A case study of lesson study in a high school: Implementation after the initial funding cease

Kim, Ji Young

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https://hdl.handle.net/2142/18482 Copy

Description

Title

A case study of lesson study in a high school: Implementation after the initial funding cease

Author(s)

Kim, Ji Young

Issue Date

2011-01-14T22:52:21Z

Director of Research (if dissertation) or Advisor (if thesis)

Noffke, Susan E.

Doctoral Committee Chair(s)

Noffke, Susan E.

Committee Member(s)

• Clift, Renée T.
• Ryan, Katherine E.
• Crockett, Michele D.

Department of Study

Curriculum & Instruction

Discipline

Elementary Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Teacher Education
• Lesson Study
• High School Mathematic Education
• High School Science Education
• Professional Development

Abstract

This study examined the implementation of lesson study as a method of professional development in a high school setting after the initial funding had ceased. The participants had had experience with lesson study and included three math teachers, two science teachers, one special education teacher who collaborated with the science teachers, one literacy coach, and one curriculum coordinator. Data collection included secondary sources obtained by the university partnership; observations of the lesson study, the participants’ regular classrooms, and department meetings; two phases of in-depth interviews; an open-ended survey; and artifacts of the process of lesson study. The implementation of lesson study after the end of funding with support from a facilitator did yield some benefits for the participants, although they also confronted several challenges, such as time, scheduling, and various levels of understanding of what lesson study is. After implementing the lesson study, participants demonstrated changes in instruction, concern about student needs and performance, and collaboration with colleagues. Also, similarities between the regular department meetings and the lesson study meetings were found, which might contribute to the successful adaptation of lesson study into the U.S. context. Fully informing teachers about lesson study and giving them practical experience with it as a method of professional development can lead to its continuity.

Graduation Semester

2010-12

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http://hdl.handle.net/2142/18482

Copyright and License Information

Copyright 2010 Ji Young Kim

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