High School Mathematics Lesson Study, Curriculum Design, and Teacher Practice through the Lens of Danielson's Framework for Teaching

Autor/in	Longhitano, Michelle E.
Titel	High School Mathematics Lesson Study, Curriculum Design, and Teacher Practice through the Lens of Danielson's Framework for Teaching
Quelle	(2021), (164 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Teachers College, Columbia University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-6474-8
Schlagwörter	Hochschulschrift; Dissertation; High School Teachers; Mathematics Teachers; Algebra; Common Core State Standards; Suburban Schools; Equal Education; Access to Education; Mathematics Education; Social Emotional Learning; Instructional Effectiveness; Educational Quality; Curriculum Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Common core curriculum; Curriculum; Kerncurriculum; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Education; Access; Bildung; Zugang; Bildungszugang; Mathematische Bildung; Unterrichtserfolg; Quality of education; Bildungsqualität; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	In this study, a community of high school Common Core Algebra I teachers in a socio-economically and racially diverse suburban high school participated in a lesson study process facilitated by an instructional coach to design curriculum for an algebra lab model. The model was intended to address issues of equity and access in mathematics education, which incorporated skills support, social-emotional learning, and authentic tasks to help students needing additional support succeed in a de-tracked Common Core Algebra I course. Pedagogical strategies were examined through the lens of "Danielson's Framework for Teaching," an instrument used to promote highly effective instructional strategies and evaluate the quality of teaching; this framework was used as a lens to construct authentic task lessons and assess teacher practice. A major finding was that an emphasis on skills support and social-emotional learning promoted increased participation and student achievement in the Common Core Algebra I course; an overemphasis on authentic tasks in the lab course was found to be counterproductive. Peer observations, collaboration, and instructional coaching were also found to be highly impactful and vital to the curriculum development process and enhancement of teacher practice. To ensure a productive lesson study process, the researcher advises school leaders to consider tenets of adult learning theory and teachers' capacity for transformational learning when selecting teachers to develop and implement innovative curricular and instructional approaches. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01