Catherine C Lewis | Mills College at Northeastern University (original) (raw)

Papers by Catherine C Lewis

Revista Paranaense de Educação Matemática, Dec 18, 2023

Nevesto invite her as a speaker at the opening of that congress and, as editors of this thematic ... more Nevesto invite her as a speaker at the opening of that congress and, as editors of this thematic issue, they asked us for an interview about Lesson Study. Specifically, our interestteachers and researchers Yuriko Y. Baldin -PhD in Mathematicsand Maria Alice Veiga F. de Souza -PhD in Mathematics Educationin Japanese education has intensified during the last decade in the face of notable differences between Japanese educational culture and that of other countries, especially Western countries. We want to hear about Lewis' experience and inspire readers to promote educational projects for Latin American countries, especially Brazil. The particularity of Brazil is because it is a country of continental size, like the USA, with states and territories with different cultural backgrounds and profound social differences. Differently, but equally significantly, is the case of Latin American countries, which are politically independent of each other but share a

Tạp chí Giáo dục, May 25, 2022

Lesson Study, a form of collaborative, practice-based professional learning that originated in Ja... more Lesson Study, a form of collaborative, practice-based professional learning that originated in Japan, consists of cycles of experimentation and reflection on classroom instruction. This research examines three schools in the United States that have built and sustained effective School-wide Lesson Study, as indicated by: (1) Lesson Study participation by most or all teachers two years after the end of outside Lesson Study funding; and (2) evidence of impact on teaching and learning. Data from the two schools that use mathematics standardized tests designed to measure deep conceptual learning (but not the third school, where tests focus on procedural mastery) indicate substantial increases in mathematics achievement. All three schools serve mainly students from historically underserved populations, including students of color, English-language learners, and students from low-income families. Analysis of artifacts and observational notes from the three schools suggests four factors shaping effective, sustained Lesson Study: (1) teacher agency; (2) access to a sound instructional vision that values student thinking and makes it visible; (3) teachers' content study and access to content expertise; and (4) site-developed strategic management structures. The central role of teacher agency in sustainability is one implication of the study.

Rethinking our educational assumptions

PsycCRITIQUES, 1990

American Ethnologist, 1994

Impact of Lesson Study and Fractions Resources on Instruction and Student Learning

The Journal of Experimental Education

Evidence From Pediatric Visits

those of male physicians (P<.001). Compared with male physicians, female physicians engaged in... more those of male physicians (P<.001). Compared with male physicians, female physicians engaged in more social exchange (P<.01), more encouragement and reassurance (P<.01), more communication during the physical examination (P<.05), and more information gathering (P<.01) with children. Male and female physicians engaged in similar amounts of discussions regarding illness management. Children were more satisfied with physicians of the same gender (P<.05), while parents were more satisfied with female physicians (P<.05). Conclusions: Children communicate more with female than with male physicians and show preferences for physicians of the same gender. These findings are consistent with communication patterns in adult patients and may have a significant influence on gender disparities in health care. Efforts at improving the process and outcome of medical care should address gender differences. Arch Pediatr Adolesc Med. 1997;151:586-591 Editor's Note: This study pr...

Developing "The Eyes to See Students:" Data Collection During Lesson Study

it again). 3 At the heart of lesson study is the research lesson, an actual classroom lesson that... more it again). 3 At the heart of lesson study is the research lesson, an actual classroom lesson that is designed to teach a particular topic and at the same time bring to life a larger goal or vision of education. The research lesson is observed live by collaborating teachers and carefully documented, usually using multiple methods including videotape, audiotape, observation notes of students, and collection of student work. This collection of data is the pivotal feature of lesson study. Ideally, the data collected during the research lesson reveal what students learned (or didn’t) and what features of instruction led (or failed to lead) to learning. The data provide grist for a lively post-lesson colloquium on how students learn this subject matter, and how the particular lesson and the larger instructional approach need to be revised. Hence, the data collection provides a vital link from one phase of lesson study to the next, as teachers plan, teach, observe, and revise the lesson an...

ARTICLE The Epidemiology of Injuries in 4 Child Care Centers Abbey Alkon, PhD; Janice L. Genevro,... more ARTICLE The Epidemiology of Injuries in 4 Child Care Centers Abbey Alkon, PhD; Janice L. Genevro, PhD; Jeanne M. Tschann, PhD; Pamela Kaiser, PhD; David R. Ragland, PhD; W. Thomas Boyce, MD, MPH Objectives: (1) To describe the pattern of injury in pre- school-aged children in 4 child care centers as com- pared with the results of other studies; (2) to compare injury rates by sex, age, and child care center; and (3) to examine environmental and child factors contributing to injury severity. Design: A 2-year cohort study of 362 preschool-aged chil- dren attending 4 urban child care centers. Teachers com- pleted standardized injury forms on the type of injury, body location, site of injury, and contributing factors. Results: During the 2 years of the study, 1886 injuries were reported. The mean and median child injury rate was 6 and 4 injuries per 2000 exposure hours (equiva- lent to 1 full-time child care year), respectively. The ma- jority of injuries (87%) were minor, occurred durin...

