Using Design-Based Research to Improve the Lesson Study Approach to Professional Development

• In Event: Roundtable Session 28
  In Roundtable Session: Global Considerations of Educational Change

Abstract

This paper reports on the Haverstock primary-to-secondary transition project. Designed to improve secondary school transition for vulnerable pupils in Camden (London), the project used Lesson Study (LS) to help primary and secondary teachers work together to develop effective cross phase approaches to teaching English/literacy and science. The paper has three aims. First it reports on how a Design Based Research (DBR) method was used to tailor the LS approach in order to maximize its benefits and ensure sustainability and scalability. Second it illustrates how a DBR approach to impact assessment led to a radical rethink and understanding of how impact might be measured within LS projects. Finally it provides data on the impact of the DBR led LS approach.

Authors

• Chris Brown, Institute of Education University of London

• Carol Taylor, Institute of Education - London

• Lorna Ponambalum, Haverstock School