How Does Lesson Study Work? Toward a Theory of Lesson Study Process and Impact

Lewis, Catherine; Friedkin, Shelley; Emerson, Katherine T. U.; Henn, Laura; Goldsmith, Lynn T.

doi:10.1007/978-3-030-04031-4_2

Cited by 40 publications

(46 citation statements)

References 22 publications

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“…We view lesson study as a process associated with teacher learning and school and system knowledge‐creation and change. We begin our review of the literature with reference to Lewis, Friedkin, Emerson, Henn, and Goldsmith’s () theoretical reappraisal of their large‐scale randomised trial (Gersten, Taylor, Keys, Rolfhus, & Newman‐Gonchar, ) examining teacher and student learning in lesson study . Developing Guskey (), they set out five areas for its impact, extending beyond student learning to those where its impact can be formative, generating conditions for further improvement at student, teacher, or school levels of: teachers’ knowledge; teachers’ beliefs; routines and norms of professional learning; student learning; and instructional tools and routines. …”

Section: Literature Reviewmentioning

confidence: 99%

“…The recorded effect size for pupil learning was 0.49. Measures addressing the broader headings above also recorded positive outcomes (Lewis et al, ). A second large‐scale RCT (Murphy, Weinhardt, Wyness, & Rolfe, ) studied a composite intervention consisting of a talk‐based mathematics pedagogy and a talk‐based writing pedagogy with lesson study‐based teacher development in 280 schools in England.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Ball, Hoover-Thames, and Phelps (2008) stressed that this expertise should not only be in subject knowledge, but also in pedagogical content knowledge in particular. Again, Lewis et al (2019) argue that lesson study can meet these criteria.…”

Section: Impact Of Lesson Study On Routines and Norms Of Professionmentioning

confidence: 99%

“…In this case, lesson study had been used as a knowledge-transfer vehicle for capturing and later recreating in Japan the US pedagogical approaches and the philosophical understanding of their benefits. In their recent accounts of a mathematics RCT (Lewis & Perry, 2017), Lewis et al (2019) demonstrate the changes that these lesson studies engendered in instruction and in materials in the treatment schools. Thinking beyond instructional routines to the curriculum itself, Kuno (2015) describes the role played by lesson studies across Japan in providing evidence that informs the five-year cycle of national curriculum review.…”

Section: The Impact Of Lesson Study On Instructional Routines and Tmentioning

confidence: 99%

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Empirical evidence of the impact of lesson study on students’ achievement, teachers’ professional learning and on institutional and system evolution

Dudley

Vermunt

et al. 2019

Euro J of Education

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In this article we review the evidence of the impact of lesson study on student learning, teacher development, teaching materials, curriculum, professional learning and system enhancement. We argue for lesson study to be treated holistically as a vehicle for development and improvement at classroom, school and system levels rather than as a curricular or pedagogical intervention. We illustrate the need for this approach to evaluating lesson study through a complex case exemplar which used Research Lesson Study (a form of lesson study popular in the UK and Europe) to develop learning, teaching, curriculum and local improvement capacity across schools initially involved in a two‐year mathematics curriculum development project that later evolved into three self‐sustaining, voluntary lesson study school hubs in London. We discuss resulting changes in culture, practice, belief, expectation and student learning. We argue as a result for greater policy level understanding of this expanded conception of lesson study as a vehicle in classroom, school and system transformation.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Impact Of Lesson Study On Routines and Norms Of Professionmentioning

confidence: 99%

Section: The Impact Of Lesson Study On Instructional Routines and Tmentioning

confidence: 99%

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Empirical evidence of the impact of lesson study on students’ achievement, teachers’ professional learning and on institutional and system evolution

Dudley

Vermunt

et al. 2019

Euro J of Education

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“…Lewis et al (2009) identified four phases for LS: investigation, planning, research lesson and reflection. The team establishes the focus of the LS and examines current knowledge about the topic they want to study; identifies the learning goals and develops a lesson plan; teaches the lesson developed; collects information about students’ thinking; and, reflects and integrates new knowledge from LS into their own practice (Lewis et al , 2019). Optional steps are to revise and re-teach the research lesson to a new group of students (Lewis et al , 2009).…”

Section: Planning In Lesson Studymentioning

confidence: 99%

Planning a research lesson online: pre-service teachers' documentation work

Hernández-Rodríguez

González

Cepeda

2021

IJLLS

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PurposeThe authors developed a lesson study innovation for bridging pre-service teachers' experiences in an early methods course and clinical experiences focusing on the development of technological pedagogical content knowledge (TPACK). The authors analyze one planning meeting by a lesson study team comprised of four pre-service teachers and one cooperating teacher. The purpose of this research was to determine the nature of documentation during the online planning meeting and how the cooperating teacher facilitated the documentation process.Design/methodology/approachThe authors used Gueudet and Trouche's (2009) documentation framework to determine the way the lesson study team in our study used all the resources available to plan a lesson. They analyzed the video recordings of the meeting to examine the interplay between material, didactical and mathematical components during the discussions. The material components included the Teacher Desmos Activity Builder and the eTextbook. The didactical components included assessment, scaffolding, multiple representations and problem-solving activities. The mathematical components pertained to systems of linear equations and inequalities with two variables.FindingsThe authors’ findings show that the cooperating teacher performed an invariant set of actions for improving the research lesson and, also, gave recommendations about how to implement the lesson. In facilitating the planning discussions, the cooperating teacher made explicit the relationship between material, didactical and mathematical components. The authors’ work has implications for supporting the preparation of facilitators of online planning sessions during lesson study.Research limitations/implicationsThe authors did not have access to the planning meeting where the PSTs created the draft of the research lesson. In addition, they are reporting the observations of only one online meeting.Originality/valueThe authors’ work has implications for supporting the preparation of facilitators of online planning sessions during lesson study.

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Leveraging Lesson Study for Disciplinary Literacy: Studying and Planning for Scientific Modeling

Chandler‐Olcott¹,

Dotger²

2023

The Reading Teacher

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This paper argues that the plan and study phases of lesson study are productive in helping educators with varied expertise and experience to explore scientific practices like modeling with ties to disciplinary literacy. Points are illustrated with data from a lesson‐study cycle in science that two university‐based teacher educators, one in literacy education and one in science education, conducted with colleagues from a nearby school district. The paper describes lesson study; outlines the role of scientific practices, including modeling, in the Next Generation Science Standards; and describes the context for the work, including the unit explored by the team. Recommendations about how to leverage the plan and study phases of lesson study for disciplinary literacy are offered, along with suggestions for getting started with such work.

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How Does Lesson Study Work? Toward a Theory of Lesson Study Process and Impact

Cited by 40 publications

References 22 publications

Empirical evidence of the impact of lesson study on students’ achievement, teachers’ professional learning and on institutional and system evolution

Empirical evidence of the impact of lesson study on students’ achievement, teachers’ professional learning and on institutional and system evolution

Planning a research lesson online: pre-service teachers' documentation work

Leveraging Lesson Study for Disciplinary Literacy: Studying and Planning for Scientific Modeling

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