Through the Looking Glass: Lesson Study in a Center School

• Main Authors: Khalid Abu-Alghayth*, Phyllis Jones, Daphne Pace-Phillips, Robin Meyers
• Format: Article
• Language: English
• Published: Tayfun Yagar 2020-05-01
• Series: International Journal of Educational Methodology
• Subjects: lesson study; professional development; collaboration; school culture; significant disabilities; pedagogy; low expectations.
• Online Access: https://ijem.com//IJEM_6_2_423.pdf

This article examined the role of Lesson Study in a center school located in the southeastern United States through an analysis of a narrative by the school principal. This methodology allowed a level of reflexivity across the research team, who appreciated hearing about the powerful first-hand enactment of the initiative. The paper begins with an analysis of Lesson Study, particularly in special education, and the key tenets of Lesson Study followed by a narrative account of the principal. Subsequent to her story, we explored lessons learned in relation to implementing a system change in a school, namely Lesson Study. We learned that a deeper understanding of school culture, sustaining professional development, and collaborative practice, were significant factors enabling the principal and teachers at the center school to embrace, plan, and implement a successful Lesson Study for learners with significant disabilities. In addition, we learned that Lesson Study plays an important role in teacher and student engagement in teaching and learning at the center school and supports teachers to design lessons that are efficacious in meeting the individual needs and higher expectations of students.