiveness.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The impact of lesson study on teacher effectiveness./
Author:	Somma, Victoria.
Description:	1 online resource (123 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355223491

The impact of lesson study on teacher effectiveness.
Somma, Victoria.

The impact of lesson study on teacher effectiveness. - 1 online resource (123 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2016.

Includes bibliographical references

Federal mandates have increased the pressure on school officials to improve student achievement. These mandates have forced educators across the nation to analyze different types of professional development that train teachers to provide quality lessons that are rigorous in nature. These mandates have forced a shift in pedagogy where teachers work collaboratively as opposed to working in isolation.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355223491Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

The impact of lesson study on teacher effectiveness.
LDR:03476ntm a2200361K 4500 001 913589
005 20180618095117.5
006 m o u
007 cr mn||||a|a||
008 190606s2016 xx obm 000 0 eng d
020 $a 9780355223491
035 $a (MiAaPQ)AAI10648279
035 $a AAI10648279
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Somma, Victoria. $3 1186489
245 1 4 $a The impact of lesson study on teacher effectiveness.
264 0 $c 2016
300 $a 1 online resource (123 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: Barbara Cozza.
502 $a Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2016.
504 $a Includes bibliographical references
520 $a Federal mandates have increased the pressure on school officials to improve student achievement. These mandates have forced educators across the nation to analyze different types of professional development that train teachers to provide quality lessons that are rigorous in nature. These mandates have forced a shift in pedagogy where teachers work collaboratively as opposed to working in isolation.
520 $a This study examined the Lesson Study Process and the impact it had on teacher pedagogy. Also examined was if there was an increase in teachers' knowledge on how students learn when they participated in the Lesson Study Process. Lesson Study, originally from Japan, is a form of professional development that fosters collaboration. Lesson Study gives teachers the opportunity to plan, teach, observe and critique their practice and the practice of their colleagues. When complete, the teachers in this study gained a better understanding of the delivery of instruction that had an impact on student achievement.
520 $a The targeted population for this qualitative research study was four teachers from a private school setting. The teachers were divided into two teams. One teacher team consisted of two teachers in the lower grades and the other teacher team consisted of two teachers in the upper grades. Qualitative data from observations of lessons, two focus groups, questionnaires, artifacts, and formative data was examined to identify common threads within the research questions. Those common themes included common planning time, observing practice and reflection.
520 $a Results from the qualitative data indicated that the teachers who participated in the Lesson Study Process felt that the process significantly impacted their pedagogy. Results provided specific examples of the Lesson Study Process and how its components impacted teacher practice.
520 $a Results from this study add evidence to current research that Lesson Study is a form of professional development that impacts teacher effectiveness when delivering instruction. Additionally, results also provide suggestions that student achievement is impacted when teachers participate in the Lesson Study Process. Results support the utilization of Lesson Study as a form of professional development for teachers.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Political science. $3 558774
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
690 $a 0615
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a St. John's University (New York), School of Education and Human Services. $3 1180120
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10648279 $z click for full text (PQDT)