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

Research output: Contribution to journalArticleAcademicpeer-review

7 Citations (Scopus)

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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