Lesson study has been implemented in schools around the world as a method of professional development for teachers. Lesson study consists of five steps, among which the "Research Lesson" and "Post-lesson Discussion" are central. During the Post-lesson Discussion, after the teacher has commented on the lesson, all of the…

Previous research indicates that lesson study can support preservice teachers' abilities to professionally notice. This qualitative case study examined specific lexical and indexical conversational components of lesson study analysis meetings that afford or constrain elementary preservice teachers' incidences of professionally noticing students'…

This paper features a case study of one US K-8 school district pioneering the use of "lesson study," a teacher professional development approach adapted from Japan. The case explores events that occurred in the district over more than 4 years (Spring 2000-Fall 2004) as lesson study spread nationally and within the district. We document four…

This study explored elementary school teachers' perspectives on their evolving understanding of themselves and children as learners while they were co-researchers in inquiry about children's thinking. Through collaborative inquiry, professional reading, classroom experimentation, shared stories, and personal reflection, participants created a…

Approaches that schools can use to create a high-quality, professional, working community are provided in this journal issue. The report uses a case study to illustrate the process. A review of research reveals at least five major dimensions of the professional learning community: supportive and shared leadership, collective learning and…

This study examined the level of professional community in seven urban elementary schools that served large proportions of low-income students and that had engaged in innovative, schoolwide professional development and reform. The study points out to what extent and in what ways professional development at each school addressed professional…

Analyzed the collaboration of a first-grade novice teacher and her mentor teacher while the novice learned to teach mathematics in China. Found that the mentor contributed to novice teacher's progress by implementing a clear, consistent focus; modeling, analyzing, and reflecting on mathematics teachers; and defining and refining the zones of the…

Reports a case study in which Hong Kong elementary teachers were introduced to a new curriculum approach for designing and teaching General Studies. This collaborative approach to professional development emphasized teacher participation in the change process. Overall, this professional development strategy was feasible, and teachers conducted…

This paper describes key aspects of a year-long study on the effectiveness of combining a professional development intervention in the form of a mentor teacher study group directed toward fostering educative mentoring with a research study to examine the study group's impact on professional learning about mentoring. The first section focuses on an…

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2013 proceedings: (1) Teaching About Asia in a Social Science Education Program (Cyndi Mottola Poole and Joshua L. Kenna); (2) Teaching Students about…

Examined the evolution of a formal mentoring program, Mentor-Apprentice Collaboration, over 1 year, describing what the elementary-level beginning and mentor teachers learned from the experience. Participant interviews highlighted several productive mentoring strategies: sharing concerns and joys; building a sense of team; and establishing trust,…

Describes an elementary-level professional-development project designed to build a community of practice focused on inquiry-based science teaching (Guided Inquiry supporting Multiple Literacies). Presents the basic tenets that guided the development of learning experiences for teachers and illustrates how the principles influenced the design of…

Describes changes in preservice teachers' images and perceptions of teaching and literacy as they engaged in collaborative learning experiences within the college classrooms and in the elementary classrooms working with cooperating teachers and young children. Finds changes of preservice teachers in language use, perceptions of children's…

Describes how collaborative arrangements between public school and university personnel can positively influence the thinking of teachers and teacher educators about instructional practice in schools. Suggests that the positive outcomes realized in two programs can encourage and provide direction to other teachers and teacher educators who wish to…

Discusses Japanese teacher professional development strategies, which are driven by a peer-based model using peer collaboration, planning, and management, exploring how the Japanese perspective of teaching as craft contributes to elementary professional development. Critical issues inherent in the Japanese model are discussed, noting its basic…