Promoting Problem-Based Historical Inquiry Through Scaffolded Lesson Study

• In Event: 63.083 - Historical Representation and Instruction in Social Studies

Abstract

This report investigates the effects of sustained scaffolded lesson study on the teacher-designed lessons of 22 elementary and secondary teachers in 4 school districts. The mean AIW scores of their lessons moved from 10.8/30 in year 1 to 13/30 in the third year. This small shift suggested that teachers struggled to fully internalize PBHI teaching practices. However, four teachers improved from an average of 9.5/30 in year 1 to 17.5/30 in year 3 for an increase of 8 points. The fact that one third of the participants made such a shift in their independent teaching is an encouraging finding. We focus this paper on an exploration of the experiences of this subgroup.

Authors

• Jada Kohlmeier, Auburn University

• John W. Saye, Auburn University

• James B. Howell, The University of Southern Mississippi

• Theresa M. McCormick, Auburn University

• Robert C. Jones, Auburn University

• Thomas Brush, Indiana University