Search results for: Lewis Catherine C.
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How do practicing mathematics teachers continue to develop the knowledge and habits of mind that enable them to teach well and to improve their teaching over time? This article reviews 106 articles written between 1985 and 2008 related to the professional learning of practicing teachers of mathematics. The authors offer a synthesis of this research, guided by Clarke and Hollingsworth’s (2002) dynamic model of teacher growth. Their model emphasizes the recursive nature of teachers’ learning and suggests that growth in one aspect of teachers’ knowledge and practice may promote subsequent growth in other areas.
Updated: Dec. 06, 2016
This article presents a theoretical model of lesson study, an approach to instructional improvement that originated in Japan. The model suggests that development of teachers’ knowledge and professional community (not just improved lesson plans) are instructional improvement mechanisms within lesson study. The theoretical model is used to explore the “auditable trail” of data from a North American lesson study case. The authors argue that the case provides an “existence proof” of the potential effectiveness of lesson study outside Japan.
Updated: Oct. 14, 2009
'Lesson study' is a professional learning approach in which teachers work together to: formulate goals for student learning and long-term development; collaboratively plan a 'research lesson' designed to bring to life these goals; conduct the lesson in a classroom, with one team member teaching and others gathering evidence on student learning and development. They then discuss the evidence gathered during the lesson, using it to improve the lesson, the unit, and instruction more generally. In this article, a lesson study case from a Japanese elementary school is presented.
Updated: May. 18, 2009