London Review of Education DOI1018546LRE14202Volume14Number2September2016

Using design-based research to improve the lesson study approach to professional development in Camden (London)

ChrisBrownandCarolTaylorUCL Institute of Education University College London

LornaPonambalumHaverstock School Camden London

The Haverstock Primary to SecondaryTransition Project was designed to improve theexperienceoftransitiontosecondaryschoolforvulnerablepupilsinCamden(London)Theprojectusedlessonstudytohelpprimaryandsecondarypractitionersworkcollaborativelyto develop effective cross-phase pedagogical approaches to teaching Englishliteracy andscienceThispaperhasthreespecificaimsinrelationtotheprojectFirstitreportsonhowadesign-basedresearch(DBR)methodwasusedtotailorthelessonstudyapproachtotheCamdencontextinordertomaximizeitsbenefitsandensureitssustainabilityandscalabilitySeconditillustrateshowaDBRapproachtoimpactassessmentledtoaradicalrethinkandunderstandingofhow impactmightbemeasuredwithregardtoprojects that involve jointpracticedevelopmentSpecificallycollaborativeapproachestopracticedevelopmentrelyonmoreiterativeevolvingapproachestounderstandingandcollectingbaselinedatadevelopingstrategies andunderstanding thegoals tobereachedFinally itprovides initialdataon theimpactoftheDBR-ledlessonstudyapproach

Keywords design-based research (DBR) lesson study professional development jointpractice development (JPD) impact measuring impact primary to secondary transitiontransition

Introduction

ThispaperreportsonHaverstockSchoolrsquosprimarytosecondarytransitionprojectTheaimoftheprojectwastoimprovevulnerablepupilsrsquotransitionexperiencefromprimarytosecondaryschoolusingalessonstudyapproachSpecificallytheprojectinvolvedsmallgroupsofprimaryand secondary teachers working collaboratively to design and test cross-phase pedagogicalapproachestoteaching EnglishliteracyandscienceAdesign-basedresearch(DBR)methodologywasadoptedtotailorthisapproachtothecontextofschoolssituatedinCamden(London)inrelationtothespecificneedsofworkinginacross-phasewayandtodemonstratehowengaginginacollaborativeDBRprocessensuredthescalabilityofthelessonstudyapproach

ThispaperillustrateshowaDBRapproachtoimpactassessmentledtoaradicalrethinkandunderstandingofhowimpactmightbemeasuredwithregardtoprojectsthatinvolvejointpractice development (JPD Fielding et al 2005) Compared to the more traditional linearapproachestoassessingimpactthatrelyonascertainingbaselinesettingavisionordestinationtobereachedandthecorrespondingdevelopmentofastrategytoreachthisvision(egseeEarleyandPorritt2013)collaborativeapproachestopracticedevelopmentdependonmoreiterativeevolvingapproachestounderstandingandcollectingbaselinedatadevelopingstrategies

Correspondingauthorndashemailchrisbrown14uclacuk copyCopyright2016BrownTaylorandPonambalumThisisanOpenAccessarticledistributedunderthetermsoftheCreativeCommonsAttributionLicencewhichpermitsunrestrictedusedistributionandreproductioninanymediumprovidedtheoriginalauthorandsourcearecredited

London Review of Education 5

andanunderstandingofthegoalstobereachedResultsofthisresearchprovideinitialdataontheimpactoftheDBR-ledlessonstudyapproachaswellasthebenefitsgenerallyofapplyingDBRmethodswhenattemptingtoconnectresearchtopractice

Design-based research

DBRisanapproachspecificallydevelopedasameanstoconnecteducationalresearchtopractice(Penuelet al2011Coburnet al2013)ForexampleVanderlindeandvanBraak(2010)notethattheexplicitaimofDBRapproachesshouldbetolsquoclosetheresearchndashpracticegaprsquoThetheoryofactionunderpinningDBR is thatbetter linksbetweenresearchandpracticeshouldresultinimprovedteachingandlearningoutcomesThisisexpressedforexamplebyAndersonandShattuck(201216)whoindescribingDBRsuggestthatitisanapproachlsquodesignedbyandforeducatorsthatseekstoincreasetheimpacttransferandtranslationofeducationresearchintoimprovedpracticersquoAndersonandShattuckgoontosuggestanumberofattributesspecifictoDBRinparticularisthatitlsquostressestheneedfortheorybuildingandthedevelopmentofdesignprinciplesthatguideinformandimprovebothpracticeandresearchineducationalcontextsrsquoFurtherimportantdefinitionalattributesare(ibid16ndash17)

bull DBRmustbesituatedinarealeducationalcontextbull DBRshouldfocusonthedesignandtestingofasignificantinterventionbull DBR involves iterativerefinementof that intervention to improve itsoperationand

buildonironoutpastmistakesbull DBRmustinvolveacollaborativepartnershipbetweenresearchersandpractitionersbull the process of DBR leads to the development of design principles reflecting the

conditionswithinwhichtheinterventionoperates

VitallyDBRrepresentsashiftfromthetraditionalperspectiveofresearchandpracticebeingtwodistinctactivitieswiththeformerbeingabletounambiguouslyinfluencethelatter(VanderlindeandvanBraak2010)towardsthesimultaneousbuildingandstudyofsolutionsAsCoburnet al(20138)suggestlsquo[DBRhas]twogoalsofequalimportancehellipdevelopmaterialsandinstructionalapproachesthatcanbeimplementedinclassroomsschoolsanddistrictsAtthesametimehelliptoadvanceresearchandtheory[inrelationtohowsuchinitiativescanbeimplemented]rsquo

Lesson study

LessonstudyhasbeendescribedasalsquoteachingimprovementprocessrsquoIthasitsoriginsinJapaneseelementaryeducationwhereitisawidelyusedprofessionaldevelopmentpractice(Dudley2014CheungandWong2014)Asaprocess lessonstudyinvolvesteacherscollaboratingnormallyingroupsof three toprogresscyclesof iterativepracticedevelopmentSuchcycles typicallyinvolvethefollowingsteps(1)adiscussionofstudent learninggoalsandthe identificationofa teaching strategy thatmightmeet these (2) planning an actual classroom lesson (called alsquoresearchlessonrsquo)thatemploysthisstrategy(3)observinghowthelessonworksinpracticeand(4)discussingandembeddingrevisionstoenableimprovement(Lewis2000)Inadditionthreepupilswhorepresentwidergroupsofinterestareobservedandtheirprogressmonitoredascasestudiesoftheimpactoftheapproach(Dudley2011)IntheJapanesemodelteachersalsoreportonndashandoftenholdpublicdemonstrationsofndashthelessonsothatotherteacherscanbenefitfromtheirlearning(ibidDudley2014)andit isnotedbyLewis(2000)thatJapaneseteacherscreditresearchlessonsasthekeytoindividualschoolwideandnationalimprovementsinteaching

6 Chris Brown Carol Taylor and Lorna Ponambalum

While in lessonstudyteacherstakeanactiveroleaslsquoresearchersrsquotoexploreandrefinelessons (CheungandWong2014)Lessonstudy itself canbeconsidereda formof JPD thatis a process that comprises practitioners developingways ofworking through collaborativeengagementthatasaresultleadstotheopeningandsharingofpracticeswithothers(Fieldinget al 2005)And although lesson studydoeshave a numberof distinctive characteristics itsunderpinningmechanismaswithotherJPDapproachesinvolvesaprocessviewedaseffectivebecause it is trulymutual rather thanone-waywith thepracticeconcernedbeing improvedrather than simply moved from one person or place to another (ibid Dudley 2011)Thisunderpinningapproachalsoservesasthemaincritiqueoflessonstudyhoweverthatisintryingtoengageinlessonstudybusyandunder-pressureteacherscanoftenstrugglewiththedemandsof collaboration Likewise unless in trusting environments it can be off-putting for teachersknowingthattheirlessonsandteachingwillobservedandcritiqued(egseeTschannen-Moran2004Gero2015)Aswenotelaterthiscritiquewassubstantiatedinthisstudy

Issues associated with childrenrsquos transition from primary to secondary school

Thetransition fromprimarytosecondaryschool isan importantevent inthe livesofpupilsandtheirfamilies(Evangelouet al2008)theygofrombeingtheoldesttotheyoungestintheirschoolmovearoundforlessonshaveamyriadofteachersinsteadofoneandstarttobegivenincreasedamountsofhomework(ShepherdandRoker2005)Althoughthemajorityofpupilsattheendoftheirprimaryschoolingfeelpreparedfortheirmovetosecondaryschoolandthree-quartersarehappyafteraterm(eg84percentof550pupilssurveyedattheendoftheirfirsttermatsecondaryschoolbyEvangelouet al2008)thereisnonethelessageneraldeclineintheacademicachievementofpupilsfollowingthischange(Galtonet al1999McGeeet al 2004Evangelouet al2008)

Proposedreasons for thishiatus include theargument that for somepupils thisperiodcanbestressfulandthatinadditionmorevulnerablepupilswillneedeffectivesupportpriortotransition(McGeeet al 2004)Galtonet al(199922)suggestthatvulnerablegroupsincludelsquothoseonfreeschoolmealspupilswithspecialeducationalneedspupilswhowerelessfluentinEnglishandpupilsfromsomeethnicgroups(whichonesdependedontheparticularsubjectbeingassessed)rsquoTree(2011)addstothislistthosewhodisplaychallengingbehaviourItisalsoarguedthatpupilsrsquoacademicprogressfaltersfollowingtransitionbecauselsquomanyschoolsarestillputtingtheirenergyandmoneyintoeffortstosmooththetransferprocessratherthanensuringthatpupilsrsquo commitment to learning is sustainedand theirprogressenhancedrsquo (Galtonet al19996)AsaresultofthesedivergentargumentsanabundanceofrecommendationsmaybefoundintheextantliteraturetohelpsmooththeprocessoftransitionTheseinclude

bull Transitionsareattheirstrongestwhenlsquothesocialemotionalcurricularandpedagogicalaspectsoflearningaremanagedinordertoenablepupilstoremainengagedwithandhavecontroloftheirlearningrsquo(DCSF20085alsoseeMcGeeet al 2004Evangelouet al2008)

bull Thereisaneedtoensurecurriculumandpedagogiccontinuityattransfer(Galtonet al1999)Suchcontinuityserves tomaintainpupilsrsquo interest in learningallowsthemtoprogressintheirlearningandsohelpsthemavoidtheinternationallyobservedlearninghiatusthatseemstoaccompanytransition(McGeeet al 2004Evangelouet al2008)

London Review of Education 7

Setting and context

TheCamdenPartnershipforEducationalExcellence(CPEE)wassetupinApril2012withthevision tomake the LondonBoroughofCamden lsquothe best borough for educationrsquo (CamdenCouncil2016)The CPEEaimhasbeentodriveforwardtherecommendationsoftheCamdenEducation Commission (London Borough of Camden 2012) which highlighted key issuesand opportunities forCamden schools in the light of the changes to the English educationlandscape In 2013 theCPEE board invited schools colleges partners and stakeholders tobidforfundsfromapound2millionpotsetuptosupport innovativeprojectscentredonraisingachievement and attainment and in particular to findways of improving outcomes for theboroughrsquosmostvulnerablegroupsofstudentsAkeyrequirementoftheCPEErsquosbidcallwasthatschoolimprovementprojectsshouldbebasedonthelessonstudyapproachThisfollowedtheappointmenttotheCamdenLocalAuthorityCPEEboardofastaunchlessonstudyadvocatewhohadbeeninvolvedintheprocessforanumberofyearsbothintheUKandabroad(seeDudley2014)

