Lesson Study: Collaboration for Improving Teaching
           Tamara Sniad, Temple University, PA

Lesson study is gaining attention as a collaborative approach to teacher professional development.  
This article explores the lesson study experiences of veteran urban teachers participating in 
a school-university PDS partnership.  After engaging in a cooperative, structured cycle of teaching, 
reflecting, and revising the same lesson, the participants self-report gains in their teaching repertoire 
as well as perspectives on studentsí classroom behaviors.
		Academic Exchange Quarterly Winter 2012: Volume 16, Issue 4  
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