Abstract Title
Collaboratively Improving the Instructional Core: Examining the Implementation of Lesson Study Across a System of K-12 Catholic Schools
Abstract
This study examines how the instructional core can be improved across a system of Catholic schools utilizing the collaborative professional development process known as lesson study. For this study, we examined what happens to instruction and learning across a system of k-12 Catholic schools when a group of teachers work collaboratively to plan lessons, observe one another teach, and reflect on the effect communally planned teaching activities have on student learning. Utilizing the conceptual framework for lesson study, developed in 2009 by Lewis, et. al, the research questions examined include: (1) What impact does participation in lesson study have on the leaders’ and teachers’ beliefs and practices? (2) What impact does participation in lesson study have on the professional learning community? (3) How does participation in lesson study impact the teaching-learning resources of a small school community? Given the limited scale of human capital in a Catholic school, this two-year longitudinal study explores the relevance of lesson study in across a system of small schools and provides recommendations for enhancement of this professional development process.
Collaboratively Improving the Instructional Core: Examining the Implementation of Lesson Study Across a System of K-12 Catholic Schools
This study examines how the instructional core can be improved across a system of Catholic schools utilizing the collaborative professional development process known as lesson study. For this study, we examined what happens to instruction and learning across a system of k-12 Catholic schools when a group of teachers work collaboratively to plan lessons, observe one another teach, and reflect on the effect communally planned teaching activities have on student learning. Utilizing the conceptual framework for lesson study, developed in 2009 by Lewis, et. al, the research questions examined include: (1) What impact does participation in lesson study have on the leaders’ and teachers’ beliefs and practices? (2) What impact does participation in lesson study have on the professional learning community? (3) How does participation in lesson study impact the teaching-learning resources of a small school community? Given the limited scale of human capital in a Catholic school, this two-year longitudinal study explores the relevance of lesson study in across a system of small schools and provides recommendations for enhancement of this professional development process.