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Theory & Research in Social Education Volume 48, 2020 - Issue 4
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Investigating teacher adoption of authentic pedagogy through lesson study

Jada Kohlmeiera Auburn UniversityCorrespondence[email protected]
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James Howellb University of Southern MississippiView further author information
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John Sayea Auburn UniversityView further author information
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Theresa McCormicka Auburn UniversityView further author information
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David Shannona Auburn UniversityView further author information
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Colby Jonesc LaGrange CollegeView further author information
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Tom Brushd Indiana UniversityView further author information
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Pages 492-528 | Published online: 06 May 2020

Citations (6)

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Read on this site (2)

Oluseyi Matthew Odebiyi. (2023) Design Thinking: How Preservice Teachers Develop Capacity for Designing Inquiry-Based Lessons. The Teacher Educator 58:4, pages 485-506.
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Jada Kohlmeier. (2023) Incorporating teacher noticing video case reflection into scaffolded Lesson Study to encourage authentic pedagogy in social studies. Theory & Research in Social Education 51:4, pages 587-625.
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Articles from other publishers (4)

Klara Kager, Eva Kalinowski, Anne Jurczok & Miriam Vock. (2024) A systematic review of transparency in Lesson Study research: how do we report on the observation and reflection stages?. Frontiers in Education 9.
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Gisele Ragusa, Shaobo Huang & Svetlana Levonisova. (2024) Middle School Mathematics Achievement. International Journal of Teacher Education and Professional Development 7:1, pages 1-37.
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James B. Howell & Lamont E. Maddox. (2022) Geographic inquiry for citizenship: Identifying barriers to improving teachers’ practice. The Journal of Social Studies Research.
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Katherine Perrotta. (2021) A study of elementary teacher’s perspectives on professional development for social studies. Social Studies Research and Practice 16:2, pages 126-143.
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