ERIC Number: EJ1070244
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: N/A
An Analysis of Strategies for Teaching Standards-Based Lesson Plan Alignment to Preservice Teachers
Drost, Bryan R.; Levine, Anita C.
Journal of Education, v195 n2 p37-47 2015
Research consistently shows that well-aligned lesson plans lead to better student learning outcomes. The development of these plans challenges both preservice teachers and the teacher educators who instruct them. This exploratory study examined strategies for teaching lesson plan alignment utilized by 87 teacher educators in the United States. Analysis of the results showed that three instructional approaches--expository, hands-on, and collaborative--were used, with the predominant evaluative tool either an analytic or completion rubric. Data also revealed that the participants tended to focus more on summative performance--the completed lesson plan--than on students' engagement in formative practice.
Descriptors: Lesson Plans, Educational Strategies, Alignment (Education), Preservice Teachers, Preservice Teacher Education, Standards, Teaching Methods, Summative Evaluation, Cooperative Learning, Experiential Learning, Educational Practices, Content Analysis
Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail: firstname.lastname@example.org; Web site: http://www.bu.edu/journalofeducation
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A