An Examination of Lesson Study as a Teaching Tool in U.S Public Schools

 
 
 
 

An Examination of Lesson Study as a Teaching Tool in U.S Public Schools

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dc.contributor.advisor Bon, Susan en_US
dc.contributor.author Friedman, Ruth E. en_US
dc.date.accessioned 2008-07-07T19:31:24Z
dc.date.available 2008-07-07T19:31:24Z
dc.date.created 2005 en_US
dc.date.issued 2008-07-07T19:31:24Z
dc.identifier.uri http://rave.ohiolink.edu/etdc/view?acc_num=ashland1116871771 en_US
dc.identifier.uri http://hdl.handle.net/2374.OX/8213
dc.description The purpose of this qualitative research study was to determine whether a Japanese professional development tool called lesson study could fit into teachers’ existing work culture. In addition, data was collected concerning teachers’ attitudes and beliefs about the lesson study process. After the release of the Third International Mathematics and Science Studies (TIMSS) in 1995 and the TIMSS-R in 1999 the Japanese model of lesson study gained attention as a professional development tool that built teachers’ instructional skills. As a professional development tool, lesson study also put teachers in a leadership role for improving their classroom practices. Lesson study was specifically designed to standardize math and science lessons to focus the curricula in order to improve test scores of U.S. students compared to peak performing countries. However, educational researchers like Stigler and Lewis started professional development initiatives around the country that took lesson study to the next level in the teaching process. Instead of focusing on test scores, lesson study developed as a professional development tool to increase teachers’ content knowledge and their research skills. In this research study nine teachers, three administrators, a professor and two focus groups, engaged at various stages in the lesson study process, were interviewed on their attitudes and beliefs. Six common themes and seventeen sub-themes emerged from the data collected. This research study concluded with predictions about the future of lesson study and whether it could be sustained in the U.S. teaching culture in order to change teaching strategies in American classrooms. en_US
dc.format application/pdf en_US
dc.format 161p. en_US
dc.rights unrestricted en_US
dc.rights Copyright and permissions information available at the source archive en_US
dc.subject Lesson Study en_US
dc.subject Research Lessons en_US
dc.subject Japanese Professional Development Tool en_US
dc.subject TIMSS en_US
dc.subject Professional Development en_US
dc.subject Action Research for lesson planning en_US
dc.title An Examination of Lesson Study as a Teaching Tool in U.S Public Schools en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name EdD en_US
dc.degree.level doctoral en_US
dc.degree.discipline Education en_US
dc.degree.grantor Ashland University en_US
dc.contributor.publisher Ashland University / OhioLINK en_US

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