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Lesson study in the U.S.: Is it a me...

Droese, Shirley M.

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Lesson study in the U.S.: Is it a mechanism for individual and organizational change? A case study of three schools.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Lesson study in the U.S.: Is it a mechanism for individual and organizational change? A case study of three schools./
作者:	Droese, Shirley M.
面頁冊數:	155 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3493.
Contained By:	Dissertation Abstracts International71-10A.
標題:	Education, Mathematics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3424242
ISBN:	9781124230634

Lesson study in the U.S.: Is it a mechanism for individual and organizational change? A case study of three schools.
Droese, Shirley M.

Lesson study in the U.S.: Is it a mechanism for individual and organizational change? A case study of three schools. - 155 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3493.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2010.

This study investigates the use of Lesson Study in three U.S. schools. Lesson Study is part of the culture of teaching in Japanese K-8 schools. Researchers in the United States brought the practice of Lesson Study (jugyokenkyo in Japanese) to light in the late 1990's while investigating reasons for differences in the performance of students from various countries on The International Mathematics and Science Study (TIMSS) in 1996.

ISBN: 9781124230634Subjects--Topical Terms:

1017588
Education, Mathematics.

Lesson study in the U.S.: Is it a mechanism for individual and organizational change? A case study of three schools.
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245 1 0 $a Lesson study in the U.S.: Is it a mechanism for individual and organizational change? A case study of three schools.
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500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3493.
500 $a Adviser: Carolyn J. Kelley.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2010.
520 $a This study investigates the use of Lesson Study in three U.S. schools. Lesson Study is part of the culture of teaching in Japanese K-8 schools. Researchers in the United States brought the practice of Lesson Study (jugyokenkyo in Japanese) to light in the late 1990's while investigating reasons for differences in the performance of students from various countries on The International Mathematics and Science Study (TIMSS) in 1996.
520 $a This is a case study of three schools that had engaged in Lesson Study for at least two years. The schools studied had a variety of geographical settings, socio-economic factors, community contexts, demographics, and organizational structures. Each school was recommended as an established representation of Lesson Study in action in an American school. All three schools had some level of interaction with Lesson Study practitioners from Japan.
520 $a Teachers who engage in Lesson Study plan lessons together, observe each other teach the lesson, and then revise the lesson, seeking to "see the lesson through the eyes of the child" while "looking at the teaching, not the teacher". Through collaboration, distributed leadership, professional development, and feedback from colleagues, teachers strengthen their content knowledge and pedagogical skills to create effective lessons and to contribute to a professional learning community.
520 $a The study shows that using Lesson Study builds relational trust between school stakeholder groups, promotes individual and organizational change through engaging in a professional learning community, and facilitates teacher-driven instructional improvement and improved student learning in mathematics.
590 $a School code: 0262.
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710 2 $a The University of Wisconsin - Madison. $3 626640
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