Teachers valued Lesson Study as professional development and reported changes to their practice despite null pupil outcomes¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r1–r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers felt Lesson Study was useful professional development, valued structured collaboration with colleagues, and reported practice changes. → Murphy et al. 2017 q2 i? Some teachers reported improvements in case pupils' skills such as vocabulary, reading comprehension, and metacognition, but case pupils were not tracked individually. → Murphy et al. 2017 (2)

Evidence¶

Murphy et al. 2017¶

Richard Murphy, Felix Weinhardt, Gill Wyness and Heather Rolfe. (2017). Lesson Study: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581145

q2 · i? · qualitative · r2

Process evaluation based on observation of training, surveys, school visits to ten schools with 19 staff interviewed, and follow-up interviews, analysed using a framework approach. Teachers "valued the opportunity to collaborate with colleagues in a structured way".

"Teachers felt Lesson Study was useful professional development, valued the opportunity to collaborate with colleagues in a structured way, and reported several changes to their practice as a result of the programme."

Murphy et al. 2017 (2)¶

Richard Murphy, Felix Weinhardt, Gill Wyness and Heather Rolfe. (2017). Lesson Study: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581145

q2 · i? · qualitative · r1

Self-reported teacher accounts from the process evaluation. The report notes case pupils were not tracked individually, so there is no information about whether these pupils benefitted.

"Some teachers said they had changed their practice in relation to case pupils and reported improvements in these pupils ’ skills, for example in vocabulary, reading comprehension, and metacognition."

Discussion¶

Related Claims¶

• Pupils and school staff held generally positive views of the chess intervention despite the null impact result — related
• Personalized, practice-focused collaboration around classroom observations was particularly impactful for teachers' practice improvement efforts — related
• Teachers in CHSRI schools reported statistically significantly higher perceptions of trust and collaboration than teachers in non-CHSRI schools — related
• Collaborative planning time with colleagues was the top support cited by teachers earning micro-credentials, cited by 74 percent of respondents — related