A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study

Teaching and Teacher Education

Volumn 60, Issue , 2016, Pages 164-178

  Lee Bae, Christine ^a   Hayes, Kathryn N ^b   Seitz, Jeffery ^b   O'Connor, Dawn ^c   DiStefano, Rachelle ^b  

^a VIRGINIA COMMONWEALTH UNIVERSITY   (United States)

^b CALIFORNIA STATE UNIVERSITY   (United States)

^c Alameda County Office of Education   (United States)

Author keywords

Coding; Lesson study; Middle school; Professional learning; Science; Teacher change

Indexed keywords

EID: 84984704812     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2016.08.016     Document Type: Article

References (101)

1. Abd-El-Khalick, F., Boujaoude, S., Duschl, R., Lederman, N.G., Mamlok-Naaman, R., Hofstein, A., et al. Inquiry in science education: International perspectives. Science Education 88:3 (2004), 397–419.
2. Akiba, M., Liang, G., Effects of teacher professional learning activities on student achievement growth. The Journal of Educational Research 109:1 (2016), 1–12.
3. Anderson, R.D., Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education 13:1 (2002), 1–12.
4. Ball, D.L., Cohen, D.K., Reform by the book: What is: Or might be: The role of curriculum materials in teacher learning and instructional reform?. Educational Researcher 25:9 (1996), 6–14.
5. Bandura, A., Perceived self-efficacy in cognitive development and functioning. Educational Psychologist 28:2 (1993), 117–148.
6. Bausmith, J.M., Barry, C., Revisiting professional learning communities to increase college readiness the importance of pedagogical content knowledge. Educational Researcher 40:4 (2011), 175–178.
7. Belland, B.R., Glazewski, K.D., Richardson, J.C., A scaffolding framework to support the construction of evidence-based arguments among middle school students. Educational Technology Research and Development 56:4 (2008), 401–422.
8. Bencze, L., Hodson, D., Changing practice by changing practice: Toward more authentic science and science curriculum development. Journal of Research in Science Teaching 36:5 (1999), 521–539.
9. Bertrand, M., Marsh, J.A., Teachers' sensemaking of data and implications for equity. American Educational Research Journal 52:5 (2015), 861–893.
10. Bjuland, R., Mosvold, R., Lesson study in teacher education: Learning from a challenging case. Teaching and Teacher Education 52 (2015), 83–90.
11. Borko, H., Professional development and teacher learning: Mapping the terrain. Educational Researcher 33:8 (2004), 3–15.
12. Bransford, J.D., Brown, A.L., Cocking, R.R., How people learn: Brain, mind, experience, and school. 1999, National Academy Press, Washington, DC.
13. Bryk, A.S., 2014 AERA distinguished Lecture accelerating how we learn to improve. Educational Researcher 44:9 (2015), 467–477.
14. Charmaz, K., Grounded theory as an emergent method. Hesse-Biber, S.N., Leavy, P., (eds.) Handbook of emergent methods, 2008, The Guilford Press, New York, 155–172.
15. Chokshi, S., Fernandez, C., Challenges to importing Japanese lesson study: Concerns, misconceptions, and nuances. Phi Delta Kappan 85:7 (2004), 520–525.
16. Clarke, D., Hollingsworth, H., Elaborating a model of teacher professional growth. Teaching and Teacher Education 18:8 (2002), 947–967.
17. Cobb, P., Wood, T., Yackel, E., Chapter 9: Classrooms as learning environments for teachers and researchers. Davis, R.B., Mayer, C.A., Noddings, N., (eds.) Constructivist views on the teaching and learning of mathematics, 1990, National Council of Teachers on Mathematics, Reston VA, 125–146.
18. Crabtree, B.F., Miller, W.L., Doing qualitative research. 1999, SAGE Publications, Thousand Oaks, CA.
19. Darling-Hammond, L., Ball, D.L., Teaching for high standards: What policymakers need to know and be able to do. 1998, National Commission on Teaching & America's Future, Arlington.
20. Depaepe, F., Verschaffel, L., Kelchtermans, G., Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education 34 (2013), 12–25.
21. Desimone, L.M., Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher 38:3 (2009), 181–199.