AkeyfindingfromtheCamdenEducationCommissionrsquosfinalreportwasthatparticularlyforvulnerablestudentslsquotransitionarrangements[withinCamden]atpresentarenotconsistentlygoodenoughrsquo(20115)correspondinglyitarguedthatenhancingtheseshouldbeacentralfocusofimprovementeffortsmovingforwardInparticularitsuggestedthatthereshouldbeabetterunderstandingbetweenyear6andyear7teachers(teachersofstudentsaged11ndash12)of thepedagogyandpracticeofteachingandlearningineachotherrsquosinstitutionswhichwouldassistthembothinpreparingstudentsforsuccessandinsupportingstudentstoflourishintheirnewenvironments(201136)InresponsetothereportandtheinvitationbytheCPEEboardfororganizationstobidforfundingforprojectscolleaguesfromHaverstockSchool(Camden)andtheInstituteofEducationUniversityCollegeLondon(IOE)teameduptodevelopaprojectthatmightservetoaddresssomeofthecommissionrsquosconcernsinrelationtotransition

OurfirststepwastoundertakeareviewoftheinternationalliteratureontheissueofprimarytosecondarytransitionSeekingoutliteratureempiricalstudiesandmeta-analysesrelatingtoschoolsystemsbroadlysimilar tothatofEnglandandWales (eg theUSACanadaAustraliaNewZealand etc) involved the use of databases (JSTOR ERICWeb of Knowledge BritishEducationIndex)theIOElibrary(includingdoctoralandmasterrsquostheses)andrecommendationsonseminalliteratureprovidedbycolleaguesOverallthisresultedinatotalof21studiesbeingreviewed

FollowingthereviewweconnectedkeythemesandfindingsemergingfromtheliteraturetopreviousinitiativescarriedoutinCamden(throughconsultationwithCPEEstaffaswellaswithheadteachersandteachersfromschoolswithintheborough)CorrespondinglywedecidedtocentreourproposedbidtoCPEEontheneedforpedagogiccontinuity(Galtonet al1999McGeeet al 2004Evangelouet al2008)InotherwordssinceourdiscussionsindicatedthatthesocialandemotionalaspectsoftransitionseemedalreadywellcateredforwedecidedtoconcentrateonanareathatwasrecognizedasimportantbutintermsoftheCamdencontextwhererelativelylittleefforthadyetbeenplacedThatisfromourdiscussionswithstakeholdersitwassuggested that thegreatest impacton transitionmightemerge fromthedevelopmentofcommonapproachestoteachingEnglishandscience(prioritysubjectareasdeterminedbyCPEE)

Asaresult theHaverstockPrimarytoSecondaryTransitionProjectwasconceivedwiththepurposeofbringingtogetherprimaryandsecondaryteachersfromtheLondonBoroughof Camden in order that they might employ lesson study to develop effective cross-phasepedagogicalapproachesstrategiestoteaching Englishliteracyandscienceinordertosupportthetransitionofyear5toyear8 studentsInparticulartheprojectfocusedonthoselsquovulnerablersquo

8 Chris Brown Carol Taylor and Lorna Ponambalum

studentsmostatriskintermsoftheirprogresspost-transitionHereweconsiderlsquovulnerabilityrsquoascontingentonpupilsrsquoabilitytomakeasuccessfulacademicsocialandemotionaltransitionfromyear6toyear7InparticularwefocusonpupilsentitledtofreeschoolmealsandwhiteBritishstudents(closingthegapforwhiteworking-classstudentsisahighprioritybothwithinCamdenLocalAuthorityandwithintheEnglishcontext)Wealsosoughttoincludemoreablepupilsnotfulfillingtheirpotential

JointlydirectedbycolleaguesfromHaverstockSchoolandtheIOEthespecificaimsoftheprojectweretoimprovestudentandteacheroutcomesinrelationto

bull more robust challenging and innovative ndash but also consistent ndash pedagogic practiceatnationalcurriculum levels1ndash8 inEnglishandscience (levelsrepresenthowpupilsprogressinrelationtoEnglandrsquosnationalcurriculumDepartmentforEducation2011)inyears567and8(ages10throughto13)

bull sharedteacherconfidenceusingthesepracticesintheirsubjectinEnglishandsciencefromlevels1to8

bull improved rates of progress and attainment for lsquovulnerablersquo pupils within each ofyears 3ndash8(ages8throughto13)

bull agroupofteachersabletouselessonstudyapproachestoimproveclassroompracticeandimpactonstandardsthusbuildingtransferablecapacity

Theprojectcomprisedapilotandmainphasewiththelatterinvolving18practitionersfromnineschoolsengagedinninelessonstudysessionsthroughoutthecourseoftheacademicyearandthreeworkshopsFurtherdetailsontheparticipantsaresetoutinTable1(anditshouldbe noted that individually noneof the participants hadworked together before)Adetailedoverviewofwhateachworkshopcomprisedissetoutinthefollowingsections

Table 1 Participantcharacteristics

Primary teachers

Secondary teachers

Total

FocusingonEnglish 5 4 9

Focusingonscience 7 2 9

Total 12 6 18

Methods

A DBR approach to lesson study

PrimaryandsecondaryschoolshavetheirownparticularwaysofworkingandwhenconsideringtheteachingofindividualsubjectssuchasEnglishorsciencethesearenotnecessarilywellsuitedtofosteringcross-phasecollaborationForinstanceprimaryteacherswillteachallsubjectstoonecohortofpupils foranentireyear IncontrastsecondaryschoolteacherswillspecializebysubjectareaandsowillteachthatonesubjecttoanumberofdifferentclassesInadditionusinglessonstudyisanewphenomenoninEnglishschoolsandusingitinacross-phaseway(totackleissuesoftransition)israretonon-existentBearinginmindtheparticularwaysofworkingofeachphasendashandthatneithertheresearchersnorpractitionersinvolvedintheprojecthadengagedinlessonstudyactivitybeforendashitwasdecidedthatapilotphaseoffivemonthswithasmallgroupofschoolsberuntoallowresearchersandpractitionerstocollaborateintrialling

London Review of Education 9

theapproachandascertaininghowitmightbestbemadefit forpractice inotherwords toenableaDBRapproachtothedevelopmentandimplementationofthelessonstudymodelforthisprojectCorrespondinglyinkeepingwithAndersonandShattuck(2012)theprojectteam(ieparticipatingteachersfromtheseschoolstheAssistantHeadprojectleadfromHaverstockSchoolandresearchersandfacilitatorsfromtheIOE)soughtasacollaborativepartnershiptodesign testandrefinecross-phase lessonstudy inarealeducationalcontextwithaviewtomeetingtheprojectrsquosaimandestablishingabasisforitsfutureroll-out

Developing a theory of action for lesson study

AkeyaspectofemployingaDBRapproachwas theestablishmentofa theoryofaction forlesson study that is to determinewhich aspects of lesson studywere an integral part of alogicalchainleadingtoimprovedstudentoutcomesandwhichweremoreopentocontextualmanipulation(ArgyrisandSchoumln1996)AmutuallydevelopedtheoryofactionhasbeenshowntohavesignificantlypositiveimpactsontheeffectivenessofinterventionstheyrelatetoandsoisavitalaspectofDBRAsnotedaboveitisarguedthatasaformofJPDlessonstudyinvolvescollaborativeengagementthatservestoopenupandsharepractices(Cohen-Vogelet al2015)Assuchthedevelopmentofourtheoryofactionforlessonstudycentredonhowadultscanlearnfromandbuilduponthebestpracticeoftheirpeersthroughinteraction

Inordertofacilitatethetypeofinteractivelearningweenvisagedweturnedtotheliteratureonprofessional learningcommunities Inparticularwe lookedat thenatureandstructureofthelsquolearningconversationsrsquothattakeplaceaspartofprofessionallearningcommunityactivityDescribedaslsquotheway thateducatorsmakemeaning togetherand jointlycomeupwithnewinsightsandknowledgethat leadto intentionalchangetoenhancetheirpracticeandstudentlearningrsquo (Stoll 2012 6) learning conversations comprise considered thoughtful (rather thansuperficial)discussionandchallenge focusedonmattersof teachingpracticewhichconsiderevidenceofactualandpotential formsofpracticeandwhichareundertakenwithaviewtodevelopingbothimprovedpracticeandasaresultoutcomesforstudents

Movingdeeper into this area Stoll (20126ndash11) suggests that the following features arecharacteristicofhigh-qualitylearningconversationsbetweenadults(1)afocusonevidenceandideas(includingbothexistingandeffectivepracticewithintheschoolnetwork)andalsopotentialinnovations and transformations (eg creativeways to engage learners and extend learning)(2)experienceandexternalknowledgetheorytostimulatereflectionchallengethestatusquoandextendthinking(3)theuseofprotocolsandtoolstoframelearningconversationsmoreclearlyandguidelinesthathelpparticipantsstructuretheirdialogueandinterrogateevidenceorideasand(4)facilitationtoelicitandsupportintellectualexchangeaswellasmaintainingopendialogue

Operationalizing lesson study

These fourelements plus the four stepsoutlinedearlier thus formed thebasis forhowweinitiallysoughttostructureandoperationalizelessonstudyactivityAsaresultitwasdecidedbytheprojectteamthatthepilotphaseshouldcommencewithaone-dayfacilitatedworkshopin which practitioners held data-informed discussions about the key issues their vulnerablestudentsfacedinrelationtoEnglishliteracyandsciencePriortotheworkshoptheAssistantHeadprojectleadfromHaverstockSchoolandresearchersandfacilitatorsfromtheIOEspentadaydevelopingprotocolsandtools to facilitate learningconversationsandplanningactivitywithintheworkshop(basedonapproachesusedbyStollegseeStollandBrown2015)Using

10 Chris Brown Carol Taylor and Lorna Ponambalum

theseparticipantsworkedthroughaseriesofactivitiesdesignedtohelpthemdecideupononefocusarea(atopicbeingtaughtthatencapsulatedtheissue)andtoalsothinkaboutacommonapproachtoteachingthetopicinrelationtotheconceptthattriadscouldadoptimplementanditerativelyimproveFollowingthisparticipantswereaskedtoidentifythreestudentswithineachschoolwhorepresentedthefocus(vulnerable)studentsandtothencollaborativelyplanthefirstresearchlessonthatwouldbetaughtobserved

Inkeepingwith thenotion that it is expertisewith respect to a given intervention thatenablespractitionerstotailorinterventionstotheirspecificsituationandthatthedevelopmentofexpertiseinvolvesbothaspectsofeffectivelearningandsustainedskillrefinement(iepractice)(seeBryket al2011Penuelet al2012BrownandRogers2015)thepilotphasetheninvolvedthreefulllessonstudydaysTheseinvolvedpractitioners

(1) revisitingthepurposeofthelessonandthefocusareathatitlinkedto(2) beingtalkedthrough(bytheteacherwhowasteachingbeingobserved)eachphaseof

thelessonandwhatitsaimsandgoalswere(3) observinghowthelessonworkedinpractice(withafocusonthecasechildren)(4) interviewingthecasechildrenfortheirperspectivesontheissues(5) undergoingafacilitateddiscussiontoevaluatethelessonbasedonobservationsand

datacollection(6) buildingonwhathadhappened(iecollaborativelyestablishinglsquohowtorsquo)andplanning

forthenextlessonstudyresearchclass

Againbeforethefirst lessonstudydaytheprojectteamspentadaytogethercollaborativelydevelopingprotocolstoolsandanoutlineforthedaytofacilitatethelessonstudyprocessThelessonstudyactivitywasalsoobservedbytheprojectteaminordertogiveusanunderstandingofhowitwasbeingenacted

