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Lesson Study as an Effective Performance-Based Measure of Teacher Effectiveness
Abstract
The Japanese Lesson Study Model (JLSM) became a focus of much research after the publication of the Third International Math and Science Study (TIMSS). The JLSM has various possible manifestations, but most forms of the model include three key elements – collaborative planning of one or more lessons that will be taught by all participants, delivery of the lesson with fellow teacher observers in the room or with videotaping, and collaborative analysis by participants of students work and the lesson delivery. This study presents quantitative and qualitative data from approximately 400 teachers who participated in a form of lesson study. The history and research basis of lesson study is presented, followed by the researcher's adaptation of the model for use in the university classroom and professional development courses, followed by an analysis of the impacts of the model on teacher participants.
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