Teaching Without Boundaries: Adapting Collaborative Inquiry Cycles to the American Context

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Building on Research in Lesson Study and Mentor Teacher Study Groups

Abstract

This project is designed to study how Teacher Peer Excellence Groups (TPEGs), a version of the lesson study model for teacher collaboration, has been adapted to U.S. public schools. Through observations and interviews, we examine three of the pilot sites that adopted TPEGs and answer questions about the take-up, local adaptation, and sustaining power of TPEG after the initial implementation supports ceased in these schools. The preliminary results point to the importance of the role of the principal and lead teachers in organizing TPEG teams and the need of continuously adjusting the formation and intensity of the collaborative cycles in response to competing interests and resource limitations.

Authors

• Olivia G Carr, Vanderbilt University

• Xiu Cravens, Vanderbilt University