Abstract
This study explores teachers' responses to a video-based multimedia program designed to reflect current views of effective professional development for practicing teachers. The Case Studies of Reading Lessons program engages teachers in analysis of others' reading instruction. Findings showed teachers' enthusiasm for studying authentic reading instruction but suggest mixed views of the benefits of questions used to guide analysis of instruction. Teachers reported making connections to their own reading instruction and provided evidence that analysis of reading lessons may contribute to reflective practice. Future studies might investigate long-term effects of systematic analysis of case studies to develop adaptive expertise.
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