Lesson study: the effects on teachers and students in urban middle schools.
| dc.contributor.advisor | Wilkerson, Trena. | |
| dc.contributor.author | Meyer, Rachelle D. | |
| dc.contributor.department | Curriculum and Instruction. | en |
| dc.contributor.other | Baylor University. Dept. of Curriculum and Instruction. | |
| dc.date.accessioned | 2006-05-28T01:06:21Z | |
| dc.date.available | 2006-05-28T01:06:21Z | |
| dc.date.copyright | 2005 | |
| dc.date.issued | 2006-05-28T01:06:21Z | |
| dc.description | Includes bibliographic notes (p. 210-220). | en |
| dc.description.abstract | This multiple case study examined the effects lesson study had on middle school mathematics teachers and students in a large urban school district. The participants for this study consisted of 13 middle school mathematics teachers who formed three lesson study groups. The research questions were: (1) What effects does lesson study have on middle school mathematics teachers? (2) What effects does lesson study have on middle school students? (3) Does the participation in lesson study as a form of professional development serve as a catalyst for the growth and continuation of lesson study within the middle school mathematics community? This qualitative research used nine measures to gather data which consisted of the following: two baseline surveys; transcripts from planning and reflection sessions; observation notes; lesson plans; teacher logs; students' work; a district nine-week assessment; and electronic discussions. Analysis of the data revealed lesson study did impact teachers' instructional strategies in the areas of self-reflection, incorporating problem-solving activities, and encouraging cooperative learning. Evidence also indicated that teachers' content knowledge did improve for two of the three case studies as a result of teacher collaboration. The impact lesson study had on students' understanding and achievement was limited. Students' achievement in mathematics for two participating middle schools appeared to improve; however, caution must be excercised when attempting to generalize the impact lesson study had on students. There was, however, evidence to support that lesson study had a positive impact on students' engagement in mathematics. In addition, over 50 percent of the participating teachers elected to engage in a second lesson study with some recruiting additional teachers from their campuses. | en |
| dc.description.degree | Ed.D. | en |
| dc.description.statementofresponsibility | by Rachelle D. Meyer. | en |
| dc.format.extent | xii, 220 p. | en |
| dc.format.extent | 1531328 bytes | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | http://hdl.handle.net/2104/3007 | |
| dc.language.iso | en_US | en |
| dc.rights | Baylor University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact librarywebmaster@baylor.edu for inquiries about permission. | en |
| dc.rights.accessrights | Worldwide access | en |
| dc.subject | Middle school teachers. | en |
| dc.subject | Lesson planning -- Study and teaching. | en |
| dc.subject | Urban schools --- United States - Case studies. | en |
| dc.subject | Middle school teaching. | en |
| dc.title | Lesson study: the effects on teachers and students in urban middle schools. | en |
| dc.type | Thesis | en |
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