Lesson Study Model of 4-H Professional Development: Data-Driven Improvements to Educator Practice

被引：5

作者：

Schmitt-McQuitty, Lynn ^{[1
,2
,3
]}

Worker, Steven M. ^{[4
,5
,6
]}

Smith, Martin H. ^{[7
]}

机构：

[1] Univ Calif Cooperat Extens, San Benito, CA 95023 USA

[2] Univ Calif Cooperat Extens, Santa Cruz, CA 95076 USA

[3] Univ Calif Cooperat Extens, Monterey, CA 93901 USA

[4] Univ Calif Cooperat Extens, Marin, CA USA

[5] Univ Calif Cooperat Extens, Sonoma, CA USA

[6] Univ Calif Cooperat Extens, Napa, CA USA

[7] Univ Calif Davis, Davis, CA 95616 USA

来源：

JOURNAL OF YOUTH DEVELOPMENT | 2019年 / 14卷 / 01期

关键词：

lesson study; communities of practice; professional development; 4-H;

D O I：

10.5195/jyd.2019.693

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Educator professional development in the 4-H Youth Development Program needs improvement. Lesson study, an iterative and educator-centered approach to professional development, has proven to be effective in school-based settings; however, research on the model in youth development programs is limited. The present study investigated the use of lesson study with professional Cooperative Extension staff, adult 4-H volunteers, and teenage 4-H volunteers in different 4-H contexts in 3 state programs. Findings revealed improvements in educators' data-driven decision-making, content knowledge, lesson planning and implementation, and social connections across all contexts. To work effectively within the 4-H context, however, some adaptations to the model were necessary.

引用

页码：131 / 154

页数：24

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