Collaboratively reviewing and improving lesson study activity

ThroughoutthepilotphasetimeandspacewerecreatedtoenableresearchersandpractitionerstodeliberateanddiscusswhateachhadlearnedandtheirexperiencesinrelationtolessonstudyThroughthisdialogicprocesswewereabletoconstructcommonunderstandingandmeaningwithregardtobothaspectsoftheprocessandintermsoftheuseoftoolsandprotocolstofacilitatetheprocessAsaresultwewerethenabletounderstandwhichaspectsoftheapproachwere successful inhelpingparticipantsdevelop theirpracticeand improveoutcomes for themostvulnerableandwhichappearedtoprovidelimitedvalueInotherwordsasGutierrezandPenuel (201420)suggestlsquo[s]tudying theldquosocial lifeof interventionsrdquo [helpedus]moveawayfromimagininginterventionsasfixedpackagesofstrategieswithreadilymeasurableoutcomesandtowardsmoreopen-endedsocialorsociallyembeddedexperimentsthatinvolveongoing[ieiterative]mutualengagementrsquoToensurethelearningfromthepilotphasewascarriedoverintothemainprojectattheendofthethreelessonstudydaysaone-dayworkshopwasheldsothatthemainphasecouldbecollaborativelydevelopedAspectshereincludedthegroupingandsequencingoflessonstudydaysthroughouttheyear(bearinginmindthedistinctwaysofworkingthateachphaseofschoolinghas)thenature(runningorder)ofeachlessonstudydaythenatureofthetoolsandprotocolstobeemployedaspartofeachmainphaselessonstudysessionandhowimpactshouldbeconceivedofandmeasured(seebelow)

Whatwasalsoviewedas importantbybothparticipantsandtheprojectteamhoweverwasthataswescaledtheprojectupfrompilottomainphasethedialogicprocessthatenabledustounderstandanditerativelyimprovetheoperationoflessonstudycouldcontinueatscale

London Review of Education 11

PerhapsoneofthemainissuesoftheDBRapproachascurrentlyconceivedisthatit isveryresearcher intensive in other words it requires researchers working intensively with smallnumbersofpractitionersWewerethusconcernedwithfindingwaysofexamininghowtheDBRapproachcouldhaveimpactformaximalnumbersofteachersToovercomethispractitionersand researchers jointly agreed on the need for distributed ownership ifDBR at scale is anunmanageabletaskforresearchersalonethenresearcherscannotbetheonlyactorsinvolvedincreatingmeaningndashpractitionersexperiencedinthedeliberativeprocessshouldalsobeabletomovebeyondtheirtraditionalrolesandengage inthiswaytoo(Coburnet al2013)Thisagreeduponapproachtocapacitybuildingthereforemeantthatwewereabletousetheoriginalpilotgroupmembersaspractitioner-researcherswhocouldformnewtriadsandengagewithpractitionersinvolvedintheprojectrsquosmainstageThisfreeduptimefortheresearcherstoworkwithothergroupsoflsquomainstagersquopractitionersndashandbothsetsofresearcherscouldthenmeetperiodically to considerongoing improvements and changes thatneeded tobemade to thelessonstudymethodology

A DBR approach to measuring impact

Vitaltounderstandingtheeffectivenessofourapproachwasameaningfulwaytoassessimpact(Bryket al2011)thatistoseewhetherwemettheaimsoftheprojectOurinitialapproachtomeasuringimpact(whichwastestedduringthepilotproject)involvedpractitionersestablishingcommon understanding and thus alsquobaselinersquo through the analysis of data and insight abouttheir settings current practices and key issues in relation to the teaching of EnglishliteracyandscienceaswellasissuesoftransitioninrelationtothesesubjectsTheyweresubsequentlyinvitedtoestablishwhattheywantedtoachievebytheendoftheprojectandhowtheymightdosondashspecificallyfollowinganapproachsetoutbyEarleyandPorritt(2013)ndashandlsquostartingwiththeendinmindrsquo(thegoaltheywishedtoachieve)practitionerswereaskedhowtheymightdevelopteachingstrategies(basedonacommonfocusarea)thatmightbeobservedandrefinedviaaprocessoflessonstudytoreachadesiredendpoint(ieonethatwouldtackletheseissues)

GutierrezandPenuel (2014) argue thatpartnershipapproaches to impactmeasurementare also likely to result in more robust and nuanced understandings of the differences aninterventionhashadThistooprovedtobethecaseforthisprojectInparticularitbecameclearthatndashbecausepractitionerswereengagingincross-phaseapproachestopedagogyandsohadtodevelopacommonissueanddecideonatopicsubjectmatterthatencapsulatedtheissuebeingtaughtndashinessencealsquonaturalrsquobaselinedatadidnotexistInotherwordsaskingteachersndashwhoteachatdifferentstagesofthecurriculumandwhoteachdifferentagegroupsindifferentschoolsndashtocollaboraterequiredthemtofindalevelofcommonalitythatordinarilydidnotexistThismeantthatbaselinedatacouldnotbeascertainedinadvanceofthelessonstudybuthadtobeascertainedasadirectresultofthelessonstudyprocessthefirstlessonbecamethebaselineforpractitionerone the second study forpractitioner two and soonThis alsomeant thatbothbaselineandpedagogicapproachesalsonecessarilydevelopedasaresultofcollaborativeactivity that ispractitioner tworsquos approach to teaching the lesson studyclass shouldbenefitfromengaginginthelessonstudyrelatedtopractitioneroneandsoonBaselinesandstartingapproaches to implementing the strategywere thus relative Similarly desired endpoints andimprovementstowardsthesecouldonlybesetandorcomparedinabsolutetermsfromeachpractitionerrsquosstartingposition

Inadditionthismeantthattheimpactprocessmovingforwardnecessarilyhadtoinvolvetwostagesthefirststagebeforelessonstudyactivityinvolvedeachtriadestablishinganissueanddecidingonamutualtopicorlessontoteach(andhowitshouldbetaught)Desiredimpact

12 Chris Brown Carol Taylor and Lorna Ponambalum

(the future goal to be aimed at) however couldonly be established after each baseline hadbeenestablishedcorrespondinglyaswiththepilotakeyaspectofthemainstagekick-offwasto ensure that themain stage participants discussed (in their lesson study triads) commondifficultiesandissuesinrelationtotheteachingofEnglishliteracyandscienceinthecontextof transition and that they identified areas for improvementTriads then decided upon onefocusarea(atopicbeingtaughtthatencapsulatedtheissue)andtoalsothinkaboutacommonapproachtoteachingthetopicthatmight inrelationtothe issue leadto improvedteachingpracticesandstudentoutcomesWealsoengagedparticipantswithwaysofunderstandingandmeasuringbothbaselineandimpactspecificallyweintroducedthemtoamyriadofhardandsoftdata types (fromstudentoutcomes toobservationsofpractice) andwaysofmeasuringbaselineandimpactsuchasthelsquoLeuvenrsquoscaleParticipantstheneachidentifiedthreecasestudychildrenandcollaborativelyplannedthefirstlessonstudyclassFollowingkick-offforthefirstthreelessonstudyclassesthemainstageparticipantsobservedpracticeandstudentbehavioursaswellascollectingengagingwithotherpupildata

AfurtherworkshopwasheldafterthefirstthreetoenableparticipantstocometogetherandestablishafirmbaselineforthethreepupilsforeachoftheteachersintheirtrioHavingestablished this baseline they then determinedwhat they would like practice to be (ie toestablishtheir ideal)ParticipantsthenspenttheremainderoftheworkshopcollaboratingtofurtherrefinethepedagogicapproachesthatmightgetthemtothisidealThismeantthatlessonstudysessionsfourtoninewerestructuredusingthesixstepsasdiscussedabovewithlessonstudysessionsusedtoascertainwhetherpracticeandoutcomeswereprogressingtowardstheirideal impact goal inorder todecidewhethercorrectivechanges in approachwererequired(Bryket al2011)

A finalworkshopwas then held to enable trios to bring together the endline data forthe project and so establish a firm impact picture specifically in relation to the aimsof theprojectHereprotocolsweredevelopedbytheprojectteamtocapturedatathatemergedfromthelearningconversationsheldwithintheworkshopsSpecificallyproformaswerecreatedtohelpparticipantsrecordtheirresponsestothefollowingquestions(1)Howhasyourpracticechangedasaresultofthisprojectand(2)WhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticeWealsodevelopedaproformatorecordtheperceiveddifferences inpupiloutcomesbetweenthestartandendoftheproject(alongwithevidencefromthetriadastowhytheseassessmentsweremade)

Results

Asoutlinedabovetheaimsoftheprojectweretoachieve

bull morerobustchallengingandinnovativendashbutalsoconsistentndashpedagogicpracticeatnationalcurriculumlevels1ndash8inEnglishandscience

bull sharedteacherconfidenceusingthesepracticesbull improved rates of progress and attainment for lsquovulnerablersquo pupils within each of

years 3ndash8(ages8throughto13)bull agroupofteachersabletouselessonstudyapproachestoimproveclassroompractice

andimpactonstandardsthusbuildingtransferablecapacity

To understand how successfulwe had been in relation to eachof these in the final impactworkshopweworkedwithparticipantstoaddressthefollowingthreequestions

bull Howhasyourpracticechangedasaresultofthisprojectbull Whatimpacthasthischangedpracticehadonpupils

London Review of Education 13

bull What have you learned about lesson study and how to use it to develop teachingpractice

Impact on teacher practice

Webeganthefinalworkshopbyfirstaskingparticipantstoengageinalearningconversationcentred on how their practice had changed as a result of their participation in the projectAll teachers participated in the exercise andused the pro formaoutlined above to indicatewhethertherehadbeenanychangeintheirpracticeWhenanalysingtheresults itwasclearthatresponsesdividednaturallyinto(1)changesinknowledgeunderstandingintermsofhowfocuspupilslearn(2)changesinpracticeand(3)whychangesinpracticearemakingadifferenceExamplesoftheverbatimresponsesaresetoutinTable2whichencapsulatesthemainthemesthatemergedAcommonfocusacrossallgroupswashowtheymightemploylsquotalkforwritingrsquondashaprocesswherechildrenorallyengagewiththelanguagetheyneedforaparticulartopicbeforereadingandanalysingitthenwritingtheirownversionPotentiallythecommonalityofthisfocusderivedfromlsquotalkforwritingrsquobeingahottopicwithinCamdenduringthetimeoftheprojectAsaresultthiscouldbeareasonwhythemajorityofteacherparticipantshadbroadlyfocusedontalkandthebalancewithintheirlessonsbetweentalkingandwritingaswellasontheuseofpairingandgroupinginordertofacilitatethis

Table 2 ExampleresponsestothequestionlsquoHowhasyourpracticechangedasaresultofthisprojectrsquo

Question Responses

Changesinknowledgeunderstandingintermsofhowfocuspupilslearn

bull lsquoHowdifficultitistounderstandscientifictermsandconceptswithoutcontextrsquo

bull lsquoThebenefitsofusingascriptforpeerfeedbackrsquobull lsquoPupilsneedstructuredtalkwithwell-chosenpartnersrsquobull lsquoPupilfindkeywordsdifficulttouseinapieceofwritingeven

iftheyunderstandthemeaningofthewordsitisdifficulttolinkmorescientificwordstogetherrsquo

bull lsquoGroupingcanmakeabigdifferencetolearningrsquosimilarlylsquoPartnersreallymakeadifferencetotheoutcomersquo

