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

Journal of Youth Development

article_type

Lynn Schmitt-McQuitty  Steven M. Worker  Martin H. Smith 

[1] University of California Cooperative ExtensionSan Benito, Santa Cruz, and Monterey Counties;University of California Cooperative ExtensionMarin, Sonoma, and Napa Counties;University of California - DavisDepartments of Population Health and Reproduction and Human Ecology

关键词: lesson study;    communities of practice;    professional development;    4-H;   

DOI  :  10.5195/jyd.2019.693

学科分类：社会科学、人文和艺术（综合）

来源: University Library System, University of Pittsburgh

【 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 three 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.

【 授权许可】

CC BY