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How Should Research Contribute to Instructional Improvement The Case of Lesson Study
Features
How Should Research Contribute
to Instructional Improvement?
The Case of Lesson Study
by Catherine Lewis, Rebecca Perry, and Aki Murata
Lesson study, a Japanese form of professional development that centers Brief Description of Lesson Study
on collaborative study of live classroom lessons, has spread rapidly Lesson study is a translation of the Japanese words jugyou
in the United States since 1999. Drawing on examples of Japanese (instruction, lessons, or lesson) and kenkyuu (research or study). The
and U.S. lesson study, we propose that three types of research are term jugyou kenkyuu encompasses a large family of instructional
needed if lesson study is to avoid the fate of so many other once- improvement strategies, the shared feature of which is observation
of live classroom lessons by a group of teachers who collect data on
promising reforms that were discarded before being fully understood
teaching and learning and collaboratively analyze it (Lewis, 2002a,
or well implemented. The proposed research includes development 2002b; Lewis Tsuchida, 1997, 1998; Wang-Iverson Yoshida,
of a descriptive knowledge base; explication of the innovation’s 2005). The observed lessons, called “research lessons,” are regarded
mechanism; and iterative cycles of improvement research. We identify not as an end in themselves but as a window on the larger vision
six changes in the structure and norms of educational research that of education shared by the group of teachers, one of whom agrees
to teach the
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