Abstract
Educator professional development in the 4-H Youth Development Program needs improvement. Lesson study, an iterative and educator-centered approach to professional development, has proven to be effective in school-based settings; however, research on the model in youth development programs is limited. The present study investigated the use of lesson study with professional Cooperative Extension staff, adult 4-H volunteers, and teenage 4-H volunteers in different 4-H contexts in three state programs. Findings revealed improvements in educators’ data-driven decision-making, content knowledge, lesson planning and implementation, and social connections across all contexts. To work effectively within the 4-H context, however, some adaptations to the model were necessary.
Highlights
Introduction and BackgroundEvery year, millions of U.S youth participate in programs that support positive youth development (PYD)
A case study is an indepth investigation of a contextualized phenomenon that occurs within specified boundaries (Creswell, 2009; Hatch, 2002; Patton, 2015). In this specific case study, we examined the use of lesson study that was bounded by process, program (4-H), and time
We report on four emergent subthemes related to strengths of lesson study process as they pertain to the 4-H contexts in this study
Summary
Millions of U.S youth participate in programs that support positive youth development (PYD) Participation in youth development programs has been shown to improve self-esteem, academic performance, empathy and caring, leadership skills, and civic engagement M. et al, 2005; Scales, Benson, Leffert, & Blyth, 2000). Important factors in realizing these PYD outcomes include the practices and capabilities of the educators responsible for the implementation of programs (Borden, Schlomer, & Wiggs, 2011). Helping to develop capable, confident educators is crucial in realizing desired youth outcomes
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