Papers by Catherine C Lewis
Tạp chí Giáo dục, May 25, 2022
Lesson Study, a form of collaborative, practice-based professional learning that originated in Ja... more Lesson Study, a form of collaborative, practice-based professional learning that originated in Japan, consists of cycles of experimentation and reflection on classroom instruction. This research examines three schools in the United States that have built and sustained effective School-wide Lesson Study, as indicated by: (1) Lesson Study participation by most or all teachers two years after the end of outside Lesson Study funding; and (2) evidence of impact on teaching and learning. Data from the two schools that use mathematics standardized tests designed to measure deep conceptual learning (but not the third school, where tests focus on procedural mastery) indicate substantial increases in mathematics achievement. All three schools serve mainly students from historically underserved populations, including students of color, English-language learners, and students from low-income families. Analysis of artifacts and observational notes from the three schools suggests four factors shaping effective, sustained Lesson Study: (1) teacher agency; (2) access to a sound instructional vision that values student thinking and makes it visible; (3) teachers' content study and access to content expertise; and (4) site-developed strategic management structures. The central role of teacher agency in sustainability is one implication of the study.
American Ethnologist, 1994
The Journal of Experimental Education
those of male physicians (P<.001). Compared with male physicians, female physicians engaged in... more those of male physicians (P<.001). Compared with male physicians, female physicians engaged in more social exchange (P<.01), more encouragement and reassurance (P<.01), more communication during the physical examination (P<.05), and more information gathering (P<.01) with children. Male and female physicians engaged in similar amounts of discussions regarding illness management. Children were more satisfied with physicians of the same gender (P<.05), while parents were more satisfied with female physicians (P<.05). Conclusions: Children communicate more with female than with male physicians and show preferences for physicians of the same gender. These findings are consistent with communication patterns in adult patients and may have a significant influence on gender disparities in health care. Efforts at improving the process and outcome of medical care should address gender differences. Arch Pediatr Adolesc Med. 1997;151:586-591 Editor's Note: This study pr...
it again). 3 At the heart of lesson study is the research lesson, an actual classroom lesson that... more it again). 3 At the heart of lesson study is the research lesson, an actual classroom lesson that is designed to teach a particular topic and at the same time bring to life a larger goal or vision of education. The research lesson is observed live by collaborating teachers and carefully documented, usually using multiple methods including videotape, audiotape, observation notes of students, and collection of student work. This collection of data is the pivotal feature of lesson study. Ideally, the data collected during the research lesson reveal what students learned (or didn’t) and what features of instruction led (or failed to lead) to learning. The data provide grist for a lively post-lesson colloquium on how students learn this subject matter, and how the particular lesson and the larger instructional approach need to be revised. Hence, the data collection provides a vital link from one phase of lesson study to the next, as teachers plan, teach, observe, and revise the lesson an...
ARTICLE The Epidemiology of Injuries in 4 Child Care Centers Abbey Alkon, PhD; Janice L. Genevro,... more ARTICLE The Epidemiology of Injuries in 4 Child Care Centers Abbey Alkon, PhD; Janice L. Genevro, PhD; Jeanne M. Tschann, PhD; Pamela Kaiser, PhD; David R. Ragland, PhD; W. Thomas Boyce, MD, MPH Objectives: (1) To describe the pattern of injury in pre- school-aged children in 4 child care centers as com- pared with the results of other studies; (2) to compare injury rates by sex, age, and child care center; and (3) to examine environmental and child factors contributing to injury severity. Design: A 2-year cohort study of 362 preschool-aged chil- dren attending 4 urban child care centers. Teachers com- pleted standardized injury forms on the type of injury, body location, site of injury, and contributing factors. Results: During the 2 years of the study, 1886 injuries were reported. The mean and median child injury rate was 6 and 4 injuries per 2000 exposure hours (equiva- lent to 1 full-time child care year), respectively. The ma- jority of injuries (87%) were minor, occurred durin...
