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Article
Lesson study meets SIOP: Linking two successful professional development models
Faculty Works: Education
  • Andrea Honigsfeld, Ed.D., Molloy College
  • Audrey Cohan, Ed.D., Molloy College
Document Type
Article
Publication Date
4-11-2006
Version
Publisher's PDF
Publisher's Statement
Paper presented at the AREA conference 2006.
Abstract

In response to recently identified research priorities by TESOL (Teachers of English to Speakers of Other Languages) and AERA, the objective of this documentary account is to describe and evaluate a professional development project for in-service teachers working with diverse English Language Learners (ELLs). The purpose of our project was to merge two distinct professional development models for teachers who educate ELLs without prior training or certification. The “lesson study” approach, which began in Japan as a professional development movement was adapted and combined with the SIOP (Sheltered Instruction Observation Protocol) Model. Findings from a combination of quantitative and qualitative data sources indicated that the lesson study approach merged with the SIOP may warrant systematic implementation in in-service teacher education.

Comments

ERIC number: ED491686

Citation Information
Andrea Honigsfeld and Audrey Cohan. "Lesson study meets SIOP: Linking two successful professional development models" (2006)
Available at: http://works.bepress.com/andrea-honigsfeld/22/