In this study, a community of high school Common Core Algebra I teachers in a socio-economically and racially diverse suburban high school participated in a lesson study process facilitated by an instructional coach to design curriculum for an algebra lab model. The model was intended to address issues of equity and access in mathematics education, which incorporated skills support, social-emotional learning, and authentic tasks to help students needing additional support succeed in a de-tracked Common Core Algebra I course. Pedagogical strategies were examined through the lens of “Danielson’s Framework for Teaching,” an instrument used to promote highly effective instructional strategies and evaluate the quality of teaching; this framework was used as a lens to construct authentic task lessons and assess teacher practice.
A major finding was that an emphasis on skills support and social-emotional learning promoted increased participation and student achievement in the Common Core Algebra I course; an overemphasis on authentic tasks in the lab course was found to be counterproductive. Peer observations, collaboration, and instructional coaching were also found to be highly impactful and vital to the curriculum development process and enhancement of teacher practice. To ensure a productive lesson study process, the researcher advises school leaders to consider tenets of adult learning theory and teachers’ capacity for transformational learning when selecting teachers to develop and implement innovative curricular and instructional approaches.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/4phs-eh49 |
| Date | January 2021 |
| Creators | Longhitano, Michelle |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
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