Date of Award

Fall 2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Rhonda Jeffries

Abstract

This mixed methods action research study investigated the impact of a lesson study protocol on elementary teachers’ confidence through the implementation of the Three Read Close Reading Protocol (3RCRP), a research-based reading comprehension strategy. This study, grounded in Bandura’s Social Cognitive Theory, explored how collaborative and practice-based professional learning could bridge the gap between pedagogical knowledge and classroom practice to enhance teacher self-efficacy. The primary research questions focused on how participation in a lesson study influenced teachers’ self-efficacy and which aspects of the protocol were perceived as most influential. Four participants and one participant-observer engaged in a series of Professional Learning Community (PLC) sessions over the course of six weeks. Data from surveys, interviews, session transcript analysis, and reflections revealed a positive evolution in self-efficacy, a deeper understanding of the 3RCRP and the emergence of collective efficacy. The findings confirm that lesson study is an effective learning model for improving teacher self-efficacy and fostering the implementation of new instructional strategies, offering a practical framework for creating supportive learning environments.

Rights

© 2025, Julia Rose Pabst

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