Lesson Study

David Allan; David Boorman; Ella Michelle O'Doherty; Paul Smalley

Lesson Study

David Allan
, David Boorman
, Ella Michelle O'Doherty
, Paul Smalley

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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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https://www.routledge.com/Becoming-a-Research-Informed-School-Why-What-How/Cain/p/book/9781138308640

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

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@inbook{d02d29d793c44a29886e7447903d801c,

title = "Lesson Study",

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{\textquoteright} 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.",

author = "David Allan and David Boorman and O'Doherty, \{Ella Michelle\} and Paul Smalley",

year = "2018",

month = dec,

day = "20",

language = "English",

isbn = "9781138308640",

pages = "159--177",

editor = "Tim Cain",

booktitle = "Becoming a Research-Informed School: Why? What? How?",

publisher = "Routledge: London",

}

TY - CHAP

T1 - Lesson Study

AU - Allan, David

AU - Boorman, David

AU - O'Doherty, Ella Michelle

AU - Smalley, Paul

PY - 2018/12/20

Y1 - 2018/12/20

N2 - 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.

AB - 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.

M3 - Chapter

SN - 9781138308640

SP - 159

EP - 177

BT - Becoming a Research-Informed School: Why? What? How?

A2 - Cain, Tim

PB - Routledge: London

ER -

Lesson Study

Abstract

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Research output

Lesson Study and the construction of capital: empowering children through dialogic engagement: empowering children through dialogic engagement

Cite this