Theoretical Underpinnings of Lesson Study: A U.S. Case

• In Event: Understanding Lesson Study From Different Theoretical Perspectives

Abstract

Objective:
To examine and build theoretical understanding of lesson study’s impact on teacher and student outcomes.

Theoretical Position:
Knowledge Integration Environment (Linn, Eylon, & Davis, 2004) and Self-Determination Theory (Deci & Ryan, 1985) are used to examine data from U.S. lesson study cases.

Methods of Inquiry:
Two randomized, controlled trials of lesson study supported by mathematical resources were conducted. Study 1 included 39 locally-formed teams of elementary educators who were randomly assigned to lesson study supported by mathematical resource kits or two control conditions. Study 2 included 72 educators of grade 3-5 students who were randomly assigned to lesson study with Teaching Through Problem-Solving materials or self-study of online materials.

Data Sources:
Both studies gathered pre- and post-intervention data on educators’ mathematical knowledge for teaching, with most items drawn from item banks validated by the Learning Mathematics for Teaching (LMT) project (Schilling, Blunk, & Hill, 2007) and of educator beliefs and collegial relationships, including: Expectations for Student Achievement; Collegial Learning Effectiveness; Professional Community; Interest in Mathematics & Inquiry Stance; Research Relevance for Practice; and Using and Promoting Student Thinking. Scales were drawn from prior research (e.g., Horizon Research Inc., 2000) or project-developed. Pre- and post-intervention data on students’ mathematical knowledge was available for Study 1 only (17-41 item measure of fractions knowledge, depending on student age, with items drawn from U.S. national and state tests, published curricula and research articles). Video recordings of all lesson study meetings and research lessons (Study 1); or video recordings of pre- and post-intervention lessons (Study 2) provide data on teachers’ interactions and instruction. Written reflections on learning from the lesson study cycle are available for both studies.

Results:
Quantitative analyses indicate a significant impact of the lesson study intervention on teacher knowledge (both studies), student knowledge (Study 1), and 2 of 6 teacher beliefs (Study 1): Expectations for Student Achievement and Collegial Learning Effectiveness. Collegial Learning Effectiveness was a significant mediator of both educators’ and students’ gain in mathematics knowledge. Qualitative analyses of meeting video identify “learning opportunities” related to these impacts, e.g., introduction of new or conflicting information from resources or colleagues, disconfirmation of predictions about student learning capacity from lesson observation.

Significance of Work:
Self-determination theory and knowledge integration perspective of each explain some features of lesson study impact, e.g., role of colleagues in catalyzing knowledge reorganization, role of belonging in shaping intrinsic motivation to change.

Author

• Catherine C. Lewis, Mills College