Lesson-Study: Teacher-Led Professional Development in Literacy Instruction
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| Title: | Lesson-Study: Teacher-Led Professional Development in Literacy Instruction |
|---|---|
| Language: | English |
| Authors: | Hurd, Jacqueline, Licciardo-Musso, Lori |
| Source: | Language Arts. May 2005 82(5):388-388. |
| Availability: | National Council of Teachers of English, 111 W. Kenyon Road, Urbana, IL 61801-1096. Web site: http://www.ncte.org/journals |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2005 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Literacy Education, Instructional Improvement, Faculty Development, Teacher Improvement, Teacher Collaboration, Cooperative Planning, Observation |
| ISSN: | 0360-9170 |
| Abstract: | Lesson study is a form of professional development favored by teachers in Japan that has gained attention in many parts of the United States. Teachers participating in lesson study immerse themselves in a cycle of instructional improvement focused on planning, observing, and revising. The various ways in which teachers work together in a lesson study are discussed. |
| Abstractor: | Author |
| Entry Date: | 2006 |
| Access URL: | https://www.ncte.org/journals/la/issues |
| Accession Number: | EJ726196 |
| Database: | ERIC |
| Abstract: | Lesson study is a form of professional development favored by teachers in Japan that has gained attention in many parts of the United States. Teachers participating in lesson study immerse themselves in a cycle of instructional improvement focused on planning, observing, and revising. The various ways in which teachers work together in a lesson study are discussed. |
|---|---|
| ISSN: | 0360-9170 |
