scholarly journals Professional development of Japanese science and physics teachers and Japanese approach in professional development: “lesson study”

2012 ◽  
Vol 45 (2) ◽  
pp. 33-54
Author(s):  
BAYRAM JACOBS ◽  
Dürdane Dürdane
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
Physics Teachers ◽  
Japanese Science

After the Race to the Top: State and District Capacity to Sustain Professional Development Innovation in Florida

2021 ◽  
pp. 089590482110156
Author(s):  
Motoko Akiba ◽  
Cassandra Howard
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
Student Outcomes ◽  
Instructional System ◽  
Implementation Fidelity ◽  
Race To The Top ◽  
Mixed Methods Study ◽  
Policy Implications ◽  
Federally Funded ◽  
Strategic Adaptation

The Race to the Top (RTTT) program incentivized states to use innovation for systemwide improvement of student outcomes, but little is known about how RTTT-funded innovation was sustained after the RTTT program ended. This mixed-methods study examined state and district approaches to sustaining an international innovation called lesson study, a teacher-driven, collaborative, inquiry-based teacher learning process imported from Japan and promoted statewide in Florida. While the state’s role in sustaining lesson study was limited, we found that districts that integrated lesson study into the district instructional system through a clear expectation and strategic adaptation, supported school and teacher ownership of lesson study practice, and provided necessary support and funding were more likely to sustain lesson study. In contrast, the districts that focused on implementation fidelity and district-led facilitation eventually phased out lesson study. Policy implications for sustaining federally funded professional development innovations are discussed.

scholarly journals Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110237
Author(s):  
İlknur Bayram ◽  
Fatma Bıkmaz
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
English Language ◽  
Research Question ◽  
Teaching Style ◽  
Language Teachers ◽  
Student Thinking ◽  
Pedagogical Content ◽  
Starting Point

This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.

Perspectives on Lesson Study and Professional Development

2015 ◽  
pp. 121-122 ◽  
Author(s):  
Maitree Inprasitha ◽  
Masami Isoda ◽  
Patsy Wang-Iverson ◽  
Ban Har Yeap
Keyword(s):  
Professional Development ◽  
Lesson Study

Lesson Study as an Effective Performance-Based Measure of Teacher Effectiveness

2016 ◽  
pp. 281-294
Author(s):  
Mark Patrick Ryan
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
Qualitative Data ◽  
Science Study ◽  
The Third ◽  
Effective Performance ◽  
Lesson Delivery ◽  
Collaborative Analysis ◽  
Fellow Teacher ◽  
The University

The Japanese Lesson Study Model (JLSM) became a focus of much research after the publication of the Third International Math and Science Study (TIMSS). The JLSM has various possible manifestations, but most forms of the model include three key elements – collaborative planning of one or more lessons that will be taught by all participants, delivery of the lesson with fellow teacher observers in the room or with videotaping, and collaborative analysis by participants of students work and the lesson delivery. This study presents quantitative and qualitative data from approximately 400 teachers who participated in a form of lesson study. The history and research basis of lesson study is presented, followed by the researcher's adaptation of the model for use in the university classroom and professional development courses, followed by an analysis of the impacts of the model on teacher participants.

Cultivating Communities of Inclusive Practice

2017 ◽  
pp. 120-153
Author(s):  
Christina M. Curran ◽  
Becky Wilson Hawbaker
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Professional Learning ◽  
Lesson Study ◽  
Linguistically Diverse ◽  
Study Groups ◽  
Evidence Base ◽  
Educational Outcome ◽  
Inclusive Practice ◽  
Learning And Change

Significant disparities in educational outcome, opportunity, and achievement endure for students with disabilities and those from culturally and linguistically diverse groups. A need for effective, responsive, and inclusive practices in schools is imperative. Educators are at the heart of providing the challenging, responsive education that each child and adolescent deserves. Professional development is the lever of change, but can or help or hinder educators in improving instructional and school practices that result in improved outcomes for all students. This chapter examines the evidence base surrounding professional development and inclusive practice. Four approaches to professional development supporting more transformative professional learning and change are featured: inquiry groups (teacher study groups and lesson study); coaching, Professional Learning Communities; and Professional Development Schools. Snapshots to practice are included with each approach to provide integrated descriptive examples of varied inclusive professional development practices.

Cultivating Communities of Inclusive Practice

2020 ◽  
pp. 906-939
Author(s):  
Christina M. Curran ◽  
Becky Wilson Hawbaker
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Professional Learning ◽  
Lesson Study ◽  
Linguistically Diverse ◽  
Study Groups ◽  
Evidence Base ◽  
Educational Outcome ◽  
Inclusive Practice ◽  
Learning And Change

Significant disparities in educational outcome, opportunity, and achievement endure for students with disabilities and those from culturally and linguistically diverse groups. A need for effective, responsive, and inclusive practices in schools is imperative. Educators are at the heart of providing the challenging, responsive education that each child and adolescent deserves. Professional development is the lever of change, but can or help or hinder educators in improving instructional and school practices that result in improved outcomes for all students. This chapter examines the evidence base surrounding professional development and inclusive practice. Four approaches to professional development supporting more transformative professional learning and change are featured: inquiry groups (teacher study groups and lesson study); coaching, Professional Learning Communities; and Professional Development Schools. Snapshots to practice are included with each approach to provide integrated descriptive examples of varied inclusive professional development practices.

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