Abstract/Details

The impact of Lesson Study on teacher attitude and beliefs as a form of professional development


2007 2007

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Abstract (summary)

This qualitative research analyzed a series of three interviews from each of six purposefully selected mathematics teachers who participated in a Lesson Study project, under the auspices of Middlesex County College, in New Jersey. Additionally, direct observations of professional practices and researcher reflections were factored into the analyses. The three cohorts were two teachers from the elementary grades, middles-level grades, and high school grades, and they worked together for a period of four-months; engaging in professional collaboration, self-reflection, sharing of content knowledge, crafting specific lessons around self-selected concepts, peer observation, and critically discussing how to further enhance student learning.

The conclusions were that: Lesson Study allowed for creating a strikingly positive experience in professional development, with all participants citing the benefits to being involved with the activities of topic selection, location selection for study, and freedom to engage in critical commentary. Also it was determined that Lesson Study would be a desirable and sustainable means for meaningful professional development, but there was the caveat of needing to convince school administrators of its value when the cost factor was recognized. Finally it was stated that despite the inherent cost for implementing Lesson Study, to not consider it as a viable means for furthering teachers' professional development, especially mathematics teacher, was imprudent and fiscal irresponsible.

Indexing (details)


Subject
School administration;
Teacher education
Classification
0514: School administration
0530: Teacher education
Identifier / keyword
Education, Lesson study, Professional development, Teacher
Title
The impact of Lesson Study on teacher attitude and beliefs as a form of professional development
Author
DeLucia, Maria
Number of pages
215
Publication year
2007
Degree date
2007
School code
0138
Source
DAI-A 67/11, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542994173
Advisor
Stick, Sheldon L.
University/institution
The University of Nebraska - Lincoln
University location
United States -- Nebraska
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3243746
ProQuest document ID
304843733
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304843733
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