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

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

Research output: Contribution to journalArticle

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 languageEnglish (US)
Pages (from-to)131-154
Number of pages24
JournalJournal of Youth Development
Volume14
Issue number1
DOIs
StatePublished - Jan 1 2019

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Keywords

  • 4-H
  • Communities of practice
  • Lesson study
  • Professional development

ASJC Scopus subject areas

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

Cite this

Lesson study model of 4-h professional development : Data-driven improvements to educator practice. / Schmitt-McQuitty, Lynn; Worker, Steven M.; Smith, Martin.

In: Journal of Youth Development, Vol. 14, No. 1, 01.01.2019, p. 131-154.

Research output: Contribution to journalArticle

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