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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Lesson Study :/
Reminder of title:	The Influence of Job-Embedded Professional Development and Teacher Collaboration for Student Literacy Achievement.
Author:	Calhoun, Geraldine T.
Description:	1 online resource (185 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Subject:	Pedagogy. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (185 pages)

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

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

Includes bibliographical references

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.

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

Mode of access: World Wide Web

ISBN: 9780355568356Subjects--Topical Terms:

1148703
Pedagogy.
Index Terms--Genre/Form:

554714
Electronic books.

Lesson Study : = The Influence of Job-Embedded Professional Development and Teacher Collaboration for Student Literacy Achievement.
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504 $a Includes bibliographical references
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.
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