Lesson study model of 4-h professional development: Data-driven improvements to educator practice

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

doi:10.5195/jyd.2019.693

Lesson study model of 4-h professional development: Data-driven improvements to educator practice

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

School of Veterinary Medicine

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

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.

Original language	English (US)
Pages (from-to)	131-154
Number of pages	24
Journal	Journal of Youth Development
Volume	14
Issue number	1
DOIs	https://doi.org/10.5195/jyd.2019.693
State	Published - Jan 1 2019

Keywords

4-H
Communities of practice
Lesson study
Professional development

ASJC Scopus subject areas

Developmental and Educational Psychology
Life-span and Life-course Studies

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