22. Doig, B., Groves, S., Japanese lesson study: Teacher professional development through communities of inquiry. Mathematics Teacher Education and Development 13:1 (2011), 77–93.
23. Dudley, P., Teacher learning in lesson study: What interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils' learning. Teaching and Teacher Education 34 (2013), 107–121.
24. Eisenhardt, K.M., Building theories from case study research. Academy of Management Review 14:4 (1989), 532–550.
25. Evertson, C.M., Green, J.L., Observation as inquiry and method. Wittrock, M.C., (eds.) Handbook of research on teaching, 1986, Macmillan, New York, 162–213.
26. Fernandez, M.L., Investigating how and what prospective teachers learn through microteaching lesson study. Teaching and Teacher Education 26:2 (2010), 351–362.
27. Fernandez, C., Cannon, J., Chokshi, S., A US–Japan lesson study collaboration reveals critical lenses for examining practice. Teaching and Teacher Education 19:2 (2003), 171–185.
28. Fernandez, C., Yoshida, M., Lesson study: A Japanese approach to improving mathematics teaching and learning. 2004, Lawrence Erlbaum Associates, Mahwah, New Jersey.
29. Festinger, L., A theory of cognitive dissonance. 1962, Stanford University Press, Stanford.
30. Fishman, B.J., Marx, R.W., Best, S., Tal, R.T., Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education 19:6 (2003), 643–658.
31. Fogleman, J., McNeill, K.L., Krajcik, J., Examining the effect of teachers' adaptations of a middle school science inquiry-oriented curriculum unit on student learning. Journal of Research in Science Teaching 48:2 (2011), 149–169.
32. Fujii, T., Designing and adapting tasks in lesson planning: A critical process of lesson study. ZDM Mathematics Education 48:4 (2016), 411–423.
33. Fullan, M.G., Why teachers must become change agents. Educational Leadership, 50, 1993 12–12.
34. Gamoran, A., Mare, R.D., Secondary school tracking and educational inequality: Compensation, reinforcement, or neutrality?. American Journal of Sociology 94:5 (1989), 1146–1183.
35. Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., Yoon, K.S., What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal 38:4 (2001), 915–945.
36. Gersten, R., Baker, S., What we know about effective instructional practices for English-language learners. Exceptional Children 66:4 (2000), 454–470.
37. Glaser, B.G., Emergence vs forcing: Basics of grounded theory analysis. 1992, Sociology Press, Mill Valley, CA.
38. Glaser, B.S., Strauss, A., The discovery of grounded theory. 1967, Aldine De Gruyter, New York.
39. Grbich, C., Qualitative data analysis: An introduction. 2007, SAGE Publications, Thousand Oaks, CA.
40. Guskey, T.R., Staff development and the process of teacher change. Educational Researcher 15:5 (1986), 5–12.
41. Hargreaves, A., Teaching in the knowledge society: Education in the age of insecurity. 2003, Teachers College Press, New York.
42. Hiebert, J., Gallimore, R., Stigler, J.W., A knowledge base for the teaching profession: What would it look like and how can we get one?. Educational Researcher 31:5 (2002), 3–15.
43. Hord, S.M., Learning together, leading together: Changing schools through professional learning communities. 2004, Teachers College Press, New York.
44. Hurd, J., Licciardo-Musso, L., Lesson study: Teacher-led professional development in literacy instruction. Language Arts 82:5 (2005), 388–395.
45. Isoda, M., Lesson Study: Problem solving approaches in mathematics education as a Japanese experience. Procedia-Social and Behavioral Sciences 8 (2010), 17–27.
46. Kesidou, S., Roseman, J.E., How well do middle school science programs measure up? Findings from Project 2061’s curriculum review. Journal of Research in Science Teaching 39:6 (2002), 522–549.
47. Korthagen, F.A., Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education 26:1 (2010), 98–106.
48. Krajcik, J., McNeill, K.L., Reiser, B.J., Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy. Science Education 92:1 (2008), 1–32.
49. Lee, J.F.K., A Hong Kong case of lesson study: Benefits and concerns. Teaching and Teacher Education 24:5 (2008), 1115–1124.
