ORCID
0000-0002-5668-1373
Abstract
This paper responds to the proposed implementation of lesson study as a professional development intervention for multicultural instruction in the United States. It includes an investigation of the literature in relation to the use of higher-order thinking skills, Banks’s four approaches for integrating multicultural instruction, and lesson study as a proposed professional development intervention in multicultural instruction. The conclusion provides a discussion of insights into K–12 educators’ needs for professional development opportunities to ensure that they provide diverse, equitable, and inclusive learning environments for all of their students. Creating diverse, equitable, and inclusive learning opportunities for students would be meaningful social change.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education and Teaching Commons
