NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ899349
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: As Provided
Reference Count: 6
ISSN: ISSN-0749-4025
Visualizing Interaction during Lesson Study: A Graph-Theoretic Approach
Clevenger, Marie; Kuhnley, Sheryle; O'Rourke, Colin; Umland, Kristin
Journal of Classroom Interaction, v44 n1 p39-47 2009
Lesson study, a form of teacher professional development, has grown in popularity in the United States over the past decade. A key tenet of lesson study is that teachers will increase their knowledge of effective instruction by planning a lesson and analyzing its enactment. This work describes a method of representing conversations graphically along with a scoring system that quantitatively measures features in these representations that indicate whether teachers are making connections between their teaching actions and student learning. These methods are then applied to conversations among teachers discussing a mathematics research lesson. Further refinements of these methods may lead to a tool that will help researchers evaluate the effectiveness of lesson study in local contexts. (Contains 5 figures.)
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A