Abstract
Lesson study (jugyou kenkyuu) is a form of professional development that has been credited for supporting profound changes in teaching in Japan , but its effectiveness outside of Japan has been uneven. From the research on and experience with lesson study in schools in the U.S., the authors hypothesize that certain institutional structures and practices are important for maximizing its impact. The authors introduce a new term: Collaborative lesson Research (CLR) , defined to include those structures and practices. A three-phase model of school-based CLR , focused on implementation of the new learning standards for mathematics, is being piloted at 15 urban schools in three major school districts in the U.S. This chapter is based on some of the key findings from the Project IMPULS at Tokyo Gakugei University and the Chicago lesson Study Group Project. The full report has been published as “Collaborative lesson Research: Maximizing the impact of lesson study” (Takahashi & McDougal, 2016).
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