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• W3200197078 abstract "Teacher professional development (PD) is often an underutilized resource for reform in K-12 schools, and ineffective models often limit the organizational improvements that can be made. In this Action Research report, teachers' experiences with PD at the research site were analyzed using qualitative methods to determine what components of learning are absent. After identifying the need for more collaboration, distributed learning, and the application of adult learning theory, Lesson Study, a cyclical form of learning in which teachers research and plan lessons together, and then engage in lesson delivery and reflection, was implemented as a new model in the action step portion of the research. The results showed that after participants collaborated during multiple cycles, Lesson Study demonstrated positive experiences and results. Further, pre- and post-action step interviews revealed teachers' positive perceptions of the experience. Lesson analysis showed positive effects on classroom practice, and student data revealed a positive effect on achievement. The researcher argues that the voice of the professional teacher must be represented more in PD for true changes in practice to occur.--Author's abstract" @default.
• W3200197078 created "2021-09-27" @default.
• W3200197078 creator A5086938273 @default.
• W3200197078 date "2022-08-24" @default.
• W3200197078 modified "2023-10-04" @default.
• W3200197078 title "Developing more effective models of professional learning" @default.
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• W3200197078 doi "https://doi.org/10.17760/d20412702" @default.
• W3200197078 hasPublicationYear "2022" @default.
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