Adopting an International Innovation for Teacher Professional Development: State and District Approaches to Lesson Study in Florida

Autor/inn/en	Akiba, Motoko; Wilkinson, Bryan
Titel	Adopting an International Innovation for Teacher Professional Development: State and District Approaches to Lesson Study in Florida
Quelle	In: Journal of Teacher Education, 67 (2016) 1, S.74-93 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487115593603
Schlagwörter	Faculty Development; Federal Legislation; Educational Legislation; Federal Programs; Federal Aid; Foreign Countries; Models; Common Core State Standards; Interviews; Surveys; Capacity Building; Teacher Improvement; Teacher Collaboration; Educational Policy; Financial Support; Qualitative Research; Statistical Analysis; Florida; Japan + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsrecht; Schulgesetz; Ausland; Analogiemodell; Common core curriculum; Curriculum; Kerncurriculum; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Lehrerkooperation; Politics of education; Bildungspolitik; Finanzielle Förderung; Qualitative Forschung; Statistische Analyse
Abstract	The state of Florida has taken an unprecedented approach to teacher professional development in its Race to the Top (RTTT) Program application by proposing to promote an international innovation that originates in Japan, "lesson study," as a statewide teacher professional development model. Since winning the US$700 million RTTT funding in 2010, the Florida Department of Education and districts have been promoting lesson study as one of the statewide vehicles to implement the state standards aligned with the Common Core State Standards. This study analyzed the state and districts' approaches to promote lesson study using policy documents, statewide district survey data, and interviews. We found that a majority of districts mandated lesson study implementation without securing or spending sufficient funding. In addition, the existing organizational structures and routines for professional development pose a major challenge in capacity building of district leaders and teachers to engage in lesson study. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01