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The implementation and evaluation of...
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Montes, Linda Marie.
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The implementation and evaluation of a professional development school: Two-way immersion teachers investigate why native English speakers outperform English learners via participation in lesson study.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
The implementation and evaluation of a professional development school: Two-way immersion teachers investigate why native English speakers outperform English learners via participation in lesson study./
作者:
Montes, Linda Marie.
面頁冊數:
133 p.
附註:
Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2129.
Contained By:
Dissertation Abstracts International66-06A.
標題:
Education, Higher. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180445
ISBN:
9780542205675
The implementation and evaluation of a professional development school: Two-way immersion teachers investigate why native English speakers outperform English learners via participation in lesson study.
Montes, Linda Marie.
The implementation and evaluation of a professional development school: Two-way immersion teachers investigate why native English speakers outperform English learners via participation in lesson study.
- 133 p.
Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2129.
Thesis (Ed.D.)--University of Southern California, 2005.
The success of Two-Way Immersion (TWI) programs has been well documented; however, research also points to an achievement gap that exists between the Native English Speakers (NES) and the native Spanish speakers (NSS) in TWI programs. Assessment results indicate that the NES outperform the NSS even in assessments given in Spanish. A team of 4 TWI teachers and their three preservice candidates, participated in the Japanese Lesson Study (LS) Model of collaborative lesson planning to further investigate this achievement gap. The team focused on designing lessons for English Learners using the Sheltered Instruction Observation Protocol model as a guide. The veteran teachers and their preservice candidates participated in three full LS cycles.
ISBN: 9780542205675Subjects--Topical Terms:
543175
Education, Higher.
The implementation and evaluation of a professional development school: Two-way immersion teachers investigate why native English speakers outperform English learners via participation in lesson study.
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Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2129.
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The success of Two-Way Immersion (TWI) programs has been well documented; however, research also points to an achievement gap that exists between the Native English Speakers (NES) and the native Spanish speakers (NSS) in TWI programs. Assessment results indicate that the NES outperform the NSS even in assessments given in Spanish. A team of 4 TWI teachers and their three preservice candidates, participated in the Japanese Lesson Study (LS) Model of collaborative lesson planning to further investigate this achievement gap. The team focused on designing lessons for English Learners using the Sheltered Instruction Observation Protocol model as a guide. The veteran teachers and their preservice candidates participated in three full LS cycles.
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Guiding questions for this evaluative research project utilizing the case study strategy included: Will participation in LS (a) Focus faculty members in responding to accountability pressures of teaching to the state standards? (b) Influence the teachers' instructional practice? (c) Extend to other content areas, despite its initial focus on English language instruction? and (d) Benefit preservice candidates in meeting California Teacher Performance Expectations? The researcher videotaped all Lesson Study Sessions using emerging themes from these sessions to guide subsequent Lesson Study sessions. Conclusions drawn from the investigation indicate the PDS model creates an opportunity for instructional improvement, whereby university educators and veteran teachers collaborate on action research projects to guide instructional decisions. In addition, the Japanese LS model of professional development allows both veteran teachers and student teachers to progress in areas of teaching via observations of authentic learning experiences in collaborative lesson planning, reflection, and modification. The potential is clear for mutually beneficial opportunities for educational excellence.
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