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Lesson Study, a Means for Fostering Collaborative Reflection

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Lesson Study, a Means for Fostering Collaborative Reflection Lesson Study, a Means for Fostering Collaborative Reflection: Effects on the Self-Efficacy and Teaching Practices of Developmental Education College Success Course Instructors by Miguel Lucas A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Education Approved April 2014 by the Graduate Supervisory Committee: David Carlson, Chair Wendy Barnard Eric Haas ARIZONA STATE UNIVERSITY May 2014 ABSTRACT Counselors at a public community college who teach a first-year college success course to developmental education students do not have effective opportunities or a systematic method to develop their teaching practice. Moreover, like a majority of community college and university instructors, many counselors do not have formal training in instruction. Since the retention and persistence rates of developmental education students are low when compared to non-developmental education students, and the purpose of the college success course is to increase developmental education student success, it is imperative that instructors of the college success course are well-trained to provide high quality learning experiences. The researcher implemented the Lesson Study (LS) professional learning experience in order to increase the collaboration amongst counselors in their efforts to improve their teaching practice as well as improve the quality of the learning experience for developmental education students, consequently potentially improving their retention and persistence. The researcher facilitated a mixed- method study to explore how instructors made meaning of their teaching practice as well as what changes they made to their instructional practice while engaging in LS. The researcher utilized qualitative means to analyze the following data: (1) instructors‘ weekly reflective journals, (2) semi-structured interviews with instructors after each cycle of LS, (3) video recordings of LS debrief meetings, and (4) video recordings of LS planning meetings. The researcher utilized quantitative means to analyze the following data: (1) pre/post instructor surveys on self-efficacy, and (2) 1,235 student questionnaires regarding LS lessons and non-LS lessons. Analysis of the qualitative data demonstrated that how counselors made meaning of their LS experience seemed to correlate with i positive features attributed to the practice of LS in the research literature such as increased collaboration and in-depth reflection as well as positive changes in instructional practices and an increased focus on learning from practice. In addition, analysis of the qualitative and quantitative data showed that lessons created through LS produced a higher quality learning experience for students than lessons that were not created through LS. Moreover, the analysis of the data showed an increase in instructors‘ efficacy for teaching. ii ACKNOWLEDGMENTS It is difficult to know where to begin in thanking all the individuals who have supported me in this amazing learning experience. I would like to start by thanking my parents, Porfirio and Maria Lucas, for their tremendous support throughout the years. Without their love and support, this learning experience would not have been possible. Immigrants from Spain, my parents worked blue collar jobs and sacrificed much so that my two brothers and I could obtain a college education and realize the American dream. I couldn‘t have asked for better role models who showed me the values of hard work, perseverance, and humility as well as the importance of always giving back to others. I would like to thank my amazing fiancé, Analia Barriga, for her continuous support, encouragement, and inspiration. She strengthened me during difficult times and was my biggest supporter after every accomplishment. I would also like to thank my brothers, Carlos and Gabriel Lucas, as well as my sister-in-laws and nephews who always inspired me to pursue my dreams as well as always provided support and encouragement throughout my life. I also want to thank my life-long friends with whom I grew up for their support and encouragement throughout my life. I would like to also thank all my professors, my dissertation chair, Dr. Carlson, and my dissertation committee member, Dr. Barnard, for their belief in me as well as outstanding guidance and support throughout the process. I also want to thank my colleague, Dr. Eric Haas, community college faculty member who also served on my dissertation committee, for his great friendship throughout the years and for all his guidance and support. I would also like to thank all my fellow graduate students for the friendships we have built and for pushing each other to strive for excellence while providing each other support, encouragement, iii and humor. My professors and fellow graduate students allowed me to have an amazing learning experience that has positively shaped me as a professional and person. I would like to thank Dr. Joe Ortiz, community college faculty, for all his feedback, support, and guidance throughout my study. I would also like to thank the community college Vice President of Academic and Student Affairs, Dr. Daniel Corr, and Counseling Services Division Chair, Mrs. Mitra Mehraban, for their continued support and guidance throughout my career. I also want to thank my amazing colleagues in my counseling department and at my community college for their continuous support and encouragement. I would also like to thank the community college students who are the reason and inspiration for my work. Finally, I would like to thank my grandparents and other family members who have passed away for assisting to shape me to become the person I am today. I especially want to thank my grandfather, Gilberto Lopez, who saw something in me as a young child as I dedicated myself to my studies that I did not, calling me ―profesor‖ [professor in Spanish]. Abuelo, thank you for always being there for me, and you were right. I love you and miss you very much. iv TABLE OF CONTENTS Page LIST OF TABLES ........................................................................................................... xiv LIST OF FIGURES ......................................................................................................... xvi CHAPTER 1 INTRODUCTION AND CONTEXT ............................................................................. 1 Introduction ................................................................................................................ 1 Situated Context ......................................................................................................... 2 First-Year College Success Community College Faculty ................................ 2 First-Year College Success Course and Students‘ Success……………….. .... 3 Community College Counseling Faculty Preparation…………….. ................ 4 Strategies and Challenges to Dev. Ed. Student Achievement at ACC…. ........ 8 Innovation. ............................................................................................................ 10 Purpose of Study and Research Questions……………………….…........... ........ 11 2 LITERATURE REVIEW………………………………………………………….. .. 13 Developmental Education in Higher Education ................................................... 13 Importance of Developmental Education ....................................................... 13 Substantial Amount of Students Need Remediation ....................................... 13 Developmental Education Students Have Low Rates of Retention and Persistence ................................................................................................ 15 Our Society Needs Educated Workers ............................................................ 16 Health of Our Society Depends on Educated Citizens ................................... 19 Successfully Remediated Students Positively Contribute to Our Society ...... 20 v CHAPTER Page Successfully Remediated Students Achieve in College Level Courses .......... 21 Developmental Education Best Practices ....................................................... 23 First-Year College Success Course……………….…………………………… .. 26 Characteristics of the College Success Course ............................................... 26 Integrates Into Most Promising Developmental Education Approaches ........ 27 Positively Impacts Student Success ................................................................ 28 University and College Faculty Preparation and Professional Development ....... 32 Preparation for Teaching................................................................................. 32 Current Professional Development Opportunities are Not Effective ............. 33 Professional Development .................................................................................... 36 Effective Professional Development............................................................... 36 Challenges to Effective Professional Development ........................................ 38 Outcomes of Quality Preparation and Professional Development ................. 40 Lesson Study………………….………….….…………………………….. ........ 42 History and Key Characteristics……... .......................................................... 42 Benefits of Lesson Study ................................................................................ 43 Collaboration and Collegiality ............................................................ 44 Self-Efficacy ......................................................................................
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