Changesinpractice bull Rehearsalofkeynewscientificvocabularybull Useofspeakingandwritingframesbull Makinglessonsmoreoralandgivingmoreoralscaffoldsbull lsquo[Providing]moretimetotalkandthinkaboutwhatthey

wanttowritersquobull lsquoMixingtalkpartnerssochildrenareworkingwithdifferent

partnersrsquo

Whychangesinpracticearemakingadifference

bull Pupilslikespeakingframesaslsquoitgivesthemastartingpointtostructuretheirspeechrsquo

bull lsquoMakingspeechahighpriorityresultsinmuchbetteroutcomesrsquo

bull lsquoSpendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquo

bull Partneringlowerachievingchildreneitherwithhigherachievingormiddleachievingpupilsreallymakesadifferenceasthehigherabilitychildrenchallengepushandstretchthelowerachievers

14 Chris Brown Carol Taylor and Lorna Ponambalum

Pupil impact

WehavedescribedabovethatinkeepingwiththeDBRunderpinningsoftheprojectparticipantswere able to determinewhat changes theywanted to see in their pupils as a result of theprojectandhowthesemightbemeasuredAssuchavarietyofmetricswereusedtoascertainimpactrangingfromteacherobservationsandmarkingtotheirexpertiseandknowledgeofthechildBecauseparticipantspredominantlychosenottouselsquohardrsquoattainmentdatainordertoexamineimpactacrossallparticipantswehadtofindacommonwayofderivingandpresentingwhatimpactifanyresultedfromtheprojectTodothisweaskedparticipantsworkingintheirtriadstoscoreeachoftheirthreefocuschildren(inrelationtothefocusoraimsoftheirtriadandinrelationtothedatatheyweremeasuring)bothintermsoftheirlsquoperformancersquoatthebeginningoftheprojectandattheendScoresbothatthebeginningandendwereoutoftenandparticipantstriadshadtoprovidesupportingevidenceforselectingtheirscoresAsaresultthisprovidedresearcherswithperceptionsofpupilimpactandreasonsfortheseperceptionsbecauseallpupilimpactperceptionswerescoredinthesamewayhoweverwewerealsoabletonormalizethesescoresbylookingatthepercentagedifferencesinthelsquobeforersquoandlsquoafterrsquoscoresThescoresandrangesofthesedifferencesaresetoutinFigure1whereasTable3providesadistributionofthepercentagescoresAfulltableofresponsesshowingbeforeandafterscoresandreasonsevidencefortheseisprovidedintheAppendix

Figure 1 Pupilsbeforeandafterscoresandpercentagechange

London Review of Education 15

Table 3 Distributionofpercentagechangeinpupilsbeforeandafterscores

Question Number Percentage

Greaterthan100change 3 7

91ndash100change 7 17

81ndash90change 0 0

71ndash80change 4 10

61ndash70change 1 2

51ndash60change 0 0

41ndash50change 6 14

31ndash40change 12 29

21ndash30change 2 5

11ndash20change 1 2

1ndash10change 0 0

Nochange 4 10

Pupilsdroppedout 2 5

Total 42 100

TheblockedareainFigure1representsthestudentperformancescoresatthebeginningoftheprojectwhilethecontinuouslinerepresentstheirscoresatprojectendThedotsmeanwhilerepresentthepercentagedifference(iethechangeinpupilperformancesincethestartoftheproject)Ascanbeseenofthe42focusgrouppupilsforwhomteachersprovideddatateachersreported a change in the behavioursattitudesoutcomes of all but six For some pupils thischangewassubstantiveAssetoutinTable3whichprovidesthedistributionofthesepercentagechangesteacherssuggestthatfortenpupilstheirperformancehadeffectivelydoubledormore(ietherewasa100percent(orgreater)changeintheirscore)Thebiggestsingleimprovementhowevertendedtobebetween30and40percent Inthemainthiswascausedbylsquoaveragersquopupils(scoring5ndash6)nowscoringtwopointshigher(7ndash8)orbyinitiallylowperformingpupilsndashwhooriginallyscored3ndashincreasingtheirperformancescoreto4

Naturallyintheabsenceofhardandobjectiveattainmentdataweneedtobecircumspectin the levelofsignificanceaffordedtowhataresubjectivelydeterminedresultsNonethelesssupportingevidencewasprovidedandthefiguresweretriangulatedwithothermembersofthetriad(whowerethemselvesengagedinprolongedobservationofthesepupils)Inadditionnotallpupilswerereportedashavingbenefitedfromtheproject fourpupils(10percent)werereportedasnotbenefitingatallwhileafurthertwodroppedoutoftheschooltheywereinConsideringLincolnandGubarsquos(1985)criteriaforestablishingthetrustworthinessofsubjectivedatathereforealthoughtheexactchangeinpupilsrsquoperformancescanbedebatedtheresearchteamhaveconfidencethatsomepositiveimpactonpupilshastakenplacendashandthatthisimpactcanbeattributabletotheprojectItshouldalsobenotedthatthisdatarelatestothethreepupils(perclass)representingwidergroupsofinterestsuchasvulnerablechildren(Dudley2011)Intheorythentheimpactoftheprojectshouldstretchbeyondthe42childrenanalysedherebutwedonothavedatatosubstantiatesuchaclaim

16 Chris Brown Carol Taylor and Lorna Ponambalum

Learning about lesson study

FinallyweaskedparticipantstoanswerthefollowingquestionlsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquoResponsesheredividednaturallyintothebenefitsandchallengesofusinglessonstudyandaresetoutinTable4

Table 4 Benefitsandchallengestousinglesson study (responsetoquestionlsquoWhathaveyoulearnedaboutlesson studyandhowtouseittodevelopteachingpracticersquo)

Question Responses

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Benefits)

bull lsquoObservingcolleaguesteachandpickingupideasstrategiessharingpracticeetcinrelationtoprimarytosecondarytransitionsrsquo

bull lsquoSharinggoodpractice[andfacilitateideasgeneration]rsquobull lsquoObservingin[other]schoolsandseeingthedifferencebetween

teachinginprimaryandsecondaryschoolsrsquobull lsquoChancetoseeotherCamdenclassesofthesameagersquobull lsquoIgetabetterunderstandingofhowImightstretchmoreable

year7studentsrsquobull lsquoExposuretootherteachersrsquostylesandpracticesrsquobull lsquoSupportivefeedbackandobservationsfromcolleaguesrsquobull Perspectiveseglsquothatyouwouldnotbeabletopickupabout

yourchildrenrsquoslearningfromthefrontoftheclassrsquoandlsquoafocusonchildrenwhomightslipunderteachersrsquoradarrsquosimilarlylsquohavingothersbeingabletowatchthechildrenhellip[and]noticingsomething[youhadnrsquot]rsquo

bull lsquoBecauseitrsquosplannedcollaborativelyyougettoseeyourworkinactionrsquo

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Challenges)

bull TimeeglsquoLotsoftimeoutofschoolrsquobull TimetablinglsquoFindingdatesthataremutuallyconvenientforthe

triorsquobull lsquoIncreasedworkloadinrelationtoplanningpreparingand

hostingthesessionrsquobull lsquoImmediateprogressnot[always]visiblersquobull lsquoNeedsbuy-infromSLTtohavemaximumimpactrsquosimilarly

lsquoLessonstudyislessimportantinsomeschoolsrsquobull lsquo[Thistypeofprocesscannotbeanadd-on]ifitcouldreplace

[currentprogrammeofobservations]wouldbegreatrsquobull lsquoThereisalreadytoomuchtotryandgetthroughinprimaryrsquo

InconsideringthechallengesitcanbeseethatinkeepingwithGero(2015)forlessonstudytobecarriedoutsuccessfullyrequiresthebuy-inandcommitmentofseniorleadersInparticularlessonstudyndashasa formofschool improvementndashneedstobeprioritizedbyschool leadersover other school improvement initiativeswith time and space given to enable teachers tomeaningfullyengageinlessonstudyactivityAswellasthecommentsinTable4thismessageisalsoreinforcedbythefactthatthreeschools(sixteachers)droppedoutafterthefirstlessonstudy citing competing pressures and priorities as well as involvement in too many schoolimprovementinitiativesInpartthisisbecausethebenefitsofengaginginthisapproachwerenotimmediatelyapparent

London Review of Education 17

Significance

From analysing the results it is clear that our approach has been effective in both changingteacherunderstandingandteachingpracticeandbuildingteachercapacitysothatparticipantsareabletoruntheirownprojectsmovingforwardStartingwiththefirstascanbeseeninTable2teacherswereabletoarticulatealogicalchainndashstartingwithwhattheywerelearningabouttheirpupilsthechangestheyweremakinginresponseandendingwithargumentsformakingthesechangesForexampleoneparticipantnotedlsquohowdifficultitis[forpupils]tounderstandscientifictermsandconceptswithoutcontextrsquoasaconsequencetheywerenowrehearsingnewscientificvocabularybecauselsquospendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquoSimilarlyanotherteacherindicatedthatshenowknowsthatlsquopartnersreallymakeadifferencetotheoutcomersquoThiswasbecausethelessonstudyprocesshadhelpedherseethatpartneringlowerachievingchildrenwitheitherhigherachievingormiddleachievingpupilscanleadtothehigherabilitychildrenchallengingpushingandstretchingthelowerachieversAsaresultshewasmuchmoreactivelylsquomixingtalkpartnerssochildrenareworkingwithdifferentpartnersrsquoItseemsclearthereforethatourapproachtolessonstudydevelopedviaaDBRapproachndashwhichactivelypromotesreflectivedialogueviaaprocessof learningconversationsndashhasbeensuccessful inhelpingpractitionersreflectnotonlyonpupillearningbutalsowhatneedstochangeintermsoftheirteachingtofacilitatethislearning

Intermsofcapacitybuildingitisclearthatparticipantssawnotonlythebenefitsofengagingin lesson study but also the challenges that needed to be overcome in order to ensure itseffectiveoperation(Table4)Havingknowledgeof the former(combinedwithexperienceofa number of cycles of lesson study)means that participants now know how best tomakelessonstudyworkforthemInotherwordsbybuildingontheDBRelementoftheprojecttheteachersinvolvedcanensurethatmovingforwardtheytailorhowtheyfocuslessonstudytoachievemaximalbenefitforthemselvesandtheirpupilsLikewiseintermsofrollingouttheirownprogrammeoflessonstudyparticipantswillalsobeawareofthechallengesthatneedtobemetiftheyaretogetmostvaluefromtheprocessTheseincludeinparticulartherequirementtobuy-infromseniorleadersandtheneedforamodelofleadershipwithintheirschoolwhichpromotes the vision for and ensures the fosteringof a cultureof professional developmentbasedoncollaborativepeer-to-peersupport(includingthepromotionofthevaluesrequiredforlearningcommunitiestooperate)Alsokeywillbetheneedforseniorleaderstoprovidethenecessaryresourceandstructures(egtimeandspace)forsustainedandmeaningfullessonstudytobecomeareality(StollandFink1996Leithwoodet al2006)

Ourrevisedapproach tomeasuring impact toohasbeeneffectiveusing teacher-definedmeasuresofimpactprovidesamoreaccuratewayofunderstandingthedifferencethatlessonstudyactivityhasmadeInotherwordsunlikewithattainmentdatandashwhereitwouldbehardtoattributechangesinpupiloutcomesspecificallytolessonstudyactivity(asopposedtootherchangesincontextorintheteachingandlearningenvironment)ndashourapproachenabledteachersto focuson threepupils andhow they responded tovery specificchanges inapproaches topedagogicpracticebasedonanunderstandingandanassessmentofthesepupilsrsquobehavioursandattitudesbothbeforeandaftertheuseofthepracticeImportantlythisimpactdataisalsolsquotriangulatedrsquosincethepractitionerwhoisteachingaswellasthoseobservingmustcometoanagreementastowhathappenedandwhyLikewisethentheoverallperceptionsofimpactscoreswerediscussedandagreeduponintriadsgivingweighttotheirvalidityGiventhisitisencouragingtonotethatmostscoresprovidedsuggest that the lessonstudyapproachdoesimpactpositivelyonpupilbehavioursandattitudestolearningAscanbeseeninTable385per

