Promoting Student Learning Outcomes Through Teachers’ Participation In Lesson Study With Advisors

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  In Roundtable Session: Exploring Responsive Student Supports and Solutions for School Effectiveness (Table 5)

Abstract

This paper investigates the impact of supporting secondary mathematics teachers to participate in Lesson Study (LS) on their students’ achievement in mathematical reasoning. 42 secondary mathematics teachers were randomly allocated to three groups: a control and two experimental groups. One experimental group received support from a facilitator whereas the other from an advisor. Written tests measuring mathematical reasoning were administered to all students (n=966) of two classrooms of each participating teacher both at the beginning and end of the year. Multilevel regression analysis revealed that students of teachers in the Advisor group had better results at the end of the intervention than students of teachers in the Facilitator and the Control groups. Implications for research, policy and practice are drawn.

Authors

• Leonidas Kyriakides, University of Cyprus

• Maria Vrikki, University of Nicosia