A Randomized Trial of Lesson Study with Mathematical Resource Kits: Analysis of Impact on Teachers’ Beliefs and Learning Community

Lewis, Catherine; Perry, Rebecca

doi:10.1007/978-3-319-07716-1_7

Cited by 30 publications

(46 citation statements)

References 39 publications

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“…Effective PD is claimed to be ongoing, active, collaborative, inquiry-based, authentic, integrated in practice, and explicitly focused on student learning (Borko, 2004;Borko, Jacobas, & Koellner, 2010;Desimone, 2009;Schleicher, 2016;Webster-Wright, 2009). LS incorporates these elements: the collaborative approach is classroom-and inquirybased and has a specific focus on the improvement of student learning (Dudley, 2013;Lewis & Perry, 2015;Lewis, Perry, & Murata, 2006). By thoroughly focusing on student learning, LS enables teachers to analyze students' different educational needs and it gives them information on how to address these needs (Dudley, 2013).…”

Section: Introductionmentioning

confidence: 99%

Professional growth in adaptive teaching competence as a result of Lesson Study

Schipper

Goei

Vries

et al. 2017

Teaching and Teacher Education

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Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson Study participants from different school contexts were interviewed. Clarke and Hollingsworth's Interconnected Model of Professional Growth was used as the analyzing framework to explore its adequacy for understanding teacher professional growth. The results reveal teacher professional growth in adaptive teaching competence and show how the intensive focus on student learning, collaborative professional experimentation and the facilitators' role may contribute to this.

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Section: Introductionmentioning

confidence: 99%

Professional growth in adaptive teaching competence as a result of Lesson Study

Schipper

Goei

Vries

et al. 2017

Teaching and Teacher Education

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“…Araştırma yöntemi olarak, daha çok durum çalışması şeklinde yapıldığı ve Japonya'nın ardından ders araştırması modelinin en çok Amerika'da çalışıldığı tespit edilmiştir (Gray, 2005;Lewis ve Perry, 2015;Serbest, 2014). Yapılan çalışmaların büyük bir kısmı öğretmenler üzerinde yapılmış ve alan bazında Matematik ve Fen Bilimleri derslerinde uygulanmıştır.…”

Section: Geleneksel Modellerunclassified

Öğretmen Eği̇ti̇mi̇nde Ders Araştirmasi Modeli̇ Ve Türki̇ye De Hi̇zmet Öncesi̇ Öğretmenli̇k Uygulamalarina Yöneli̇k Bi̇r Model Öneri̇si̇

Günay¹

2016

jisr

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ÖzBu çalışmanın amacı, mesleki gelişim modellerinden biri olan ders araştırması modeli hakkında bilgi vermek, Türkiye'de hizmet öncesi öğretmen eğitiminde uygulanması üzerine tartışmak ve bir uygulama modeli sunmaktır. Bu çalışmada Türkiye'de öğretmen eğitiminin nasıl olduğu genel hatlarıyla belirtilmiştir. Bu bağlamda Türkiye'de öğretmen eğitiminde Eğitim Fakülteleri öğretmenlik uygulamaları derslerinin çoğu zaman yetersiz kaldığı görülmüştür. Bu önemli sorunla baş edebilmek için, Japonya'nın eğitimi kalitelileştirmede kullandığı ders araştırması modelinin kullanılması önerilmiştir. Bu aşamada, ders araştırması modeli hakkında kapsamlı alanyazın taraması yapılmış ve aşamalarına yer verilmiştir. Japonya'da öğrencilerin matematikte çok iyi performans göstermelerine yardımcı olan ve öğretmenlerin mesleki gelişimleri için kullanılan ders araştırması modeli, öğretmenlerin ortak bir hedef doğrultusunda işbirliği içinde çalışarak birlikte ders planı hazırlamaları, bu planı sınıfta uygulamaları, birbirlerini gözlemlemeleri ve işlenişi nasıl geliştirebilecekleri ile ilgili birbirlerinin ders anlatımlarını tartışmaları üzerine kuruludur. Son olarak öğretmenlerin mesleki ve alan bilgilerinin gelişimine yardımcı olan, öğrencilerin başarılarını artıran ve matematik eğitimine katkı sağlayan ders araştırma modelinin Türkiye'de hizmet öncesi öğretmen eğitimi bağlamında değerlendirilmesi yapılıp bir uygulama modeli örneği sunulmuştur.Anahtar Kelimeler: Ders Araştırması Modeli, Okul Deneyimi, Öğretmen Eğitimi, Öğretmenlik Uygulaması, Yansıtma Toplantısı. AbstractThe purpose of the study is to introduce the lesson study model, which is one of the professional development models, and to discuss its application in teaching practices in preservice teacher education in Turkey and to propose a model in this context. In this study, teacher education in Turkey was explained as general. In this context, research point out that teaching practices courses in Faculty of Education in Turkey are not efficient and effective. In order to overcome this problem, the use of lesson study model that has been used for incrreasing quality in education in Japan, was proposed. At this stage, literature about lesson study model has been reviewed in detail and its steps were explained. The lesson study model that helps students to show great performance at Math and is used for professional development of teachers in Japan is based on the preparation of a lesson plan by teachers colaboratively toward a shared target, implementation of this plan in classroom, observation of the instruction in the class and discussion of their reflections in order to improve the instruction. Lastly, the lesson study model, which helps the development of professional and subject knowledge and skills of teachers, facilitates the academic achievement of students and contributes to math teaching, was evaluated within the Turkish teacher education context and an implementation model was proposed in this respect.

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“…types of nested data, including students nested in classrooms , students nested in schools (Heppen et al, 2015 ), and teachers nested in lesson study groups (Lewis & Perry, 2015 ).…”

Section: Engineering [For] Effectiveness: Summary and Recommendationsmentioning

confidence: 99%

“…Analyses can include attention to intermediate outcomes such as teacher beliefs (e.g., Lewis & Perry, 2015 ) and, when looking at the effectiveness of a program, can control for factors such as implementation or quality of instruction (e.g., Cai, Ni, & Hwang, 2015 ;. Thus, large-scale studies can help to reveal the complexities in casual links by attending to the mediating factors and issues that can infl uence the effects of a treatment in different naturalistic contexts.…”

Section: Engineering [For] Effectiveness: Summary and Recommendationsmentioning

confidence: 99%

“…For example, Lewis and Perry ( 2015 ) conducted a randomized, controlled trial of a lesson study intervention designed to improve teachers' and students' mathematical knowledge. Based on earlier work that analyzed the features of lesson study and The Role of Large-Scale Studies in Mathematics Education 408 characterized the cyclic nature of teacher learning through lesson study, Lewis and Perry designed a larger test of scaling-up lesson study with support from centrally designed mathematical resource kits.…”

Section: Appendix 1: Teaching Scripts For Teaching New Decimal Divisionmentioning

confidence: 99%

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