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ERIC Number: ED502890
Record Type: Non-Journal
Publication Date: 2007-Apr
Pages: 46
Abstractor: As Provided
From Lesson Study to Lesson Link[R]: Classroom-Based Professional Development
Kratzer, Cindy C.; Teplin, Amy Susanne
Online Submission, Paper prepared for the Annual Meeting of the American Educational Research Association (Chicago, IL, Apr 9-13, 2007)
Challenges in adapting Japanese Lesson Study for an American context have included teachers' limited prior experience with action research and facilitation as well as a mismatch between American curricula and the time requirements of the traditional Japanese Lesson Study model. Lesson Link[R] adapts Japanese Lesson Study for American contexts and culture by creating small teacher teams, all of whom teach the lesson, adjusting the curricular pace for teaching the lesson multiple times, and implementing structures to build teachers' capacity for research and facilitation. This paper reports on a two-year mixed methods action research study of Lesson Link's implementation in one suburban school district, where over 120 teachers from 14 schools participated in 38 Lesson Link teams between 2005 and 2007. These teachers taught pre-kindergarten through tenth grade, and the content focus for Lesson Link teams included reading comprehension, mathematics, writing, health, science, and more. Most teams were led by full-time teachers who received training to become Lesson Link facilitators. Key findings demonstrate that participation in Lesson Link transformed group interaction among teacher teams, led to improved individual teacher instruction, and increased student achievement. (Contains 10 tables, 2 footnotes, and 1 figure.) [This work was supported in part by a grant from the RGK Foundation.]
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A