Not exact matches
Hofstein et al. (2004) and Oehrtman et al. (2009) found that the interventions impacted teacher leader practice, including
lesson planning, although impact was reported
differently in each study.
«As a team we were given common
planning time, but we all
planned differently and even used different vocabulary for different
lesson components.
Teachers who have gone through CLR with us often say that the process leads them to think
differently in
planning their everyday
lessons, and we have seen significant changes in teacher practice resulting from CLR.