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

Pete Dudley (Corresponding author), Haiyan Xu, Jan Vermunt, Jean Lang

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    18 Citations (Scopus)
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    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.
    Original languageEnglish
    Pages (from-to)202-217
    Number of pages16
    JournalEuropean Journal of Education : research, development and policy
    Volume54
    Issue number2
    DOIs
    Publication statusPublished - Jun 2019

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