The effectiveness and practicability of Lesson Study in the Dutch educational context.

This research explored the effectiveness and practicability of LS in the Dutch educational context. Therefore, we built a theoretical model describing (1) factors influencing participation and implementation of LS, (2) participation in the LS process itself, (3) pathways of change and (4) outcomes for teachers and pupils. Our research questions were: which outcomes has participation in LS? which pathways of change lead to these outcomes? which elements in the LS process get the pathways of change going? which factors hinder or stimulate teachers’ participation in LS? The research consisted of two parts: a literature review and a case study. For the literature review, we recorded 57 international studies about LS. For the case study, during two years we gathered quantitative and qualitative data from some 30 teachers of Dutch and mathematics from 12 secondary schools in two cross-school PLC’s. Results of both the literature review and the case study confirm the theoretical model: the quality of teaching and learning increases via new knowledge and insights, and increased professional community. The four LS features seem to enhance these pathways of change. Important promoting factors are teacher motivation, facilitation, support by the school management and time.