After the Race to the Top
State and District Capacity to Sustain Professional Development Innovation in Florida
Bibliographic Data
| ID | 21581972 |
|---|---|
| Authors | Motoko Akiba (0000-0001-8509-4031, Florida State University, Tallahassee, FL, USA, corresponding author), Cassandra Howard (0000-0002-9994-2975, University of Central Florida, FL, USA) |
| Year | 2023 |
| Volume | 37 |
| Issue | 2 |
| Pages | 393-436 |
| Publication date | 2023-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Policy (JOURNAL) |
| Journal identifiers | ISSN: 0895-9048 • E-ISSN: 1552-3896 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/08959048211015619 |
| OpenAlex | W3166928707 |
| Language | EN |
| Citations received | 3 |
| References cited | 41 |
The Race to the Top (RTTT) program incentivized states to use innovation for systemwide improvement of student outcomes, but little is known about how RTTT-funded innovation was sustained after the RTTT program ended. This mixed-methods study examined state and district approaches to sustaining an international innovation called lesson study , a teacher-driven, collaborative, inquiry-based teacher learning process imported from Japan and promoted statewide in Florida. While the state’s role in sustaining lesson study was limited, we found that districts that integrated lesson study into the district instructional system through a clear expectation and strategic adaptation, supported school and teacher ownership of lesson study practice, and provided necessary support and funding were more likely to sustain lesson study. In contrast, the districts that focused on implementation fidelity and district-led facilitation eventually phased out lesson study. Policy implications for sustaining federally funded professional development innovations are discussed
Facilitation · Faculty Development · Fidelity · Lesson Study · Pedagogy · Political science · Politics · Professional development · Public relations · Race to the Top · School district · Sociology · Educational Assessment and Improvement · Engineering · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Teachers’ Professional Development in a Climate of Educational Reform
Chapter 6
Reconstructing Conceptions of Local Capacity
Sensemaking in Organizations
Lesson study design features for supporting collaborative teacher learning
State Education Agencies’ Acquisition and Use of Research Knowledge for School Improvement
Improving Low-Achieving Schools
How Should Research Contribute to Instructional Improvement? The Case of Lesson Study
Teaching Versus Teachers as a Lever for Change
Alignment and Accountability in Policy Design and Implementation
The Dilemmas of Educational Reform
A Knowledge Base for the Teaching Profession
Rethinking Scale
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Improving Impact Studies of Teachers' Professional Development
Mixed Methods Research
Adopting an International Innovation for Teacher Professional Development
Scaling Up Professional Development in an Era of Common State Standards
| Unique citing works | 3 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |