Publisher's Synopsis
The purpose of this grounded theory study was to identify the need for educators' use of lesson study to increase communication between and among colleagues. Lesson study is a form of professional development that allows educator colleagues to work with one another to plan, implement, critique, and revise a lesson to improve instruction, teacher learning, and student achievement. Accordingly, the various theories related to lesson study and collaboration were reviewed and examined: behavioral, grouping/tracking, contingency/situational, constructivist, and adult learning. The results derived from this study found that lesson study gave the educators the opportunity to collaborate in a structured amount of time and ensured a reflective teaching practice. These findings opened the possibility of social change because the educators adapted their way of conducting everyday business. Lesson study gave the participants the opportunity to engage in teamwork, become reflective professionals, and improve schooling for all stakeholders in the school.
