A Sample Lesson Study with Pre-School Teachers: Dialogic Story Reading Bags
Bibliographic record
Abstract
The Lesson Study is a professional development model that places teachers at the center of practice and is used in the professional development of teachers who are currently in teacher training or currently in service. In Turkey, the professional development of teachers from various branches is also supported by using this model. However, no previous studies have been found on the use of this model with pre-school teachers. This study was carried out to support and improve the quality of teachers’ picture story reading activities by means of lesson study and therefore support the language and early literacy skills of children. Mixed method design was used in the study by utilizing convergent parallel mixed method design. The study group consisted of 14 teachers employed at two independent kindergartens in Bolu city center and 223 children attending these schools during the 2017-2018 academic year. After obtaining all qualitative and quantitative data, statistical analyses were conducted on the quantitative data and content analysis was performed on the qualitative data. As a result of the study, we determined that dialogic reading bags that are developed through the Lesson Study model support children's language development and early literacy skills. In addition, we determined that the Lesson Study model had a positive impact on pre-school teachers’ professional development. Key words: dialogic reading, language development, early literacy, lesson study, preschool L’étude de cours est un modèle de développement professionnel qui met les enseignants au centre de la pratique et qui est employé dans le développement professionnel des enseignants en formation ou en service. En Turquie aussi, ce modèle sert à appuyer le développement professionnel des enseignants dans divers domaines. Toutefois, nous n’avons recensé aucune recherche antérieure portant sur l’emploi de ce modèle auprès d’enseignants au préscolaire. Cette étude a été entreprise pour appuyer et améliorer la qualité des activités liées à la lecture de livres d’images et ainsi appuyer les compétences linguistiques et les habiletés en lecture et écriture de jeunes enfants. L’étude repose sur une modèle mixte parallèle et convergent. Le groupe d’étude était composé de 14 enseignants provenant de deux maternelles indépendantes du centre-ville de Bolu et des 223 enfants qui ont fréquenté ces écoles pendant l’année académique 2017-2018. Suite à la cueillette de toutes les données qualitatives et quantitatives, les données qualitatives ont fait l’objet d’analyses statistiques. Les résultats indiquent que les sacs qui accompagnent la lecture dialogue et qui font partie du modèle de l’étude de cours appuient le développement des compétences linguistiques et des habiletés en lecture et écriture de jeunes enfants. De plus, nous avons déterminé que le modèle d’étude de cours avait un impact positif sur le développement professionnel des enseignants au préscolaire. Mots clés: lecture dialogique, développement langagier, littératie précoce, étude de cours, éducation préscolaire
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".