A developmental evaluation approach to lesson study: exploring the impact of lesson study in London schools

Abstract

This paper presents a methodology for the developmental evaluation of a lesson study programme in primary and secondary schools. Our approach combined the principles of, i) user-focused evaluation, in which as evaluators we acted as participatory members of the innovation team and sought to involve users in the design and implementation of evaluation tools, ii) a multi-level logical model to guide data collection and impact measurement, and iii) an 'improving rather than proving' approach to evaluation. The evaluation tools were used on a programme to promote lesson study in London schools involving 133 teachers and 33 schools. The evaluation methodology included outcomes at school leadership, teacher and student levels. Issues of internal and external validity are discussed and strengths and weaknesses are described. Findings showed promise in the use of our scale to measure changes in teacher pedagogical outcomes and in the recording of qualitative changes to both teachers and students as a result of the lesson study cycles. Suggestions for the future use and development of this methodology are proposed, including better use of control groups and quantitative measures to record changes in learning outcomes for students.

Rurality and Dropout in Virtual Higher Education Programmes in Colombia

“…For this purpose, the Kaiser-Meyer-Olkin (KMO) statistic, Bartlett's test of sphericity (BTS) and the anti-image matrix were used to check whether the data were suitable for this type of analysis. Based on the parameters of Godfred et al [83], variables with partial correlations of less than 0.5 in the anti-image matrix were removed from the factor analysis. Subsequently, using the criteria established by Cronbach [84], Godfred et al [83] and Comrey and Lee [85], the EFA was carried out using the principal factor method with Varimax rotation, eliminating items with factor loadings of less than 0.10.…”

“…Based on the parameters of Godfred et al [83], variables with partial correlations of less than 0.5 in the anti-image matrix were removed from the factor analysis. Subsequently, using the criteria established by Cronbach [84], Godfred et al [83] and Comrey and Lee [85], the EFA was carried out using the principal factor method with Varimax rotation, eliminating items with factor loadings of less than 0.10. With the conformation of the factors, the analysis of internal consistency was carried out for each of these, using Cronbach's alpha statistic (α), in addition to each of the variables.…”

Teachers' capacity to create inclusive learning environments

“…The improvement is aligned with a particular topic (Marton and Tsui, 2004;Lewis et al, 2006;Lewis, et al, 2012). In a recent systematic review, Godfrey et al (2019) notes challenges in effective implementation of lesson study, such as support for extended time, reliability of student outcomes and borrowing ideas from other contexts. The Teachers' capacity to create learning environments model is, however, not static and can be designed differently to address the specific contexts targeted for improvement (Holmqvist, 2017).…”

Professional development as viewed by EFL teachers at lower secondary schools

“…Lesson study allowing teachers to set the learning objectives, to develop teaching aids, to design the teaching learning activities collaboratively, and to foster students-active learning and critical thinking skill is one the ways to improve teaching quality as well as teachers' professionalism by applying the 21 st education attributes (Cerbin, 2011). Lesson study has been empirically supported to bring such positive effect for both teachers and students Cheung et al (2014); Godfrey et al (2019). Unfortunately, it seems to be not popular among the EFL teachers.…”