Implementing a New Mathematics Curriculum in England: District Research Lesson Study as a Driver for Student Learning, Teacher Learning and Professional Dialogue

Dudley, Peter; Warwick, Paul; Vrikki, Maria; Vermunt, Jan D.; Mercer, Neil; Halem, Nicolette van; Karlsen, Anne Mette Færøyvik

doi:10.1007/978-3-030-04031-4_15

Cited by 20 publications

(26 citation statements)

References 44 publications

(40 reference statements)

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“…It uses protocols and ground rules for professional dialogue that promote the creation of pedagogical content knowledge changing subsequent practice (Dudley, 2011(Dudley, , 2013, as well as tracking "case pupils" and using pupil interviews ( Figure 2). Project reports (Ylonen, Dudley, & Lang, 2015;Dudley et al, 2019 demonstrate that it met Lewis's evaluative tests ( Table 2).…”

Section: The C Amden Projec T and The London Le Sson S Tudy H Ubsmentioning

confidence: 97%

“…Project reports (Ylonen, Dudley, & Lang, ; Dudley et al, demonstrate that it met Lewis’s evaluative tests (Table ).…”

Section: The Camden Project and The London Lesson Study Hubsmentioning

confidence: 99%

“…This article supports the concept of lesson study as a form of teacher professional development that can bring about changes in teacher learning. However, while what is generally reported about teacher learning experienced during lesson study is overwhelmingly positive, the adoption of its processes as “routines and norms” of school behaviour is more mixed (Dudley et al, ). For example, the introduction of Research Lesson Study into the England’s National Strategies in 2008–2009 was viewed positively by the teachers involved (Hadfield, Jopling, & Emira, ) whose schools saw the increase in pupil attainment of non‐lesson study supported schools double.…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, most did not continue with lesson study following the intervention. Whilst use of lesson study in the UK, Europe and globally is rising steadily (countries represented in the World Association of Lesson Studies membership have grown from 10 in 2006 to over 70 in 2017) perceptions of its high costs and organisational complexity persist (Dudley et al, 2019). We will therefore seek to demonstrate through our case-exemplar how an aligned, multi-level approach can help to overcome such obstacles and as a result we will argue that change designed at all three levels is necessary if lesson study is to be sustained and is to support self-improvement.…”

Section: Stage Of Lesson Studymentioning

confidence: 99%

“…Participating schools conducted a three-cycle Research Lesson Study each school term for a year in order to co-develop and share experiences of how children learned in trial versions of the new curriculum so as to create "schemes of learning" in each school that were optimised to meet these children's mathematics learning needs (Dudley et al, 2019). 22 of these schools in the London Borough of Camden participated for two years, conducting six lesson studies.…”

Section: The C Amden Projec T and The London Le Sson S Tudy H Ubsmentioning

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: The C Amden Projec T and The London Le Sson S Tudy H Ubsmentioning

confidence: 97%

“…Project reports (Ylonen, Dudley, & Lang, ; Dudley et al, demonstrate that it met Lewis’s evaluative tests (Table ).…”

Section: The Camden Project and The London Lesson Study Hubsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Stage Of Lesson Studymentioning

confidence: 99%

Section: The C Amden Projec T and The London Le Sson S Tudy H Ubsmentioning

confidence: 99%

See 3 more Smart Citations

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

Self Cite

View full text Add to dashboard Cite

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Pedagogical potentialities of lesson study for the reconstruction of teachers’ dispositions

Trapero

Gómez

2017

IJLLS

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Purpose The purpose of this paper is to show the relationship between lesson study (LS) and the reconstruction of teacher dispositions (practical knowledge). Design/methodology/approach This work consists of an exhaustive qualitative study, analysis and interpretation of the practical knowledge of an infant school teacher before and after her participation in a training process based on LS. Findings This work offers a response to this resistance to change and to progress in education. It demonstrates the potentiality of LS for the transformation of schools in the twenty-first century and the construction of a reflected, shared, emerging pedagogical capital for teachers. Originality/value The analysis focusses on practical knowledge (knowledge-in-action, (Schön, 1998); implicit theories (Pozo, 2006; Marrero, 2009); phronesis (Kinsella and Pitman, 2012); tacit knowledge (Contreras and Pérez de Lara, 2010)) because in accordance with the latest theories deriving from cognitive neuroscience, most of the resources the authors use in their action come from unconscious mechanisms. Hence, the procedures and mechanisms of qualitative research have been used to carry out in-depth analysis through prolonged daily observation of practice under a series of previously established dimensions (knowledge, skills, attitudes, values and emotions).

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Teachers' learning in extraordinary times: shifting to a digitally facilitated approach to lesson study

Calleja

Camilleri

2021

IJLLS

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PurposeThe research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered at the University of Malta while, at the same time, leading a lesson study with colleagues at their school. With the COVID-19 outbreak, these teachers had, out of necessity, to adopt and accommodate for their lesson study to an exclusive online approach. This paper, hence, focuses on teachers' learning as they shifted their lesson study online.Design/methodology/approachThis paper presents a case study that delves into the experiences and perceptual insights that these teachers manifested in shifting to an exclusive online lesson study situation. Data collection is derived from a focus group discussion, teacher reflective entries and detailed reports documenting the lesson study process and experiences. Employing technological frames as the theoretical lens, a description-analysis-interpretation approach was employed to analyse and interpret reflections and grounded experiential perceptions that the respondents disclosed during their lesson study journey.FindingsNotwithstanding their initial discerned sense of loss and unpreparedness of being constrained to migrate lesson study to exclusive online means, teachers eventually recognised that digitally mediated collaborative practices enhanced self-reflection about the lesson study process. Therefore, the extraordinary situation that the teachers in this study experienced not only disrupted their modus operandi but also allowed them to discern new opportunities for learning about digital technology use in lesson study.Practical implicationsDisruption, brought about by unforeseen circumstances, takes teachers and professional development facilitators out of their comfort zones, invariably helping them grow out of their limitations and rethink lesson study practices.Originality/valueIntentionally driven disruptions prompt teachers to resolve their dissatisfactory situations by thinking out of the box, eventually helping them to improve their professional practices.

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Implementing a New Mathematics Curriculum in England: District Research Lesson Study as a Driver for Student Learning, Teacher Learning and Professional Dialogue

Cited by 20 publications

References 44 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

Pedagogical potentialities of lesson study for the reconstruction of teachers’ dispositions

Teachers' learning in extraordinary times: shifting to a digitally facilitated approach to lesson study

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