JAMA Pediatrics, 1989

Objectives: (1) To describe the pattern of injury in preschool-aged children in 4 child care cent... more Objectives: (1) To describe the pattern of injury in preschool-aged children in 4 child care centers as compared with the results of other studies; (2) to compare injury rates by sex, age, and child care center; and (3) to examine environmental and child factors contributing to injury severity. Design: A 2-year cohort study of 362 preschool-aged children attending 4 urban child care centers. Teachers completed standardized injury forms on the type of injury, body location, site of injury, and contributing factors. Results: During the 2 years of the study, 1886 injuries were reported. The mean and median child injury rate was 6 and 4 injuries per 2000 exposure hours (equivalent to 1 full-time child care year), respectively. The majority of injuries (87%) were minor, occurred during free play (81%) and on the playground (74%), and were precipitated by child-related factors (59%), such as being pushed. Boys had significantly higher median injury rates than girls. Age-adjusted injury rates for each child care center were significantly different by center (F 3 = 61, PϽ.001). While moderate to severe injuries were more often precipitated by combinations of child and environmental factors (2 4 = 20, PϽ.001), minor injuries were usually precipitated by child-related factors. Conclusions: Injury data from child care centers are important for identifying common risk factors for frequent or severe injury events and for designing injury prevention programs. More research is needed to identify factors contributing to injuries, such as children's behavior and the child care centers' physical and socioemotional environments.

How Can Students Learn Fraction (De)Composition?

Teaching Children Mathematics, 2017

Examine with us how students “understand fractions as numbers” and “view fractions” as being buil... more Examine with us how students “understand fractions as numbers” and “view fractions” as being built out of unit fractions” two emphases of CCSSM.

How does lesson study improve mathematics instruction?

ZDM, 2016

This article presents a theoretical model of lesson study’s impact on instruction, through interv... more This article presents a theoretical model of lesson study’s impact on instruction, through intervening impact on teachers’ knowledge, beliefs and dispositions, teachers’ learning community, and curriculum. It also describes four different types of lesson study in Japan, pointing out their synergies in producing a system where local teachers “demand” knowledge for their lesson study work and lesson study provides a collaborative, practice-based venue to try out recent innovations in curriculum and instruction. Description of lesson study in Japan provides background for considering the articles of this issue, which highlight four strategies to develop lesson study outside Japan: (1) incorporation of high-quality tasks and materials; (2) attention to processes that illuminate student thinking; (3) attention to system features; and (4) models for scale-up.

Parent Medical Interview Satisfaction Scale

PsycTESTS Dataset, 1986

Responsibility and learning: some preliminary hypotheses about Japanese elementary classrooms

Teaching and Learning in Japan

資料講演テーマ「幼児教育者の日米交流--何が学び合えるか」--ミルズ・カレッジ連続講演会第1回上級研究員 Dr.キャサリーン・C.ルイス〔含英文原稿〕

児童学研究, Mar 1, 2004

Large-Scale Studies in Mathematics Education, 2015

We report on a randomized, controlled trial of an intervention that had a significant impact on t... more We report on a randomized, controlled trial of an intervention that had a significant impact on teachers’ and students’ mathematical knowledge: lesson study supported by mathematical resource kits (Lewis & Perry, under review). In lesson study, teachers engage in collaborative study-plan-act-reflect cycles centered around classroom research lessons. This report focuses on outcomes related to teachers’ beliefs and learning community, potentially important mediators of teachers’ continued effort to improve instruction. Groups of 4–9 educators (87 % elementary teachers) were randomly assigned to the intervention (lesson study with fractions resource kit) or one of two control conditions; resource kits were mailed out to groups, who locally managed their lesson study in scattered locations across the USA. HLM analyses indicate that the intervention significantly increased two of the six measures of teachers’ beliefs and teacher learning community–Expectations for Student Achievement and Collegial Learning Effectiveness. When examined as mediators of knowledge change in the overall sample, increases in Collegial Learning Effectiveness and Professional Community both significantly predicted teachers’ gain in fractions knowledge and increase in teachers’ collegial learning effectiveness significantly predicted students’ gain in fractions knowledge. Findings suggest the power of lesson study supported by mathematical resources to impact teachers’ beliefs likely to support teachers’ continued learning from practice over time. Findings also suggest the potential of scale-up strategies that couple high-quality mathematical resources with practice-based learning strategies such as lesson study, as a solution to the conundrum of faithful implementation of high-quality materials versus teacher “ownership” of professional learning.

A Deeper Look at Lesson Study

Educational Leadership, 2004

Lesson study requires teachers to discuss the essential concepts that the students need to learn,... more Lesson study requires teachers to discuss the essential concepts that the students need to learn, compare the concepts with curriculums and consider the present knowledge of students. The various examples and experiences of teachers performing lesson study are ...

Viet Nam Journal of Education, 2022

PARADIGMA

Este artículo describe el Lesson Study basado en la escuela, un tipo de aprendizaje profesional l... more Este artículo describe el Lesson Study basado en la escuela, un tipo de aprendizaje profesional local que es casi universal en Japón pero raro en los Estados Unidos. Después de discutir los elementos centrales de Lesson Study en toda la escuela, examinamos sus promesas y desafíos en los Estados Unidos. La promesa se muestra en el potencial presentado por el Lesson Study en toda la escuela, cuando se combina con un enfoque como la enseñanza a través de la resolución de problemas, para resolver dos problemas persistentes en la educación de los EE. UU.: (1) transformar el aprendizaje de las matemáticas para centrarse en la resolución de problemas; y (2) abordar la brecha de oportunidades que enfrentan los estudiantes de grupos históricamente marginados. Identificamos dos principios subyacentes al desarrollo exitoso del Lesson Study en toda la escuela: apoyo a la motivación intrínseca de los docentes; y liderazgo conjunto maestro-administrador. Juntos, estos principios se postulan para ...