Papers by Kathryn Million
Lesson Study is a classroom-based process used in education for studying and improving lessons to... more Lesson Study is a classroom-based process used in education for studying and improving lessons to support students' learning. The Lesson Study cycle has the potential for building shared professional knowledge about mathematics and improving instructional practices. It can influence teaching and students' mathematics experiences through designing, implementing, and determining the impact of research lessons taught in mathematics classrooms. The premise is that, if mathematicians, mathematics educators, and teacher leaders design and implement robust research lessons in K-12 classrooms, the Lesson Study process can serve as a mechanism for actively examining classroom instructional practices and understanding their relationships to students' mathematics learning. If schools want classrooms where students are engaged in understanding and making sense of mathematics, then teachers also need to engage in professional experiences that build content knowledge and pedagogical approaches for effective mathematics instruction. This article presents an overview of the Leadership Institute for Teachers (LIFT) research project and a theoretical framework for this approach to professional learning. It includes data from classroom observations and teacher leaders' comments to document their perceptions and their insights of Lesson Study conducted in mathematics classrooms.
Literacy Information and Computer Education Journal, Dec 1, 2014
Lesson Study is a classroom-based process used in education for studying and improving lessons to... more Lesson Study is a classroom-based process used in education for studying and improving lessons to support students' learning. The Lesson Study cycle has the potential for building shared professional knowledge about mathematics and improving instructional practices. It can influence teaching and students' mathematics experiences through designing, implementing, and determining the impact of research lessons taught in mathematics classrooms. The premise is that, if mathematicians, mathematics educators, and teacher leaders design and implement robust research lessons in K-12 classrooms, the Lesson Study process can serve as a mechanism for actively examining classroom instructional practices and understanding their relationships to students' mathematics learning. If schools want classrooms where students are engaged in understanding and making sense of mathematics, then teachers also need to engage in professional experiences that build content knowledge and pedagogical approaches for effective mathematics instruction. This article presents an overview of the Leadership Institute for Teachers (LIFT) research project and a theoretical framework for this approach to professional learning. It includes data from classroom observations and teacher leaders' comments to document their perceptions and their insights of Lesson Study conducted in mathematics classrooms.
Lesson Study is a classroom-based process used in education for studying and improving lessons to... more Lesson Study is a classroom-based process used in education for studying and improving lessons to support students' learning. The Lesson Study cycle has the potential for building shared professional knowledge about mathematics and improving instructional practices. It can influence teaching and students' mathematics experiences through designing, implementing, and determining the impact of research lessons taught in mathematics classrooms. The premise is that, if mathematicians, mathematics educators, and teacher leaders design and implement robust research lessons in K-12 classrooms, the Lesson Study process can serve as a mechanism for actively examining classroom instructional practices and understanding their relationships to students' mathematics learning. If schools want classrooms where students are engaged in understanding and making sense of mathematics, then teachers also need to engage in professional experiences that build content knowledge and pedagogical approaches for effective mathematics instruction. This article presents an overview of the Leadership Institute for Teachers (LIFT) research project and a theoretical framework for this approach to professional learning. It includes data from classroom observations and teacher leaders' comments to document their perceptions and their insights of Lesson Study conducted in mathematics classrooms.
Pathway to Transfer: Validating the Lived Experiences of Nontraditional Students in an Early Childhood Program
Community College Journal of Research and Practice, 2022
This qualitative study explored how the life experiences of nontraditional Latina students influe... more This qualitative study explored how the life experiences of nontraditional Latina students influenced their decision to transfer from a community college to a state university as early childhood majors. Guided by Validation Theory, the researchers share the participants' stories in the areas of early schooling, language, and familial influences in order to analyze how this has affected their pursuit of higher education. The findings present multiple factors that are significant in improving the transfer process. The study provides recommendations such as developing relationships, hosting validating events, and increasing collaboration between the community college and state university as instrumental in creating a supportive transfer system.
Literacy Information and Computer Education Journal, 2014
Lesson Study is a classroom-based process used in education for studying and improving lessons to... more Lesson Study is a classroom-based process used in education for studying and improving lessons to support students' learning. The Lesson Study cycle has the potential for building shared professional knowledge about mathematics and improving instructional practices. It can influence teaching and students' mathematics experiences through designing, implementing, and determining the impact of research lessons taught in mathematics classrooms. The premise is that, if mathematicians, mathematics educators, and teacher leaders design and implement robust research lessons in K-12 classrooms, the Lesson Study process can serve as a mechanism for actively examining classroom instructional practices and understanding their relationships to students' mathematics learning. If schools want classrooms where students are engaged in understanding and making sense of mathematics, then teachers also need to engage in professional experiences that build content knowledge and pedagogical approaches for effective mathematics instruction. This article presents an overview of the Leadership Institute for Teachers (LIFT) research project and a theoretical framework for this approach to professional learning. It includes data from classroom observations and teacher leaders' comments to document their perceptions and their insights of Lesson Study conducted in mathematics classrooms.
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Papers by Kathryn Million