Identifying an Effective and Scalable Model of Lesson Study

本研究以佛罗里达为例，通过调查教师课堂研究实践的变化，来确定有效的、可扩展的课堂研究设计特征，并与学生数学成绩的增长相关联。课堂研究是一种教师专业发展模式，在这种模式下，一组教师合作设计一节课，与学生一起在课堂上观察这节课，并分析和讨论学生对这节课的理解和工作。佛罗里达是第一个将课程研究作为全州范围内的专业发展模式来推广的州，该模式旨在实施数学共同核心国家标准，并提高教学和学生成绩。最初从日本引进的课程研究模式在美国的实施和可扩展性方面构成了挑战，有证据表明，已经进行了修改，以便在教师工作时间表和学校结构的限制下可行。因此，迫切需要研究课堂学习实践的变化，以及数学课堂学习的改进设计特征如何与学生数学成绩的提高相关联。研究小组将在全州范围内对大约1,000名3-8年级的教师进行调查，这些教师在2015-2016学年期间正在进行数学课研究。他们将研究课程研究的四个设计特征（结构，主持人，课程规划的知识资源，研究课程和讨论）及其相关的组织支持的变化。他们将研究这些设计特征与原始课程研究模式、教师学习和学生数学成绩增长之间的关系。本研究的目的是通过以下几个方面来推进课堂研究的学术和实践：（1）确定一个有效的、可扩展的数学课堂研究模式，该模式具有与积极的教师学习经验和提高学生数学成绩相关的特定设计特征;（2）推进关于如何实践这种有效和可扩展的数学课程研究模式的实践知识，基于深入的个案研究的教训研究小组;（3）有助于教师学习的原则，可以应用于各种专业发展计划的数学。该项目将向全国各州和地区一级的促进者传播有关有效和可扩展的数学课程研究模式的特征的证据。该项目还将开发一个佛罗里达课程研究网络，以分享资源和促进有关课程研究实践的交流。

This project investigates the variation in teachers' practice of lesson study to identify effective and scalable design features of lesson study associated with student mathematics achievement growth in Florida. Lesson study is a teacher professional development model in which a group of teachers works collaboratively to plan a lesson, observe the lesson in a classroom with students, and analyze and discuss the student work and understanding in response to the lesson. Florida is the first state to promote lesson study as a statewide professional development model for implementing the Common Core State Standards for Mathematics and improving instruction and student achievement. The original lesson study model imported from Japan poses a challenge for implementation and scalability in the United States, and there is emerging evidence that modifications have been made to make it feasible within the constraints of teachers' work schedules and school structures. Thus, there is an urgent need to investigate the variation in lesson study practice and how modified design features of mathematics lesson study are associated with improvement of student mathematics achievement. The research team will conduct a statewide survey of approximately 1,000 teachers in grades 3-8 who are practicing mathematics lesson study during the 2015-2016 academic year. They will examine variations in four design features of lesson study (structure, facilitator, knowledge resources for lesson planning, and research lesson and discussion) and their associated organizational supports. They will examine the relationships between these design features and the original lesson study model, teacher learning, and students' mathematics achievement growth. This project is designed to advance the scholarship and practice of lesson study by: (1) identifying an effective and scalable model of mathematics lesson study with specific design features that are associated with positive teacher learning experience and improved student mathematics achievement; (2) advancing practical knowledge on how this effective and scalable model of mathematics lesson study can be practiced, based on in-depth case studies of lesson study groups; and (3) contributing to teacher learning principles that can be applied to various professional development programs in mathematics. The project will disseminate evidence regarding the characteristics of an effective and scalable mathematics lesson study model to state and district-level facilitators across the country. The project will also develop a Florida Lesson Study Network (FLSN) to share resources and facilitate communications regarding lesson study practice.