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Social Capitol, Social Networks, and Lesson Study: Sustaining Mathematics Lesson Study Practices
- Source :
-
North American Chapter of the International Group for the Psychology of Mathematics Education . 2015 (pter). - Publication Year :
- 2015
-
Abstract
- I investigate the sustainability of lesson study as mathematics teachers who participated in a 3-year professional development partnership engage in a district scale-up lesson study professional experience. This study answers three questions: (1) what are K-12 teachers' conceptions of sustaining mathematics lesson study, (2) what practices of lesson study continued after the grant as reported by participants, and (3) what are supportive and constraining factors in continuing lesson study after external funding ends when there is both reported desire from teachers as well as some district support? Survey and interview data are analyzed using grounded theory and social network analysis for patterns in and structure to activities. Findings suggest rich conceptions of lesson study, the continuation of particular lesson study practices, and the importance of integration and linkage as factors that supported or hindered lesson study. [For the complete proceedings, see ED583989.]
Details
- Language :
- English
- Issue :
- pter
- Database :
- ERIC
- Journal :
- North American Chapter of the International Group for the Psychology of Mathematics Education
- Publication Type :
- Conference
- Accession number :
- ED584339
- Document Type :
- Reports - Research<br />Speeches/Meeting Papers