50. Lee, O., Quinn, H., Valdés, G., Science and language for English language learners in relation to next generation science standards and with implications for common core state standards for English language arts and mathematics. Educational Researcher 42 (2013), 223–233.
51. Lemke, J.L., Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching 38:3 (2001), 296–316.
52. Lewis, C.C., What is the nature of knowledge development in lesson study?. Educational Action Research 17:1 (2009), 95–110.
53. Lewis, C.C., What is improvement science? Do we need it in education?. Educational Researcher 44:1 (2015), 54–61.
54. Lewis, C.C., Hurd, J., Lesson study step by step: How teacher learning communities improve instruction. 2011, Heinemann, Portsmouth.
55. Lewis, C.C., Perry, R.R., A randomized trial of lesson study with mathematical resource kits: Analysis of impact on teachers' beliefs and learning community. Cai, E.J., Middleton, J.A., (eds.) Design, results, and implications of large-scale studies in mathematics education, 2015, Springer International Publishing, New York, 133–158.
56. Lewis, C.C., Perry, R.R., Hurd, J., Improving mathematics instruction through lesson study: A theoretical model and north American case. Journal of Mathematics Teacher Education 12:4 (2009), 285–304.
57. Lewis, C., Perry, R., Hurd, J., O'Connell, M.P., Lesson study comes of age in North America. Phi Delta Kappan 88:4 (2006), 273–281.
58. Lewis, C., Perry, R., Murata, A., How should research contribute to instructional improvement? The case of lesson study. Educational Researcher 35:3 (2006), 3–14.
59. Lewis, C., Tsuchida, I., Planned educational change in Japan: The case of elementary science instruction. Journal of Education Policy 12:5 (1997), 313–331.
60. Linchevski, L., Kutscher, B., Tell me with whom you're learning, and I'll tell you how much you've learned: Mixed-ability versus same-ability grouping in mathematics. Journal for Research in Mathematics Education 29:5 (1998), 533–554.
61. Linenberger, K.J., Bretz, S.L., Generating cognitive dissonance in student interviews through multiple representations. Chemistry Education Research and Practice 13:3 (2012), 172–178.
62. Lumpe, A.T., Haney, J.J., Czerniak, C.M., Assessing teachers' beliefs about their science teaching context. Journal of Research in Science Teaching 37:3 (2000), 275–292.
63. MacDonald, E., When nice won't suffice. Journal of Staff Development 32:3 (2011), 45–47.
64. McNeill, K.L., Krajcik, J., Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning. Journal of Research in Science Teaching 45:1 (2008), 53–78.
65. Miles, M.B., Huberman, A.M., Qualitative data analysis: An expanded sourcebook. 1994, SAGE Publications, Thousand Oaks, CA.
66. Ming Cheung, W., Yee Wong, W., Does lesson study work? A systematic review on the effects of lesson study and learning study on teachers and students. International Journal for Lesson and Learning Studies 3:2 (2014), 137–149.
67. Moje, E.B., Collazo, T., Carrillo, R., Marx, R.W., “Maestro, what is ‘quality’?”: Language, literacy, and discourse in project-based science. Journal of Research in Science Teaching 38:4 (2001), 469–498.
68. Morgan, P.L., Farkas, G., Hillemeier, M.M., Maczuga, S., Science achievement gaps begin very early, persist, and are largely explained by modifiable factors. Educational Researcher 45:1 (2016), 18–35.
69. Mutch-Jones, K., Puttick, G., Minner, D., Lesson study for accessible science: Building expertise to improve practice in inclusive science classrooms. Journal of Research in Science Teaching 49:8 (2012), 1012–1034.
70. National Research Council (NRC), National science education standards. 1996, The National Academies Press, Washington, DC.
71. NGSS Lead States, Next generation science Standards: For States, by States. 2013, The National Academies Press, Washington, DC.
72. Nilsson, P., When teaching makes a difference: Developing science teachers' pedagogical content knowledge through learning study. International Journal of Science Education 36:11 (2014), 1794–1814.