JAMA Pediatrics, 1989
Objectives: (1) To describe the pattern of injury in preschool-aged children in 4 child care cent... more Objectives: (1) To describe the pattern of injury in preschool-aged children in 4 child care centers as compared with the results of other studies; (2) to compare injury rates by sex, age, and child care center; and (3) to examine environmental and child factors contributing to injury severity. Design: A 2-year cohort study of 362 preschool-aged children attending 4 urban child care centers. Teachers completed standardized injury forms on the type of injury, body location, site of injury, and contributing factors. Results: During the 2 years of the study, 1886 injuries were reported. The mean and median child injury rate was 6 and 4 injuries per 2000 exposure hours (equivalent to 1 full-time child care year), respectively. The majority of injuries (87%) were minor, occurred during free play (81%) and on the playground (74%), and were precipitated by child-related factors (59%), such as being pushed. Boys had significantly higher median injury rates than girls. Age-adjusted injury rates for each child care center were significantly different by center (F 3 = 61, PϽ.001). While moderate to severe injuries were more often precipitated by combinations of child and environmental factors (2 4 = 20, PϽ.001), minor injuries were usually precipitated by child-related factors. Conclusions: Injury data from child care centers are important for identifying common risk factors for frequent or severe injury events and for designing injury prevention programs. More research is needed to identify factors contributing to injuries, such as children's behavior and the child care centers' physical and socioemotional environments.
Teaching Children Mathematics, 2017
Examine with us how students “understand fractions as numbers” and “view fractions” as being buil... more Examine with us how students “understand fractions as numbers” and “view fractions” as being built out of unit fractions” two emphases of CCSSM.
ZDM, 2016
This article presents a theoretical model of lesson study’s impact on instruction, through interv... more This article presents a theoretical model of lesson study’s impact on instruction, through intervening impact on teachers’ knowledge, beliefs and dispositions, teachers’ learning community, and curriculum. It also describes four different types of lesson study in Japan, pointing out their synergies in producing a system where local teachers “demand” knowledge for their lesson study work and lesson study provides a collaborative, practice-based venue to try out recent innovations in curriculum and instruction. Description of lesson study in Japan provides background for considering the articles of this issue, which highlight four strategies to develop lesson study outside Japan: (1) incorporation of high-quality tasks and materials; (2) attention to processes that illuminate student thinking; (3) attention to system features; and (4) models for scale-up.
Teaching and Learning in Japan
Large-Scale Studies in Mathematics Education, 2015
We report on a randomized, controlled trial of an intervention that had a significant impact on t... more We report on a randomized, controlled trial of an intervention that had a significant impact on teachers’ and students’ mathematical knowledge: lesson study supported by mathematical resource kits (Lewis & Perry, under review). In lesson study, teachers engage in collaborative study-plan-act-reflect cycles centered around classroom research lessons. This report focuses on outcomes related to teachers’ beliefs and learning community, potentially important mediators of teachers’ continued effort to improve instruction. Groups of 4–9 educators (87 % elementary teachers) were randomly assigned to the intervention (lesson study with fractions resource kit) or one of two control conditions; resource kits were mailed out to groups, who locally managed their lesson study in scattered locations across the USA. HLM analyses indicate that the intervention significantly increased two of the six measures of teachers’ beliefs and teacher learning community–Expectations for Student Achievement and Collegial Learning Effectiveness. When examined as mediators of knowledge change in the overall sample, increases in Collegial Learning Effectiveness and Professional Community both significantly predicted teachers’ gain in fractions knowledge and increase in teachers’ collegial learning effectiveness significantly predicted students’ gain in fractions knowledge. Findings suggest the power of lesson study supported by mathematical resources to impact teachers’ beliefs likely to support teachers’ continued learning from practice over time. Findings also suggest the potential of scale-up strategies that couple high-quality mathematical resources with practice-based learning strategies such as lesson study, as a solution to the conundrum of faithful implementation of high-quality materials versus teacher “ownership” of professional learning.
Educational Leadership, 2004
Lesson study requires teachers to discuss the essential concepts that the students need to learn,... more Lesson study requires teachers to discuss the essential concepts that the students need to learn, compare the concepts with curriculums and consider the present knowledge of students. The various examples and experiences of teachers performing lesson study are ...
