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 languageEnglish
Title of host publicationBecoming a Research-Informed School: Why? What? How?
EditorsTim Cain
PublisherRoutledge: London
Pages159-177
ISBN (Print)9781138308640
Publication statusPublished - 20 Dec 2018

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    Allan, D., Boorman, D., O'Doherty, E. M., & Smalley, P. (2018). Lesson Study. In T. Cain (Ed.), Becoming a Research-Informed School: Why? What? How? (pp. 159-177). Routledge: London. https://www.routledge.com/Becoming-a-Research-Informed-School-Why-What-How/Cain/p/book/9781138308640