Search results for: Hurd Jacqueline

This article presents a theoretical model of lesson study, an approach to instructional improvement that originated in Japan. The model suggests that development of teachers’ knowledge and professional community (not just improved lesson plans) are instructional improvement mechanisms within lesson study. The theoretical model is used to explore the “auditable trail” of data from a North American lesson study case. The authors argue that the case provides an “existence proof” of the potential effectiveness of lesson study outside Japan.