In this study we report the findings of a two-year professional development study using scaffolded lesson-study to encourage and support four teachers' desire to use discussion with increased frequency and quality. We joined a collaborative community of practice made up of one university researcher, two classroom teachers, and a political science…

This article advances a continuing line of inquiry into an innovative teacher-support program intended to help in-service history teachers develop professional teaching knowledge for inquiry-based history instruction. Two prior iterations informed our design and use of professional development materials; they also informed the implementation…