18 Chris Brown Carol Taylor and Lorna Ponambalum

centofpupilsbenefitedfromtheirteachersengagingintheprojectwithoverathird(36percent)benefitingbyanincreaseintheirperformancescoreby50percentormore

Summary

FortheHaverstockPrimarytoSecondaryTransitionProjectweemployedaDBRapproachtothedevelopmentand implementationof lessonstudy inordertohelppractitionersexamineandbegintotacklesomeoftheissuesassociatedwithprimarytosecondarytransitionDoingsoenabledtheprojectteamandparticipantstocollaborativelydevelopatheoryofactionfortheprojectwhichenabledustoconsidernotionsoflearningandlearningconversationsaswellasameansofdeliveringlessonstudyinkeepingwiththistheoryofactionAswellasthiswewerealsoabletoestablishawayofmeasuringimpactforsituations(suchaswhenprimaryandsecondaryteachersworkonjointprojects)wherebecausethereisnoday-to-dayinteractionandcollaborationthereisnonaturallyoccurringbaselineandnocommonapproachtopedagogy

InlightoftheaboveweconcludethatusingDBRhasbeenvitalnotonlytothesuccessoftheprojectbutalsotoitslong-termsustainabilityfollowingtheprojectrsquosendHoweverweasresearchershavealsobenefitedfromengaginginDBRforinstancewehavegainedabetterunderstanding of how to engage in lesson study in a cross-phase way In addition the newapproachtomeasuringimpactthatemergedcannowbetriedandtestedinothercontextsascanourrevisedtheoryofactionforandapproachestooperationalizinglessonstudyThatisinkeepingwithAndersonandShattuck(2012)movingforwardwecantakewhatwehavelearnedandcontinuetocollaborativelyanditerativelyrefineourapproachsothatitiseffectiveineachnewcontextweintroduceittothushelpingtoservetoimprovethesystemrsquosoverallcapacityforsustainedchange

Notes on the contributors

ChrisBrown isaSeniorLectureratUCLInstituteofEducationUniversityCollegeLondon(DepartmentforLearningandLeadership) Chrishasextensiveexperienceofleadingarangeoffundedprojectsmanyofwhich seek tohelppractitioners to identify and scaleupbestpractice andwas recently awardedasignificant grant by the Education Endowment Foundation toworkwith over 100 primary schools inEnglandtoincreasetheiruseofresearch

CarolTaylor iscurrentlytheStrategicLeaderforCPDattheLondonCentreforLeadershipinLearningSheworkswithschoolsalliancesandlocalauthoritiesndashboth locallyandnationallyndash insupportingtheprofessionaldevelopmentoftheschoolworkforceCarolrecentlyco-ledtheNationalCollegeTeachingSchools Research and Development project involving over 60 schools across England She is activelyinvolvedinsupportingschoolsacrossLondontoembedpractitionerresearchandenquiryintopractice

LornaPonambalum isascienceteacherandAssistantHeadteacheratHaverstockSchoolCamdenLondonwheresheisalsoDesignatedSafeguardingOfficerLornahasbeeninvolvedinanumberoflessonstudyprojectsincludingtheprojectcoveredinthispaperwhichexaminedapproachestoimproveprimarytosecondarytransition

London Review of Education 19

Appendix Pupiloutcomesatstartandendofprojectwithevidencefromthetriadastowhytheseassessmentsweremade

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Myanalysisoftheirworkbookandmyknowledgeoftheirin-classcontributions

6 Someimprovementswhenthechildismotivated

4 Under-confidentStruggleswhenworkingwithapartner

7 Moreconfidenceofownabilityandrecognizessupportfrompartner

4 AloofIssuesathome 4 Stillstrugglestopayattentionwhenworkinginpairs

5 Struggleswithusingsomeofthekeywords

7 Usesmorekeywordsinherwrittenwork(almostall)Expressingideasinabetterway

4 Struggleswiththekeywords 6 Bettersentencestructureandbetterlinkingofideas

3 Lacksconfidenceinspeakingandwriting

6 MoreconfidenceinverballyansweringquestionsputshandupmoreoftenWritingcanstillbeaproblem

3 NeverraiseshandsRefusedtospeakinpublicNosentencestructure

6 Leftbeforeendofprojectbutwasdemonstratingimprovedvocabularyconfidenceandwrittenwork

4 Notengagedvocabularyandliteraryworkpoor

9 REALLYengagedandimprovementinvocabularyandliterarysentencesimproved

5 Doesnrsquotusevocabularyaccuratelyandnotableintermsofwrittenwork

9 Vocabularyuseismoreaccurateandismuchmoreableintermsofwrittenwork

4 bull Didnotlistenoncarpetortoteachertalk

bull Firstcycleshowssignsofdisengagementinfeedback

bull Writingdifficulttounderstand

7 bull Morefocusedonthetaskonthecarpet

bull Betterqualityofwritingbetterfeedbackascycleprogressed

6 bull Toochattybull Distractedtalkpartnerbull Forgottocheckthroughand

punctuatebull Couldnotpeerassesswell

8 bull Betterlearningbehaviourbull Moreownershipofown

learningandcanselfandpeerassess

6 bull Pronetodistractionbull Unabletofollowaseriesof

instructions

7 bull Handuptoofferideasmorebull Slowlyandcarefullygetson

withataskbull Knowshowtopeerassess

20 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Textsnotproducedwelldistractedanddistractingothers

6 Useofmetalanguagetextsproducedusingappropriategrammar

4 Paucityofideasworknotalwaysmakingsense

7 Takingcontrolofownlearningorganizingideasaboutgrammareffectivelymoreconfidenttostartwritingandproducingcompletetexts

5 Generallackofconfidencedespitebeingahighachiever

7 Textsproducedfullofideasinterviewswithobserversshowconfidencemoreconfidenceinhisideasprovidedheispartneredwithsomeonewhohefindssupportive

5 LackofinvolvementinlessonsPoorwritingandconfusedbymosttasks

7 HavingestablishedthatheappreciatesbeingprobedchallengedbyteachersIdedicatemoretimetoenablinghimtoprocessinformationthroughquestioningHenowoftenstartstasksquickerandtakesmorerisksHeisstillshyanddoesnrsquotusuallyvolunteer

3 Withdrawnndashnevercontributingandoptingoutoftasks

6 TriestasksndashnotalwayswithoutpromptingBeginningtotakerisksandoccasionallyvolunteersideas

7 VerylowconfidenceConsistentlypoorliteracyReluctancetocontributeWrittenworkwaspoorbutreflectedeffortofstudent

9 TriesreallyhardtocompleteworktothebestofherabilityStillrarelycontributesherideas

3 CompletelydisengagedseesnovalueinschoolNotansweringquestionsandtalkingaboutanythingelse

8 Nowfocusesonthefrontputshanduptalksaboutthetopicmostofthetime

6 Easilydistractedwillputhandupbutoftendoesnrsquothaveananswerwhenasked

8 Morefocusedwillstilloftennotlistenoninputbutisabletoasksomeoneelseratherthananadultorjustsittingthere

1 bull Getsoutofseatbull Shoutsoutbull Disturbsothers

na Pupilleftschool

9 Priorattainmentandclassroomobservations

9 Nodifferenceinliteracyattainmentwasconsistent

London Review of Education 21

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Priorattainmentandclassroomobservations

4 Improvedconfidenceincomprehensionandwriting

3 Priorattainmentandclassroomobservations

4 Norealdifferencepossiblyslightlybetteratverbalizing

3 Effortscorelsquo3rsquoinfirstreportLeaningbackonchairnotfocuseddistracted

6 Morefocusmorelikelytoaskforhelpratherthanmisbehave

3 Effortscorelsquo3rsquoinfirstreportDistractingothers

3 NowrarelyinclassndashexclusionabsenceOnoccasionshowsexcellentprogressandcanworkindependently

4 Disengagedonwhole(althoughbaselineobservationswerecarriedoutonalsquogoodrsquoday)Rudenessnottrying

8 ReadingchallengingtextsandlookingupdifficultvocabularyindictionaryFewerdayswhenrefusestowork

3 Severallearningneedsandhashadtroublewithwriting

4 Increasedconfidenceinspellingandwriting(andenthusiasm)ndashespeciallycreativelyContinuestostrugglewithcomprehensionHasmadeprogressaccordingtoassessedwork

5 Asabovealthoughadisparitybetweenqualityandquantityofspokenandwrittenwork

na Haslefttheschool

3 MorewillingtowritethantalkatlengthWritingpoorqualityPoorattentionandbehaviouralissuesasbarrierstolearning

5 HasimprovedappreciablyintermsofspokencontributionstowrittenworkStillpresentsbehaviouralproblemsasmainbarriertoprogressHasmadetwosub-levelsofprogressthisyear(basedonanalysisofclasswork)

6 Readingfictionpooruseofsciencevocab

6 Nothingverydifferent

5 Noattempttousesciencevocab 7 Tryingtousesciencevocab

3 Verypoorengagementwithlargerwrittentasks

7 Betterengagementwithtaskandproductionofhigherlevelworkwithbettervocab

4 Unwillingtodiscusswithinterviewee

5 Writesmoretriestowriteindetailthoughremainsunwillingtoshareideaswritteninclassndashdependentonwork-partner

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

London Review of Education 5

andanunderstandingofthegoalstobereachedResultsofthisresearchprovideinitialdataontheimpactoftheDBR-ledlessonstudyapproachaswellasthebenefitsgenerallyofapplyingDBRmethodswhenattemptingtoconnectresearchtopractice

Design-based research

DBRisanapproachspecificallydevelopedasameanstoconnecteducationalresearchtopractice(Penuelet al2011Coburnet al2013)ForexampleVanderlindeandvanBraak(2010)notethattheexplicitaimofDBRapproachesshouldbetolsquoclosetheresearchndashpracticegaprsquoThetheoryofactionunderpinningDBR is thatbetter linksbetweenresearchandpracticeshouldresultinimprovedteachingandlearningoutcomesThisisexpressedforexamplebyAndersonandShattuck(201216)whoindescribingDBRsuggestthatitisanapproachlsquodesignedbyandforeducatorsthatseekstoincreasetheimpacttransferandtranslationofeducationresearchintoimprovedpracticersquoAndersonandShattuckgoontosuggestanumberofattributesspecifictoDBRinparticularisthatitlsquostressestheneedfortheorybuildingandthedevelopmentofdesignprinciplesthatguideinformandimprovebothpracticeandresearchineducationalcontextsrsquoFurtherimportantdefinitionalattributesare(ibid16ndash17)

bull DBRmustbesituatedinarealeducationalcontextbull DBRshouldfocusonthedesignandtestingofasignificantinterventionbull DBR involves iterativerefinementof that intervention to improve itsoperationand

buildonironoutpastmistakesbull DBRmustinvolveacollaborativepartnershipbetweenresearchersandpractitionersbull the process of DBR leads to the development of design principles reflecting the

conditionswithinwhichtheinterventionoperates

VitallyDBRrepresentsashiftfromthetraditionalperspectiveofresearchandpracticebeingtwodistinctactivitieswiththeformerbeingabletounambiguouslyinfluencethelatter(VanderlindeandvanBraak2010)towardsthesimultaneousbuildingandstudyofsolutionsAsCoburnet al(20138)suggestlsquo[DBRhas]twogoalsofequalimportancehellipdevelopmaterialsandinstructionalapproachesthatcanbeimplementedinclassroomsschoolsanddistrictsAtthesametimehelliptoadvanceresearchandtheory[inrelationtohowsuchinitiativescanbeimplemented]rsquo

Lesson study

LessonstudyhasbeendescribedasalsquoteachingimprovementprocessrsquoIthasitsoriginsinJapaneseelementaryeducationwhereitisawidelyusedprofessionaldevelopmentpractice(Dudley2014CheungandWong2014)Asaprocess lessonstudyinvolvesteacherscollaboratingnormallyingroupsof three toprogresscyclesof iterativepracticedevelopmentSuchcycles typicallyinvolvethefollowingsteps(1)adiscussionofstudent learninggoalsandthe identificationofa teaching strategy thatmightmeet these (2) planning an actual classroom lesson (called alsquoresearchlessonrsquo)thatemploysthisstrategy(3)observinghowthelessonworksinpracticeand(4)discussingandembeddingrevisionstoenableimprovement(Lewis2000)Inadditionthreepupilswhorepresentwidergroupsofinterestareobservedandtheirprogressmonitoredascasestudiesoftheimpactoftheapproach(Dudley2011)IntheJapanesemodelteachersalsoreportonndashandoftenholdpublicdemonstrationsofndashthelessonsothatotherteacherscanbenefitfromtheirlearning(ibidDudley2014)andit isnotedbyLewis(2000)thatJapaneseteacherscreditresearchlessonsasthekeytoindividualschoolwideandnationalimprovementsinteaching

6 Chris Brown Carol Taylor and Lorna Ponambalum

While in lessonstudyteacherstakeanactiveroleaslsquoresearchersrsquotoexploreandrefinelessons (CheungandWong2014)Lessonstudy itself canbeconsidereda formof JPD thatis a process that comprises practitioners developingways ofworking through collaborativeengagementthatasaresultleadstotheopeningandsharingofpracticeswithothers(Fieldinget al 2005)And although lesson studydoeshave a numberof distinctive characteristics itsunderpinningmechanismaswithotherJPDapproachesinvolvesaprocessviewedaseffectivebecause it is trulymutual rather thanone-waywith thepracticeconcernedbeing improvedrather than simply moved from one person or place to another (ibid Dudley 2011)Thisunderpinningapproachalsoservesasthemaincritiqueoflessonstudyhoweverthatisintryingtoengageinlessonstudybusyandunder-pressureteacherscanoftenstrugglewiththedemandsof collaboration Likewise unless in trusting environments it can be off-putting for teachersknowingthattheirlessonsandteachingwillobservedandcritiqued(egseeTschannen-Moran2004Gero2015)Aswenotelaterthiscritiquewassubstantiatedinthisstudy

Issues associated with childrenrsquos transition from primary to secondary school

Thetransition fromprimarytosecondaryschool isan importantevent inthe livesofpupilsandtheirfamilies(Evangelouet al2008)theygofrombeingtheoldesttotheyoungestintheirschoolmovearoundforlessonshaveamyriadofteachersinsteadofoneandstarttobegivenincreasedamountsofhomework(ShepherdandRoker2005)Althoughthemajorityofpupilsattheendoftheirprimaryschoolingfeelpreparedfortheirmovetosecondaryschoolandthree-quartersarehappyafteraterm(eg84percentof550pupilssurveyedattheendoftheirfirsttermatsecondaryschoolbyEvangelouet al2008)thereisnonethelessageneraldeclineintheacademicachievementofpupilsfollowingthischange(Galtonet al1999McGeeet al 2004Evangelouet al2008)

Proposedreasons for thishiatus include theargument that for somepupils thisperiodcanbestressfulandthatinadditionmorevulnerablepupilswillneedeffectivesupportpriortotransition(McGeeet al 2004)Galtonet al(199922)suggestthatvulnerablegroupsincludelsquothoseonfreeschoolmealspupilswithspecialeducationalneedspupilswhowerelessfluentinEnglishandpupilsfromsomeethnicgroups(whichonesdependedontheparticularsubjectbeingassessed)rsquoTree(2011)addstothislistthosewhodisplaychallengingbehaviourItisalsoarguedthatpupilsrsquoacademicprogressfaltersfollowingtransitionbecauselsquomanyschoolsarestillputtingtheirenergyandmoneyintoeffortstosmooththetransferprocessratherthanensuringthatpupilsrsquo commitment to learning is sustainedand theirprogressenhancedrsquo (Galtonet al19996)AsaresultofthesedivergentargumentsanabundanceofrecommendationsmaybefoundintheextantliteraturetohelpsmooththeprocessoftransitionTheseinclude

bull Transitionsareattheirstrongestwhenlsquothesocialemotionalcurricularandpedagogicalaspectsoflearningaremanagedinordertoenablepupilstoremainengagedwithandhavecontroloftheirlearningrsquo(DCSF20085alsoseeMcGeeet al 2004Evangelouet al2008)

bull Thereisaneedtoensurecurriculumandpedagogiccontinuityattransfer(Galtonet al1999)Suchcontinuityserves tomaintainpupilsrsquo interest in learningallowsthemtoprogressintheirlearningandsohelpsthemavoidtheinternationallyobservedlearninghiatusthatseemstoaccompanytransition(McGeeet al 2004Evangelouet al2008)

London Review of Education 7

Setting and context

TheCamdenPartnershipforEducationalExcellence(CPEE)wassetupinApril2012withthevision tomake the LondonBoroughofCamden lsquothe best borough for educationrsquo (CamdenCouncil2016)The CPEEaimhasbeentodriveforwardtherecommendationsoftheCamdenEducation Commission (London Borough of Camden 2012) which highlighted key issuesand opportunities forCamden schools in the light of the changes to the English educationlandscape In 2013 theCPEE board invited schools colleges partners and stakeholders tobidforfundsfromapound2millionpotsetuptosupport innovativeprojectscentredonraisingachievement and attainment and in particular to findways of improving outcomes for theboroughrsquosmostvulnerablegroupsofstudentsAkeyrequirementoftheCPEErsquosbidcallwasthatschoolimprovementprojectsshouldbebasedonthelessonstudyapproachThisfollowedtheappointmenttotheCamdenLocalAuthorityCPEEboardofastaunchlessonstudyadvocatewhohadbeeninvolvedintheprocessforanumberofyearsbothintheUKandabroad(seeDudley2014)

AkeyfindingfromtheCamdenEducationCommissionrsquosfinalreportwasthatparticularlyforvulnerablestudentslsquotransitionarrangements[withinCamden]atpresentarenotconsistentlygoodenoughrsquo(20115)correspondinglyitarguedthatenhancingtheseshouldbeacentralfocusofimprovementeffortsmovingforwardInparticularitsuggestedthatthereshouldbeabetterunderstandingbetweenyear6andyear7teachers(teachersofstudentsaged11ndash12)of thepedagogyandpracticeofteachingandlearningineachotherrsquosinstitutionswhichwouldassistthembothinpreparingstudentsforsuccessandinsupportingstudentstoflourishintheirnewenvironments(201136)InresponsetothereportandtheinvitationbytheCPEEboardfororganizationstobidforfundingforprojectscolleaguesfromHaverstockSchool(Camden)andtheInstituteofEducationUniversityCollegeLondon(IOE)teameduptodevelopaprojectthatmightservetoaddresssomeofthecommissionrsquosconcernsinrelationtotransition

OurfirststepwastoundertakeareviewoftheinternationalliteratureontheissueofprimarytosecondarytransitionSeekingoutliteratureempiricalstudiesandmeta-analysesrelatingtoschoolsystemsbroadlysimilar tothatofEnglandandWales (eg theUSACanadaAustraliaNewZealand etc) involved the use of databases (JSTOR ERICWeb of Knowledge BritishEducationIndex)theIOElibrary(includingdoctoralandmasterrsquostheses)andrecommendationsonseminalliteratureprovidedbycolleaguesOverallthisresultedinatotalof21studiesbeingreviewed

FollowingthereviewweconnectedkeythemesandfindingsemergingfromtheliteraturetopreviousinitiativescarriedoutinCamden(throughconsultationwithCPEEstaffaswellaswithheadteachersandteachersfromschoolswithintheborough)CorrespondinglywedecidedtocentreourproposedbidtoCPEEontheneedforpedagogiccontinuity(Galtonet al1999McGeeet al 2004Evangelouet al2008)InotherwordssinceourdiscussionsindicatedthatthesocialandemotionalaspectsoftransitionseemedalreadywellcateredforwedecidedtoconcentrateonanareathatwasrecognizedasimportantbutintermsoftheCamdencontextwhererelativelylittleefforthadyetbeenplacedThatisfromourdiscussionswithstakeholdersitwassuggested that thegreatest impacton transitionmightemerge fromthedevelopmentofcommonapproachestoteachingEnglishandscience(prioritysubjectareasdeterminedbyCPEE)

Asaresult theHaverstockPrimarytoSecondaryTransitionProjectwasconceivedwiththepurposeofbringingtogetherprimaryandsecondaryteachersfromtheLondonBoroughof Camden in order that they might employ lesson study to develop effective cross-phasepedagogicalapproachesstrategiestoteaching Englishliteracyandscienceinordertosupportthetransitionofyear5toyear8 studentsInparticulartheprojectfocusedonthoselsquovulnerablersquo

8 Chris Brown Carol Taylor and Lorna Ponambalum

studentsmostatriskintermsoftheirprogresspost-transitionHereweconsiderlsquovulnerabilityrsquoascontingentonpupilsrsquoabilitytomakeasuccessfulacademicsocialandemotionaltransitionfromyear6toyear7InparticularwefocusonpupilsentitledtofreeschoolmealsandwhiteBritishstudents(closingthegapforwhiteworking-classstudentsisahighprioritybothwithinCamdenLocalAuthorityandwithintheEnglishcontext)Wealsosoughttoincludemoreablepupilsnotfulfillingtheirpotential

JointlydirectedbycolleaguesfromHaverstockSchoolandtheIOEthespecificaimsoftheprojectweretoimprovestudentandteacheroutcomesinrelationto

bull more robust challenging and innovative ndash but also consistent ndash pedagogic practiceatnationalcurriculum levels1ndash8 inEnglishandscience (levelsrepresenthowpupilsprogressinrelationtoEnglandrsquosnationalcurriculumDepartmentforEducation2011)inyears567and8(ages10throughto13)

bull sharedteacherconfidenceusingthesepracticesintheirsubjectinEnglishandsciencefromlevels1to8

bull improved rates of progress and attainment for lsquovulnerablersquo pupils within each ofyears 3ndash8(ages8throughto13)

bull agroupofteachersabletouselessonstudyapproachestoimproveclassroompracticeandimpactonstandardsthusbuildingtransferablecapacity

Theprojectcomprisedapilotandmainphasewiththelatterinvolving18practitionersfromnineschoolsengagedinninelessonstudysessionsthroughoutthecourseoftheacademicyearandthreeworkshopsFurtherdetailsontheparticipantsaresetoutinTable1(anditshouldbe noted that individually noneof the participants hadworked together before)Adetailedoverviewofwhateachworkshopcomprisedissetoutinthefollowingsections

Table 1 Participantcharacteristics

Primary teachers

Secondary teachers

Total

FocusingonEnglish 5 4 9

Focusingonscience 7 2 9

Total 12 6 18

Methods

A DBR approach to lesson study

PrimaryandsecondaryschoolshavetheirownparticularwaysofworkingandwhenconsideringtheteachingofindividualsubjectssuchasEnglishorsciencethesearenotnecessarilywellsuitedtofosteringcross-phasecollaborationForinstanceprimaryteacherswillteachallsubjectstoonecohortofpupils foranentireyear IncontrastsecondaryschoolteacherswillspecializebysubjectareaandsowillteachthatonesubjecttoanumberofdifferentclassesInadditionusinglessonstudyisanewphenomenoninEnglishschoolsandusingitinacross-phaseway(totackleissuesoftransition)israretonon-existentBearinginmindtheparticularwaysofworkingofeachphasendashandthatneithertheresearchersnorpractitionersinvolvedintheprojecthadengagedinlessonstudyactivitybeforendashitwasdecidedthatapilotphaseoffivemonthswithasmallgroupofschoolsberuntoallowresearchersandpractitionerstocollaborateintrialling

