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ERIC Number: EJ902505
Record Type: Journal
Publication Date: 2009-Dec
Pages: 11
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0036-6803
The Relationship between Lesson Study and Self-Efficacy
Sibbald, Tim
School Science and Mathematics, v109 n8 p450-460 Dec 2009
This article addresses a gap in the literature by developing a theory that bridges lesson study and self-efficacy. Since self-efficacy has been linked to student achievement, the theory is important as an explanatory mechanism linking lesson study to student achievement. The theory was developed using grounded theory based on primary source data primarily from planning and debriefing meetings. The theory demonstrates that lesson study is linked to self efficacy through a content continuum which implies that issues from pedagogical content knowledge to deeper conceptual matters can be addressed. It also implies that constraints arising in lesson study are most frequently limitations of pedagogical content knowledge which can be mitigated by a community of practice that provides appropriate resources and subject expertise. (Contains 3 figures.)
School Science and Mathematics Association. Oklahoma State University, 245 Willard, Stillwater, OK 74078. Tel: 405-744-8018; Fax: 405-744-6290; e-mail: office@ssma.org; Web site: http://ssmj.tamu.edu.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada