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Lesson Study: The Effects On Teachers and Students In Urban Schools In the United States |
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Abstract:
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The proposal will share research results of a Lesson Study professional development model that examined effects on mathematics teachers’ instructional strategies and conceptual understanding as well as students’ achievement and conceptual understanding. Data collection included a pre/post questionnaire, planning/reflection transcripts, observation notes, lesson plans, and student assessment. A constant comparative analysis involving within and across case studies was utilized. |
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teacher (13), lesson (12), studi (12), school (11), research (8), student (7), develop (7), mathemat (6), profession (6), nation (5), urban (5), effect (4), 2001 (4), instruct (4), middl (4), educ (3), share (3), understand (3), analysi (3), practic (3), investig (3), |
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Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
URL: http://www.pmena.org
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Citation:
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MLA Citation:
| Meyer, Rachelle. and Wilkerson, Trena. "Lesson Study: The Effects On Teachers and Students In Urban Schools In the United States" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, Nevada, Oct 25, 2007 <Not Available>. 2009-05-24 <http://www.allacademic.com/meta/p200787_index.html> |
APA Citation:
| Meyer, R. and Wilkerson, T. , 2007-10-25 "Lesson Study: The Effects On Teachers and Students In Urban Schools In the United States" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, Nevada Online <PDF>. 2009-05-24 from http://www.allacademic.com/meta/p200787_index.html |
Publication Type: Poster
Abstract: The proposal will share research results of a Lesson Study professional development model that examined effects on mathematics teachers’ instructional strategies and conceptual understanding as well as students’ achievement and conceptual understanding. Data collection included a pre/post questionnaire, planning/reflection transcripts, observation notes, lesson plans, and student assessment. A constant comparative analysis involving within and across case studies was utilized. |
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458 |
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| 25 LESSON STUDY: THE EFFECTS ON TEACHERS AND STUDENTS IN URBAN SCHOOLS IN THE UNITED STATES Rachelle Meyer Trena L. Wilkerson Baylor University Baylor University Rachelle_Meyer@baylor.edu Trena_Wilkerson@baylor.edu The focus of this poster session will be to share a professional development model of Lesson Study adapted from education experts such as Lewis (2002) Germain-McCarthy (2001) and Yoshida (1999). This research sought to examine the effects lesson study had on mathematics teachers and students in an urban middle school. In particular |
| development. Thousand Oaks CA: Corwin. Lewis C. (2002). Lesson study: A handbook of teacher-led instructional change. Philadelphia: Research for Better Schools. National Research Council (2002b). Investigating the influence of standards: A framework for research for mathematics science and technology education. Washington DC: National Academy Press. Smith M. S. (2001). Practice-based professional development for teachers of mathematics. Reston VA: The National Council of Teachers of Mathematics. 26 Yoshida M. (1999). Lesson study: An ethnographic investigation of school-based teacher development in |
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