London Review of Education 9

theapproachandascertaininghowitmightbestbemadefit forpractice inotherwords toenableaDBRapproachtothedevelopmentandimplementationofthelessonstudymodelforthisprojectCorrespondinglyinkeepingwithAndersonandShattuck(2012)theprojectteam(ieparticipatingteachersfromtheseschoolstheAssistantHeadprojectleadfromHaverstockSchoolandresearchersandfacilitatorsfromtheIOE)soughtasacollaborativepartnershiptodesign testandrefinecross-phase lessonstudy inarealeducationalcontextwithaviewtomeetingtheprojectrsquosaimandestablishingabasisforitsfutureroll-out

Developing a theory of action for lesson study

AkeyaspectofemployingaDBRapproachwas theestablishmentofa theoryofaction forlesson study that is to determinewhich aspects of lesson studywere an integral part of alogicalchainleadingtoimprovedstudentoutcomesandwhichweremoreopentocontextualmanipulation(ArgyrisandSchoumln1996)AmutuallydevelopedtheoryofactionhasbeenshowntohavesignificantlypositiveimpactsontheeffectivenessofinterventionstheyrelatetoandsoisavitalaspectofDBRAsnotedaboveitisarguedthatasaformofJPDlessonstudyinvolvescollaborativeengagementthatservestoopenupandsharepractices(Cohen-Vogelet al2015)Assuchthedevelopmentofourtheoryofactionforlessonstudycentredonhowadultscanlearnfromandbuilduponthebestpracticeoftheirpeersthroughinteraction

Inordertofacilitatethetypeofinteractivelearningweenvisagedweturnedtotheliteratureonprofessional learningcommunities Inparticularwe lookedat thenatureandstructureofthelsquolearningconversationsrsquothattakeplaceaspartofprofessionallearningcommunityactivityDescribedaslsquotheway thateducatorsmakemeaning togetherand jointlycomeupwithnewinsightsandknowledgethat leadto intentionalchangetoenhancetheirpracticeandstudentlearningrsquo (Stoll 2012 6) learning conversations comprise considered thoughtful (rather thansuperficial)discussionandchallenge focusedonmattersof teachingpracticewhichconsiderevidenceofactualandpotential formsofpracticeandwhichareundertakenwithaviewtodevelopingbothimprovedpracticeandasaresultoutcomesforstudents

Movingdeeper into this area Stoll (20126ndash11) suggests that the following features arecharacteristicofhigh-qualitylearningconversationsbetweenadults(1)afocusonevidenceandideas(includingbothexistingandeffectivepracticewithintheschoolnetwork)andalsopotentialinnovations and transformations (eg creativeways to engage learners and extend learning)(2)experienceandexternalknowledgetheorytostimulatereflectionchallengethestatusquoandextendthinking(3)theuseofprotocolsandtoolstoframelearningconversationsmoreclearlyandguidelinesthathelpparticipantsstructuretheirdialogueandinterrogateevidenceorideasand(4)facilitationtoelicitandsupportintellectualexchangeaswellasmaintainingopendialogue

Operationalizing lesson study

These fourelements plus the four stepsoutlinedearlier thus formed thebasis forhowweinitiallysoughttostructureandoperationalizelessonstudyactivityAsaresultitwasdecidedbytheprojectteamthatthepilotphaseshouldcommencewithaone-dayfacilitatedworkshopin which practitioners held data-informed discussions about the key issues their vulnerablestudentsfacedinrelationtoEnglishliteracyandsciencePriortotheworkshoptheAssistantHeadprojectleadfromHaverstockSchoolandresearchersandfacilitatorsfromtheIOEspentadaydevelopingprotocolsandtools to facilitate learningconversationsandplanningactivitywithintheworkshop(basedonapproachesusedbyStollegseeStollandBrown2015)Using

10 Chris Brown Carol Taylor and Lorna Ponambalum

theseparticipantsworkedthroughaseriesofactivitiesdesignedtohelpthemdecideupononefocusarea(atopicbeingtaughtthatencapsulatedtheissue)andtoalsothinkaboutacommonapproachtoteachingthetopicinrelationtotheconceptthattriadscouldadoptimplementanditerativelyimproveFollowingthisparticipantswereaskedtoidentifythreestudentswithineachschoolwhorepresentedthefocus(vulnerable)studentsandtothencollaborativelyplanthefirstresearchlessonthatwouldbetaughtobserved

Inkeepingwith thenotion that it is expertisewith respect to a given intervention thatenablespractitionerstotailorinterventionstotheirspecificsituationandthatthedevelopmentofexpertiseinvolvesbothaspectsofeffectivelearningandsustainedskillrefinement(iepractice)(seeBryket al2011Penuelet al2012BrownandRogers2015)thepilotphasetheninvolvedthreefulllessonstudydaysTheseinvolvedpractitioners

(1) revisitingthepurposeofthelessonandthefocusareathatitlinkedto(2) beingtalkedthrough(bytheteacherwhowasteachingbeingobserved)eachphaseof

thelessonandwhatitsaimsandgoalswere(3) observinghowthelessonworkedinpractice(withafocusonthecasechildren)(4) interviewingthecasechildrenfortheirperspectivesontheissues(5) undergoingafacilitateddiscussiontoevaluatethelessonbasedonobservationsand

datacollection(6) buildingonwhathadhappened(iecollaborativelyestablishinglsquohowtorsquo)andplanning

forthenextlessonstudyresearchclass

Againbeforethefirst lessonstudydaytheprojectteamspentadaytogethercollaborativelydevelopingprotocolstoolsandanoutlineforthedaytofacilitatethelessonstudyprocessThelessonstudyactivitywasalsoobservedbytheprojectteaminordertogiveusanunderstandingofhowitwasbeingenacted

Collaboratively reviewing and improving lesson study activity

ThroughoutthepilotphasetimeandspacewerecreatedtoenableresearchersandpractitionerstodeliberateanddiscusswhateachhadlearnedandtheirexperiencesinrelationtolessonstudyThroughthisdialogicprocesswewereabletoconstructcommonunderstandingandmeaningwithregardtobothaspectsoftheprocessandintermsoftheuseoftoolsandprotocolstofacilitatetheprocessAsaresultwewerethenabletounderstandwhichaspectsoftheapproachwere successful inhelpingparticipantsdevelop theirpracticeand improveoutcomes for themostvulnerableandwhichappearedtoprovidelimitedvalueInotherwordsasGutierrezandPenuel (201420)suggestlsquo[s]tudying theldquosocial lifeof interventionsrdquo [helpedus]moveawayfromimagininginterventionsasfixedpackagesofstrategieswithreadilymeasurableoutcomesandtowardsmoreopen-endedsocialorsociallyembeddedexperimentsthatinvolveongoing[ieiterative]mutualengagementrsquoToensurethelearningfromthepilotphasewascarriedoverintothemainprojectattheendofthethreelessonstudydaysaone-dayworkshopwasheldsothatthemainphasecouldbecollaborativelydevelopedAspectshereincludedthegroupingandsequencingoflessonstudydaysthroughouttheyear(bearinginmindthedistinctwaysofworkingthateachphaseofschoolinghas)thenature(runningorder)ofeachlessonstudydaythenatureofthetoolsandprotocolstobeemployedaspartofeachmainphaselessonstudysessionandhowimpactshouldbeconceivedofandmeasured(seebelow)

Whatwasalsoviewedas importantbybothparticipantsandtheprojectteamhoweverwasthataswescaledtheprojectupfrompilottomainphasethedialogicprocessthatenabledustounderstandanditerativelyimprovetheoperationoflessonstudycouldcontinueatscale

London Review of Education 11

PerhapsoneofthemainissuesoftheDBRapproachascurrentlyconceivedisthatit isveryresearcher intensive in other words it requires researchers working intensively with smallnumbersofpractitionersWewerethusconcernedwithfindingwaysofexamininghowtheDBRapproachcouldhaveimpactformaximalnumbersofteachersToovercomethispractitionersand researchers jointly agreed on the need for distributed ownership ifDBR at scale is anunmanageabletaskforresearchersalonethenresearcherscannotbetheonlyactorsinvolvedincreatingmeaningndashpractitionersexperiencedinthedeliberativeprocessshouldalsobeabletomovebeyondtheirtraditionalrolesandengage inthiswaytoo(Coburnet al2013)Thisagreeduponapproachtocapacitybuildingthereforemeantthatwewereabletousetheoriginalpilotgroupmembersaspractitioner-researcherswhocouldformnewtriadsandengagewithpractitionersinvolvedintheprojectrsquosmainstageThisfreeduptimefortheresearcherstoworkwithothergroupsoflsquomainstagersquopractitionersndashandbothsetsofresearcherscouldthenmeetperiodically to considerongoing improvements and changes thatneeded tobemade to thelessonstudymethodology

A DBR approach to measuring impact

Vitaltounderstandingtheeffectivenessofourapproachwasameaningfulwaytoassessimpact(Bryket al2011)thatistoseewhetherwemettheaimsoftheprojectOurinitialapproachtomeasuringimpact(whichwastestedduringthepilotproject)involvedpractitionersestablishingcommon understanding and thus alsquobaselinersquo through the analysis of data and insight abouttheir settings current practices and key issues in relation to the teaching of EnglishliteracyandscienceaswellasissuesoftransitioninrelationtothesesubjectsTheyweresubsequentlyinvitedtoestablishwhattheywantedtoachievebytheendoftheprojectandhowtheymightdosondashspecificallyfollowinganapproachsetoutbyEarleyandPorritt(2013)ndashandlsquostartingwiththeendinmindrsquo(thegoaltheywishedtoachieve)practitionerswereaskedhowtheymightdevelopteachingstrategies(basedonacommonfocusarea)thatmightbeobservedandrefinedviaaprocessoflessonstudytoreachadesiredendpoint(ieonethatwouldtackletheseissues)

GutierrezandPenuel (2014) argue thatpartnershipapproaches to impactmeasurementare also likely to result in more robust and nuanced understandings of the differences aninterventionhashadThistooprovedtobethecaseforthisprojectInparticularitbecameclearthatndashbecausepractitionerswereengagingincross-phaseapproachestopedagogyandsohadtodevelopacommonissueanddecideonatopicsubjectmatterthatencapsulatedtheissuebeingtaughtndashinessencealsquonaturalrsquobaselinedatadidnotexistInotherwordsaskingteachersndashwhoteachatdifferentstagesofthecurriculumandwhoteachdifferentagegroupsindifferentschoolsndashtocollaboraterequiredthemtofindalevelofcommonalitythatordinarilydidnotexistThismeantthatbaselinedatacouldnotbeascertainedinadvanceofthelessonstudybuthadtobeascertainedasadirectresultofthelessonstudyprocessthefirstlessonbecamethebaselineforpractitionerone the second study forpractitioner two and soonThis alsomeant thatbothbaselineandpedagogicapproachesalsonecessarilydevelopedasaresultofcollaborativeactivity that ispractitioner tworsquos approach to teaching the lesson studyclass shouldbenefitfromengaginginthelessonstudyrelatedtopractitioneroneandsoonBaselinesandstartingapproaches to implementing the strategywere thus relative Similarly desired endpoints andimprovementstowardsthesecouldonlybesetandorcomparedinabsolutetermsfromeachpractitionerrsquosstartingposition

