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

Access to Document

10.5195/jyd.2019.693

Fingerprint Dive into the research topics of 'Lesson study model of 4-h professional development: Data-driven improvements to educator practice'. Together they form a unique fingerprint.

Cite this

@article{33c4746bb5504c008e86823bdfb9da23,

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

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.",

keywords = "4-H, Communities of practice, Lesson study, Professional development",

author = "Lynn Schmitt-McQuitty and Worker, {Steven M.} and Martin Smith",

year = "2019",

month = jan,

day = "1",

doi = "10.5195/jyd.2019.693",

language = "English (US)",

volume = "14",

pages = "131--154",

journal = "Journal of Youth Development",

issn = "2325-4009",

publisher = "University Library System, University of Pittsburgh",

number = "1",

}

TY - JOUR

T1 - Lesson study model of 4-h professional development

T2 - Data-driven improvements to educator practice

AU - Schmitt-McQuitty, Lynn

AU - Worker, Steven M.

AU - Smith, Martin

PY - 2019/1/1

Y1 - 2019/1/1

N2 - 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.

AB - 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.

KW - 4-H

KW - Communities of practice

KW - Lesson study

KW - Professional development

UR - http://www.scopus.com/inward/record.url?scp=85071434505&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85071434505&partnerID=8YFLogxK

U2 - 10.5195/jyd.2019.693

DO - 10.5195/jyd.2019.693

M3 - Article

AN - SCOPUS:85071434505

VL - 14

SP - 131

EP - 154

JO - Journal of Youth Development

JF - Journal of Youth Development

SN - 2325-4009

IS - 1

ER -

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

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Cite this