Comparison of a More Effective and a Typical Teachers’ Lesson Plan Detail

Abstract

The reasons for teacher variability are not well understood. One possible reason for teacher variance might be their lesson planning. Utilizing a case study methodology, this study asked if teacher engaged reader (comprehension) lesson plan explicitness was related to differences in student outcomes by comparing teachers, utilizing data from a larger study. One of the factors that differentiated the above-average gain teacher from the typical teacher was the extent to which the teacher planned to address all three of the engaged reader processes. The above-average gain teacher wrote more detailed plans and planned on teaching the engaged reader processes in a way that better aligned with the guidance provided by the intervention