Date of Conferral

1-1-2011

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Kathryn Swetnam

Abstract

General education content teachers in an urban middle school are responsible for the academic performance of Latino English language learners (ELLs) but lack specialized training in language acquisition. The purpose of this qualitative case study was to investigate content teachers' use of the lesson study collaborative model in teaching Latino ELLs. The theoretical framework of cooperative learning and the lesson study planning model guided this study. The research questions addressed the specific English as a second language (ESL) conversations and planning that occurred in interdisciplinary team meetings and lesson study implementation in teaching practice and student performance. Typological analysis of multiple observations and written participant reflections were used to generate patterns for predetermined and inductive typologies. The findings indicated that interdisciplinary teaming did not include collaboration or planning for differentiated instruction prior to implementation of classroom lessons. The findings indicated features of lesson study that facilitated professional growth through learning from the instructional practices of peers, new understandings of lesson planning and design, and the feasibility and necessity of ELL differentiation in content area instruction. Lesson study provided teams the structure and focus to prepare specific learning outcomes for Latino ELLs. It is recommended that educational policymakers explore the lesson study model as a requirement for all content teachers instructing ELLs. The implications for positive social change include (a) improved teaching and learning conditions of Latino ELLs and (b) the national issue of Latino dropout could be addressed from an instructional perspective.