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This research is a constructivist collaborative study between a university and middle/high school districts. It uses Lesson Study as a framework to meet the challenges of disciplinary content instruction. Research questions become: How does Lesson Study impact teacher practice? What is the impact of university and school collaboration on practice? Data is interpreted using a qualitative approach. Findings demonstrate the positive impact of Lesson Study on administrator effectiveness and teacher practice, resulting in greater awareness of student potential. Findings also show the power of collaboration within and across multiple school contexts and with university faculty coaches.
Lee et al. (Mon,) studied this question.