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


Type
Article
Change log
Authors
Xu, Haiyan 
Vermunt, Jan 
Lang, Jean 
Abstract

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.

Description
Keywords
3901 Curriculum and Pedagogy, 3903 Education Systems, 39 Education, 4 Quality Education
Journal Title
European Journal of Education
Conference Name
Journal ISSN
0141-8211
1465-3435
Volume Title
54
Publisher
Wiley
Rights
All rights reserved
Sponsorship
Both projects described received funding from the Greater London Authority