A Study of Japanese Lesson Study with Third Grade Mathematics Teachers in a Small School District

Autor/in	Hart, Lynn
Titel	A Study of Japanese Lesson Study with Third Grade Mathematics Teachers in a Small School District
Quelle	In: SRATE Journal, 18 (2009) 1, S.32-43 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-1752
Schlagwörter	Small Schools; School Districts; Grade 3; Mathematics Teachers; Lesson Plans; Elementary School Students; Elementary School Mathematics; Elementary School Teachers; Educational Change; Mathematics Instruction; Mathematics Education; Models; Foreign Countries; Professional Development; Japan; United States + Suchen Sie Ihr Suchwort? School; Schools; Schule; School district; Schulbezirk; School year 03; 3. Schuljahr; Schuljahr 03; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lesson planning; Unterrichtsplanung; Elementare Mathematik; Schulmathematik; Elementary school; Grundschule; Volksschule; Bildungsreform; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Analogiemodell; Ausland; USA
Abstract	This paper describes implementation of a Lesson Study project with third grade teachers in a small school district to study the development of the critical lenses (perspectives) necessary for meaningful lesson study work. Adapting the Lesson Study process to meet school system needs, two outside facilitators stimulated teacher thinking with math explorations and probing/what if questioning. Using a qualitative methodology and the group as the unit of analysis, data were coded for evidence of and change in the lenses. After one year, the 8 participating teachers showed a qualitative difference in two of the three lenses: the student lens and the curriculum developer lens. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	Southeastern Regional Association of Teacher Educators. Web site: http://www.sratejournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10