Theoretical Model of Lesson Study’s Instructional Impact: The Role of Teachers’ Beliefs and Professional Community

• In Event: Lesson Study Supported by Mathematical Resources: A Theoretical Framework, Randomized Trial, and Implications for Reform

Abstract

This paper presents a theoretical model of lesson study that indicates how collegial structures for study of mathematics, student thinking, and instruction shape teachers’ knowledge, beliefs, dispositions, and collegial relationships. The paper also presents model-related empirical results. Given the potential impact of teachers’ beliefs and dispositions on their future capacity to learn from practice (Doerr, Goldsmith, and Lewis, 2010), we argue that it is important to assess relevant beliefs and, at a minimum, to show that interventions have not adversely affected teachers’ improvement-related beliefs and dispositions.

The teacher assessments administered during the randomized trial described in the prior paper included the item stem, “Please indicate how well each of the following statements describes your attitude…” followed by 36 statements that teachers rated on a 5-point Likert scale (e.g., CRC, 1991; Horizon Research, 2000). We hypothesized that lesson study supported by the mathematical resource kit would increase teachers’ improvement-related beliefs on six scales composed from these items: using and promoting student thinking; collegial learning effectiveness; expectations for student achievement; research relevance for practice; interest in mathematics and inquiry; and professional community. Using two-level HLM analysis, we found a significant positive impact on the first four scales, albeit with small effect sizes (ranging up to .07, on expectations for student achievement).

Excerpts from teachers’ written reflections illuminate how the lesson study experience shaped instructional knowledge and beliefs:

“I learned, or was reminded, that students can do great things if we let them. When I as a teacher allow them to show their curiosity, self-direction, and independence in working, they pleasantly surprise me with what they can do and how they do it.” [Teacher #559]

“I think the most important idea I took away from this lesson study is the way we approach teaching fractions in the U.S.A. We have such a variety of examples for the students that they don't seem to be able to truly understand what a fraction is. The research article entitled "Initial Treatment of Fractions in Japanese Textbooks" was very interesting. I think it was very helpful for us to focus on the linear method of looking at and learning about fractions as well as focusing on understanding fractions instead of relating them to multiplication, division, ratios etc.... which is what our 3rd grade textbook does.” [Teacher #561]

Analyses of findings from the experimental study found that teachers engaged in lesson study rated their professional learning experiences significantly more favorably than did non-lesson study teachers on a variety of indicators of impact and quality (e.g., “supported my own professional inquiry,” “encouraged me to become more of a leader”). These and additional analyses suggest that the experimental treatment (lesson study with mathematical resources) maintained the traditional strengths of lesson study (building teachers’ leadership and “ownership” of improvement) while at the same time enabling them to use research-based resources effectively. In other words, lesson study supported by mathematical resources offers one potential solution to the conundrum of building both teacher ownership of reform and use of research-based knowledge.

Authors

• Catherine C. Lewis, Mills College

• Rebecca R. Perry, Mills College