Identifying an Effective and Scalable Model of Lesson Study

本项目调查教师课堂学习实践的变化，以确定与佛罗里达州学生数学成就增长相关的有效和可扩展的课堂学习设计特征。课堂学习是一种教师专业发展模式，一群教师协同备课，与学生一起在课堂上观课，分析和讨论学生对课程的工作和理解。佛罗里达州是第一个将课堂学习作为全州范围内的专业发展模式来推广的州，以实施数学共同核心州立标准，并改善教学和学生成绩。最初从日本引进的授课模式对美国的实施和可扩展性构成了挑战，越来越多的证据表明，在教师工作时间表和学校结构的限制下，已经做出了修改，使其可行。因此，迫切需要研究课堂学习实践中的变化，以及修改后的数学课堂学习设计特征如何与学生数学成绩的提高相关联。该研究小组将在全州范围内对约1000名3-8年级的教师进行调查，他们在2015-2016学年期间正在练习数学课学习。他们将审查课程研究的四个设计特征(结构、促进者、课程计划的知识资源以及研究性课程和讨论)及其相关组织支持的差异。他们将研究这些设计特征与最初的课程学习模式、教师学习和学生数学成绩增长之间的关系。该项目旨在通过以下方式推进课堂学习的学术和实践：(1)确定具有特定设计特征的有效和可扩展的数学课堂学习模式，这些模式与积极的教师学习体验和提高学生的数学成绩相关；(2)基于课堂研究小组的深入案例研究，促进关于如何实践这种有效和可扩展的数学课堂学习模式的实用知识；以及(3)促进教师学习原则，可应用于各种数学专业发展计划。该项目将向全国各地的州和地区一级的促进者传播关于有效和可扩展的数学课学习模式的特点的证据。该项目还将开发一个佛罗里达课堂学习网络(FLSN)，以共享资源并促进关于课堂学习实践的交流。

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.