scholarly journals A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study

2016 ◽  
Vol 60 ◽  
pp. 164-178 ◽  
Author(s):  
Christine Lee Bae ◽  
Kathryn N. Hayes ◽  
Jeffery Seitz ◽  
Dawn O'Connor ◽  
Rachelle DiStefano
Keyword(s):  
Middle School ◽  
Professional Learning ◽  
Lesson Study ◽  
School Science ◽  
Middle School Science ◽  
Teacher Professional Learning ◽  
Science Lesson ◽  
Teacher Professional ◽  
Learning And Change

Teacher Education and Lesson Study

2019 ◽  
Author(s):  
Peter Dudley
Keyword(s):  
Professional Learning ◽  
Lesson Study ◽  
Teacher Professional Learning ◽  
Complex Environment ◽  
Global Spread ◽  
Teacher Professional ◽  
System Improvement ◽  
Specific Factors ◽  
Learning Factors

Lesson Study is a form of collaborative, classroom-based teacher professional development, and also a form of institutional and local educational system improvement. It originated in Japan and experienced rapid global spread in the 21st century. The deliberate processes of Lesson Study can help overcome specific factors that can form barriers to teacher professional learning—factors such as the complex environment of the classroom and the role of tacit knowledge.

Do Books Make a Difference? The Effects of an Indigo Love of Reading Foundation Grant and Teacher Professional Learning on Motivation for Reading in a Middle School

2020 ◽  
Vol 22 (2) ◽  
pp. 18-42
Author(s):  
Robin Bright ◽  
Michele Loman
Keyword(s):  
Middle School ◽  
Professional Learning ◽  
Teacher Professional Learning ◽  
Teachers Perceptions ◽  
Urban Middle School ◽  
Reading Material ◽  
Literacy Initiatives ◽  
Teacher Professional ◽  
Classroom Libraries ◽  
Intrinsic Reading Motivation

This study documents, over a three-year period, the effects of an Indigo Love of Reading Foundation grant and teacher professional learning in literacy on the motivation for reading in a large urban middle school. The school-wide focus on literacy included: 1) the development of a Literacy Exploratory, a 50-minute daily period set aside for teachers to help students develop as readers, choose books to read, and have time to be involved in a reading community, 2) ongoing teacher professional learning, and 3) a $125,000.00 Indigo Love of Reading Foundation grant. The grant was provided to support the school’s literacy initiatives through purchasing new books for the library and for the development of classroom libraries for every teacher. Using the Motivation for Reading Questionnaire (MRQ) (Wigfield and Guthrie, 1997), students’ favourable ratings of four aspects of intrinsic reading motivation – efficacy, importance, challenge, and social – increased significantly over the course of the study. Teachers’ perceptions indicate they have valued the school-wide focus on literacy, their principal’s support, and the professional learning opportunities that were offered; they pointed to the effect of the grant on helping them create and use classroom libraries in their instructional practice. Students, too, indicated that their motivation for reading has been positively influenced by the school’s focus on literacy, with the suggestion that teachers continue to offer greater choice in their reading material. The findings of this study do not contradict previous research that shows, overall, motivation for reading declines over the middle school years.

Collaborative Middle School Science Outreach Project Using the Japanese Lesson Study Model

2020 ◽  
Vol 97 (5) ◽  
pp. 1256-1265
Author(s):  
Chris L. Craney ◽  
Thomas Lau ◽  
William T. Nelson ◽  
Adrianna Ghomeshi ◽  
James M. Rust ◽  
...  
Keyword(s):  
Middle School ◽  
Lesson Study ◽  
School Science ◽  
Middle School Science ◽  
Science Outreach ◽  
Japanese Lesson Study
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