Lesson Study as an Effective Performance-Based Measure of Teacher Effectiveness

Lesson Study as an Effective Performance-Based Measure of Teacher Effectiveness

Mark Patrick Ryan (Loyola Marymount University, USA)
DOI: 10.4018/978-1-4666-9929-8.ch017
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The Japanese Lesson Study Model (JLSM) became a focus of much research after the publication of the Third International Math and Science Study (TIMSS). The JLSM has various possible manifestations, but most forms of the model include three key elements – collaborative planning of one or more lessons that will be taught by all participants, delivery of the lesson with fellow teacher observers in the room or with videotaping, and collaborative analysis by participants of students work and the lesson delivery. This study presents quantitative and qualitative data from approximately 400 teachers who participated in a form of lesson study. The history and research basis of lesson study is presented, followed by the researcher's adaptation of the model for use in the university classroom and professional development courses, followed by an analysis of the impacts of the model on teacher participants.
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Over a seven year period, the researcher implemented varied forms of the Japanese Lesson Study Model (JLSM) with university classes of intern teachers and also as part of professional development in-service programs offered to P-12 school faculties throughout California. Quantitative and qualitative data from university intern teachers and in-service teacher participants are presented in this study which had the following objectives: 1) Explain the history and research basis of the JLSM and the nexus of the model to the extensive research accomplished through the TIMSS; 2) Describe in detail the adapted lesson study model used in the research; and 3) Document the impacts of the lesson study process on teacher participants.

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