73. Pajares, M.F., Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research 62:3 (1992), 307–332.
74. Patton, M.Q., Qualitative evaluation and research methods. 1990, SAGE Publications, Thousand Oaks, CA.
75. Pearson, P.D., Moje, E., Greenleaf, C., Literacy and science: Each in the service of the other. Science 328 (2010), 459–463.
76. Perry, R.R., Lewis, C.C., What is successful adaptation of lesson study in the US?. Journal of Educational Change 10:4 (2009), 365–391.
77. Porter, A., McMaken, J., Hwang, J., Yang, R., Common core standards the new US intended curriculum. Educational Researcher 40:3 (2011), 103–116.
78. Putnam, R.T., Borko, H., What do new views of knowledge and thinking have to say about research on teacher learning?. Educational Researcher 29:1 (2000), 4–15.
79. Rock, T.C., Wilson, C., Improving teaching through lesson study. Teacher Education Quarterly 32:1 (2005), 77–92.
80. Saito, E., Key issues of lesson study in Japan and the U.S.: A literature review. Professional Development in Education 38:5 (2012), 777–789.
81. Saito, E., Atencio, M., A conceptual discussion of lesson study from a micro-political perspective: Implications for teacher development and pupil learning. Teaching and Teacher Education 31 (2013), 87–95.
82. Savasci, F., Berlin, D.F., Science teacher beliefs and classroom practice related to constructivism in different school settings. Journal of Science Teacher Education 23:1 (2012), 65–86.
83. Schoenfeld, A.H., How we think: A theory of goal-oriented decision making and its educational applications. 2010, Routledge, New York.
84. Shulman, L.S., Those who understand: Knowledge growth in teaching. Educational Researcher 15:2 (1986), 4–14.
85. Slavin, R.E., Cooperative learning: Theory, research, and practice, Vol. 14, 1990, Prentice-Hall, Englewood Cliffs, NJ.
86. Snow, C.E., Academic language and the challenge of reading. Science 328 (2010), 450–452.
87. Stern, L., Roseman, J.E., Can middle-school science textbooks help students learn important ideas? Findings from Project 2061's curriculum evaluation study: Life science. Journal of Research in Science Teaching 41:6 (2004), 538–568.
88. Stigler, J.W., Hiebert, J., The teaching gap: Best ideas from the world's teachers for improving education in the classroom. 1999, Summit Books, New York.
89. Stigler, J.W., Hiebert, J., Lesson study, improvement, and the importing of cultural routines. ZDM Mathematics Education 48:4 (2016), 581–587.
90. Stoll, L., Bolam, R., McMahon, A., Wallace, M., Thomas, S., Professional learning communities: A review of the literature. Journal of Educational Change 7:4 (2006), 221–258.
91. Strauss, A.L., Qualitative analysis for social scientists. 1987, Cambridge University Press, Cambridge.
92. Sweller, J., Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction 4:4 (1994), 295–312.
93. Takahashi, A., The role of the knowledgeable other in lesson study: Examining the final comments of experienced lesson study practitioners. Mathematics Teacher Education and Development 16:1 (2014), 4–21.
94. Takahashi, A., McDougal, T., Collaborative lesson research: Maximizing the impact of lesson study. ZDM Mathematics Education 48:4 (2016), 513–526.
95. Tripp, T.R., Rich, P.J., The influence of video analysis on the process of teacher change. Teaching and Teacher Education 28:5 (2012), 728–739.
96. Van Driel, J.H., Berry, A., Teacher professional development focusing on pedagogical content knowledge. Educational Researcher 41:1 (2012), 26–28.
97. Vygotsky, L.S., Thought and language. (A. Kozulin, trans.), 1986, MIT Press, Cambridge, MA.
98. Wang-Iverson, P., Yoshida, M., Building our understanding of lesson study. 2005, Research for Better Schools, Philadelphia.
99. Watts-Taffe, S., Truscott, D.M., Focus on research: Using what we know about language and literacy development for ESL students in the mainstream classroom. Language Arts 77:3 (2000), 258–265.
100. Wilson, S.M., Berne, J., Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education 24 (1999), 173–209.
101. Yin, R.K., Case study research: Design and methods. 2013, SAGE Publications, Thousand Oaks, CA.