Viet Nam Journal of Education, 2022
Lesson Study, a form of collaborative, practice-based professional learning that originated in Ja... more Lesson Study, a form of collaborative, practice-based professional learning that originated in Japan, consists of cycles of experimentation and reflection on classroom instruction. This research examines three schools in the United States that have built and sustained effective School-wide Lesson Study, as indicated by: (1) Lesson Study participation by most or all teachers two years after the end of outside Lesson Study funding; and (2) evidence of impact on teaching and learning. Data from the two schools that use mathematics standardized tests designed to measure deep conceptual learning (but not the third school, where tests focus on procedural mastery) indicate substantial increases in mathematics achievement. All three schools serve mainly students from historically underserved populations, including students of color, English-language learners, and students from low-income families. Analysis of artifacts and observational notes from the three schools suggests four factors shaping effective, sustained Lesson Study: (1) teacher agency; (2) access to a sound instructional vision that values student thinking and makes it visible; (3) teachers' content study and access to content expertise; and (4) site-developed strategic management structures. The central role of teacher agency in sustainability is one implication of the study.
PARADIGMA
Este artículo describe el Lesson Study basado en la escuela, un tipo de aprendizaje profesional l... more Este artículo describe el Lesson Study basado en la escuela, un tipo de aprendizaje profesional local que es casi universal en Japón pero raro en los Estados Unidos. Después de discutir los elementos centrales de Lesson Study en toda la escuela, examinamos sus promesas y desafíos en los Estados Unidos. La promesa se muestra en el potencial presentado por el Lesson Study en toda la escuela, cuando se combina con un enfoque como la enseñanza a través de la resolución de problemas, para resolver dos problemas persistentes en la educación de los EE. UU.: (1) transformar el aprendizaje de las matemáticas para centrarse en la resolución de problemas; y (2) abordar la brecha de oportunidades que enfrentan los estudiantes de grupos históricamente marginados. Identificamos dos principios subyacentes al desarrollo exitoso del Lesson Study en toda la escuela: apoyo a la motivación intrínseca de los docentes; y liderazgo conjunto maestro-administrador. Juntos, estos principios se postulan para ...
Educational Studies in Japan, 2011
Lesson study augyou kentvut4) has spread outside .Ibpan in the last decade, provicEng qpportuniti... more Lesson study augyou kentvut4) has spread outside .Ibpan in the last decade, provicEng qpportunities to see how lesson study fares in countries whene the instructionai practices and curriculum materials dgfi?ir.litom those in .lapan, 711zis stucly ieports an eiementai:y mathematics lesson stucly cycle .firom the Uitited States. 7b investigate the nature of the support for teacheKs ' learning during the curriculum study ("kyouzai kenkyuu 'V phase qf'lesson stucije we.first conzpared a CIS. andJbpanese teacher is manual in their tneatment ofarea of quadrilaterals. T;lie coding scheme captured.fZ3atures ltJ/pothesized to injZuence teachers ' learning.fhom curriculum including injbrmation on stucient thinking learning trojectoiy and rationale for peclagogical decisions (ZBall & Cohen, 199a). PZhile the UIS teacher ls manuaiprovided more cornect student answers and more oj7en suggested aclaptations for particuiar categories of students (b.g., English-languqge learnensi, the lapanese manual provided more varied indlvidual student responses and more rationaie for peclagogicat choices. PPle provided the Jdpanese curriculum and teacher ls manual to a CLS. Iesson group and observed them during lesson stucly; LLS, teachers found some .lapanese curricuiumfaatures usojitl (le.g., student thinkingy andother.featunes chaUenging (b.g.. focus on a singie problenz). A comparison of the CLS. teacheKy 'preand post-lesson stucly aycle lesson plans suggested that the teaehers more thoroughly anticipated student thinking qfrer working with the .lapanese textbooks and teacherls manuals. P}le suggest that kyouzai kenkyuu on a welldesigned teacherS manual may enable "coherent curriculum" at the policy level to be enacted in the classroom. lntroduction Lesson study originated in Japan and has been
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Papers by Catherine C Lewis