Lesson Study for Accessible Science: Building Expertise to Improve Practice in Inclusive Science Classrooms

Autor/inn/en	Mutch-Jones, Karen; Puttick, Gillian; Minner, Daphne
Titel	Lesson Study for Accessible Science: Building Expertise to Improve Practice in Inclusive Science Classrooms
Quelle	In: Journal of Research in Science Teaching, 49 (2012) 8, S.1012-1034 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21034
Schlagwörter	Expertise; Middle School Teachers; Learning Disabilities; Intervention; Teaching Methods; Foreign Countries; Professional Development; Classrooms; Special Education Teachers; Science Education; Science Instruction; Middle School Students; Federal Legislation + Suchen Sie Ihr Suchwort? Expert appraisal; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Classroom; Klassenraum; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Student; Students; Schüler; Schülerin; Bundesrecht
Abstract	The Lesson Study for Accessible Science (LSAS) project created middle school teams comprised of both science and special education teachers who engaged in collaborative work to improve instruction in inclusive classrooms. The intervention is based on Lesson Study, a professional development approach that originated in Japan, which supports the systematic examination of practice and student understanding. Using an experimental design, teams of teachers were randomly assigned to the LSAS intervention or to a wait-list comparison group. The results of this study suggest that science and special educators in the LSAS intervention were able to generate more accommodations for students with learning disabilities, and they increased their ability to set an instructional context and adapt an instructional plan to meet science learning goals for all students in an inclusive classroom. They did not, however, show significant increases in their knowledge of science content or learning disabilities. (Contains 1 note, 2 figures, and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10