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Abstract
As part of a large study on Lesson Study, funded by the Education Endowment Foundation, schools from the east, the west, and the north-west of England agreed to trial Lesson Study over a period of two years. Utilising this large-scale trial as an opportunity for further research, a team from the Faculty of Education at Edge Hill University explored teachers’ perspectives of using Lesson Study, the findings of which have been used to inform this chapter. Each school began their Lesson Study by undertaking training and advice, then planned to incorporate Lesson Study in three cycles each academic year, using pupil groups in years 4 and 5.
| Original language | English |
|---|---|
| Title of host publication | Becoming a Research-Informed School: Why? What? How? |
| Editors | Tim Cain |
| Publisher | Routledge: London |
| Pages | 159-177 |
| ISBN (Print) | 9781138308640 |
| Publication status | Published - 20 Dec 2018 |
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Dive into the research topics of 'Lesson Study'. Together they form a unique fingerprint.Research output
- 1 Article (journal)
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Lesson Study and the construction of capital: empowering children through dialogic engagement: empowering children through dialogic engagement
Allan, D., O’Doherty, E., Boorman, D. & Smalley, P., 18 Aug 2021, In: Education 3-13: International Journal of Primary, Elementary and Early Years Education. 49, 6, p. 730-744 15 p.Research output: Contribution to journal › Article (journal) › peer-review
Open AccessFile4 Citations (Scopus)154 Downloads (Pure)