Inadditionthismeantthattheimpactprocessmovingforwardnecessarilyhadtoinvolvetwostagesthefirststagebeforelessonstudyactivityinvolvedeachtriadestablishinganissueanddecidingonamutualtopicorlessontoteach(andhowitshouldbetaught)Desiredimpact

12 Chris Brown Carol Taylor and Lorna Ponambalum

(the future goal to be aimed at) however couldonly be established after each baseline hadbeenestablishedcorrespondinglyaswiththepilotakeyaspectofthemainstagekick-offwasto ensure that themain stage participants discussed (in their lesson study triads) commondifficultiesandissuesinrelationtotheteachingofEnglishliteracyandscienceinthecontextof transition and that they identified areas for improvementTriads then decided upon onefocusarea(atopicbeingtaughtthatencapsulatedtheissue)andtoalsothinkaboutacommonapproachtoteachingthetopicthatmight inrelationtothe issue leadto improvedteachingpracticesandstudentoutcomesWealsoengagedparticipantswithwaysofunderstandingandmeasuringbothbaselineandimpactspecificallyweintroducedthemtoamyriadofhardandsoftdata types (fromstudentoutcomes toobservationsofpractice) andwaysofmeasuringbaselineandimpactsuchasthelsquoLeuvenrsquoscaleParticipantstheneachidentifiedthreecasestudychildrenandcollaborativelyplannedthefirstlessonstudyclassFollowingkick-offforthefirstthreelessonstudyclassesthemainstageparticipantsobservedpracticeandstudentbehavioursaswellascollectingengagingwithotherpupildata

AfurtherworkshopwasheldafterthefirstthreetoenableparticipantstocometogetherandestablishafirmbaselineforthethreepupilsforeachoftheteachersintheirtrioHavingestablished this baseline they then determinedwhat they would like practice to be (ie toestablishtheir ideal)ParticipantsthenspenttheremainderoftheworkshopcollaboratingtofurtherrefinethepedagogicapproachesthatmightgetthemtothisidealThismeantthatlessonstudysessionsfourtoninewerestructuredusingthesixstepsasdiscussedabovewithlessonstudysessionsusedtoascertainwhetherpracticeandoutcomeswereprogressingtowardstheirideal impact goal inorder todecidewhethercorrectivechanges in approachwererequired(Bryket al2011)

A finalworkshopwas then held to enable trios to bring together the endline data forthe project and so establish a firm impact picture specifically in relation to the aimsof theprojectHereprotocolsweredevelopedbytheprojectteamtocapturedatathatemergedfromthelearningconversationsheldwithintheworkshopsSpecificallyproformaswerecreatedtohelpparticipantsrecordtheirresponsestothefollowingquestions(1)Howhasyourpracticechangedasaresultofthisprojectand(2)WhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticeWealsodevelopedaproformatorecordtheperceiveddifferences inpupiloutcomesbetweenthestartandendoftheproject(alongwithevidencefromthetriadastowhytheseassessmentsweremade)

Results

Asoutlinedabovetheaimsoftheprojectweretoachieve

bull morerobustchallengingandinnovativendashbutalsoconsistentndashpedagogicpracticeatnationalcurriculumlevels1ndash8inEnglishandscience

bull sharedteacherconfidenceusingthesepracticesbull improved rates of progress and attainment for lsquovulnerablersquo pupils within each of

years 3ndash8(ages8throughto13)bull agroupofteachersabletouselessonstudyapproachestoimproveclassroompractice

andimpactonstandardsthusbuildingtransferablecapacity

To understand how successfulwe had been in relation to eachof these in the final impactworkshopweworkedwithparticipantstoaddressthefollowingthreequestions

bull Howhasyourpracticechangedasaresultofthisprojectbull Whatimpacthasthischangedpracticehadonpupils

London Review of Education 13

bull What have you learned about lesson study and how to use it to develop teachingpractice

Impact on teacher practice

Webeganthefinalworkshopbyfirstaskingparticipantstoengageinalearningconversationcentred on how their practice had changed as a result of their participation in the projectAll teachers participated in the exercise andused the pro formaoutlined above to indicatewhethertherehadbeenanychangeintheirpracticeWhenanalysingtheresults itwasclearthatresponsesdividednaturallyinto(1)changesinknowledgeunderstandingintermsofhowfocuspupilslearn(2)changesinpracticeand(3)whychangesinpracticearemakingadifferenceExamplesoftheverbatimresponsesaresetoutinTable2whichencapsulatesthemainthemesthatemergedAcommonfocusacrossallgroupswashowtheymightemploylsquotalkforwritingrsquondashaprocesswherechildrenorallyengagewiththelanguagetheyneedforaparticulartopicbeforereadingandanalysingitthenwritingtheirownversionPotentiallythecommonalityofthisfocusderivedfromlsquotalkforwritingrsquobeingahottopicwithinCamdenduringthetimeoftheprojectAsaresultthiscouldbeareasonwhythemajorityofteacherparticipantshadbroadlyfocusedontalkandthebalancewithintheirlessonsbetweentalkingandwritingaswellasontheuseofpairingandgroupinginordertofacilitatethis

Table 2 ExampleresponsestothequestionlsquoHowhasyourpracticechangedasaresultofthisprojectrsquo

Question Responses

Changesinknowledgeunderstandingintermsofhowfocuspupilslearn

bull lsquoHowdifficultitistounderstandscientifictermsandconceptswithoutcontextrsquo

bull lsquoThebenefitsofusingascriptforpeerfeedbackrsquobull lsquoPupilsneedstructuredtalkwithwell-chosenpartnersrsquobull lsquoPupilfindkeywordsdifficulttouseinapieceofwritingeven

iftheyunderstandthemeaningofthewordsitisdifficulttolinkmorescientificwordstogetherrsquo

bull lsquoGroupingcanmakeabigdifferencetolearningrsquosimilarlylsquoPartnersreallymakeadifferencetotheoutcomersquo

Changesinpractice bull Rehearsalofkeynewscientificvocabularybull Useofspeakingandwritingframesbull Makinglessonsmoreoralandgivingmoreoralscaffoldsbull lsquo[Providing]moretimetotalkandthinkaboutwhatthey

wanttowritersquobull lsquoMixingtalkpartnerssochildrenareworkingwithdifferent

partnersrsquo

Whychangesinpracticearemakingadifference

bull Pupilslikespeakingframesaslsquoitgivesthemastartingpointtostructuretheirspeechrsquo

bull lsquoMakingspeechahighpriorityresultsinmuchbetteroutcomesrsquo

bull lsquoSpendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquo

bull Partneringlowerachievingchildreneitherwithhigherachievingormiddleachievingpupilsreallymakesadifferenceasthehigherabilitychildrenchallengepushandstretchthelowerachievers

14 Chris Brown Carol Taylor and Lorna Ponambalum

Pupil impact

WehavedescribedabovethatinkeepingwiththeDBRunderpinningsoftheprojectparticipantswere able to determinewhat changes theywanted to see in their pupils as a result of theprojectandhowthesemightbemeasuredAssuchavarietyofmetricswereusedtoascertainimpactrangingfromteacherobservationsandmarkingtotheirexpertiseandknowledgeofthechildBecauseparticipantspredominantlychosenottouselsquohardrsquoattainmentdatainordertoexamineimpactacrossallparticipantswehadtofindacommonwayofderivingandpresentingwhatimpactifanyresultedfromtheprojectTodothisweaskedparticipantsworkingintheirtriadstoscoreeachoftheirthreefocuschildren(inrelationtothefocusoraimsoftheirtriadandinrelationtothedatatheyweremeasuring)bothintermsoftheirlsquoperformancersquoatthebeginningoftheprojectandattheendScoresbothatthebeginningandendwereoutoftenandparticipantstriadshadtoprovidesupportingevidenceforselectingtheirscoresAsaresultthisprovidedresearcherswithperceptionsofpupilimpactandreasonsfortheseperceptionsbecauseallpupilimpactperceptionswerescoredinthesamewayhoweverwewerealsoabletonormalizethesescoresbylookingatthepercentagedifferencesinthelsquobeforersquoandlsquoafterrsquoscoresThescoresandrangesofthesedifferencesaresetoutinFigure1whereasTable3providesadistributionofthepercentagescoresAfulltableofresponsesshowingbeforeandafterscoresandreasonsevidencefortheseisprovidedintheAppendix

Figure 1 Pupilsbeforeandafterscoresandpercentagechange

London Review of Education 15

Table 3 Distributionofpercentagechangeinpupilsbeforeandafterscores

Question Number Percentage

Greaterthan100change 3 7

91ndash100change 7 17

81ndash90change 0 0

71ndash80change 4 10

61ndash70change 1 2

51ndash60change 0 0

41ndash50change 6 14

31ndash40change 12 29

21ndash30change 2 5

11ndash20change 1 2

1ndash10change 0 0

Nochange 4 10

Pupilsdroppedout 2 5

Total 42 100

TheblockedareainFigure1representsthestudentperformancescoresatthebeginningoftheprojectwhilethecontinuouslinerepresentstheirscoresatprojectendThedotsmeanwhilerepresentthepercentagedifference(iethechangeinpupilperformancesincethestartoftheproject)Ascanbeseenofthe42focusgrouppupilsforwhomteachersprovideddatateachersreported a change in the behavioursattitudesoutcomes of all but six For some pupils thischangewassubstantiveAssetoutinTable3whichprovidesthedistributionofthesepercentagechangesteacherssuggestthatfortenpupilstheirperformancehadeffectivelydoubledormore(ietherewasa100percent(orgreater)changeintheirscore)Thebiggestsingleimprovementhowevertendedtobebetween30and40percent Inthemainthiswascausedbylsquoaveragersquopupils(scoring5ndash6)nowscoringtwopointshigher(7ndash8)orbyinitiallylowperformingpupilsndashwhooriginallyscored3ndashincreasingtheirperformancescoreto4

Naturallyintheabsenceofhardandobjectiveattainmentdataweneedtobecircumspectin the levelofsignificanceaffordedtowhataresubjectivelydeterminedresultsNonethelesssupportingevidencewasprovidedandthefiguresweretriangulatedwithothermembersofthetriad(whowerethemselvesengagedinprolongedobservationofthesepupils)Inadditionnotallpupilswerereportedashavingbenefitedfromtheproject fourpupils(10percent)werereportedasnotbenefitingatallwhileafurthertwodroppedoutoftheschooltheywereinConsideringLincolnandGubarsquos(1985)criteriaforestablishingthetrustworthinessofsubjectivedatathereforealthoughtheexactchangeinpupilsrsquoperformancescanbedebatedtheresearchteamhaveconfidencethatsomepositiveimpactonpupilshastakenplacendashandthatthisimpactcanbeattributabletotheprojectItshouldalsobenotedthatthisdatarelatestothethreepupils(perclass)representingwidergroupsofinterestsuchasvulnerablechildren(Dudley2011)Intheorythentheimpactoftheprojectshouldstretchbeyondthe42childrenanalysedherebutwedonothavedatatosubstantiatesuchaclaim

16 Chris Brown Carol Taylor and Lorna Ponambalum

Learning about lesson study

FinallyweaskedparticipantstoanswerthefollowingquestionlsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquoResponsesheredividednaturallyintothebenefitsandchallengesofusinglessonstudyandaresetoutinTable4

Table 4 Benefitsandchallengestousinglesson study (responsetoquestionlsquoWhathaveyoulearnedaboutlesson studyandhowtouseittodevelopteachingpracticersquo)

Question Responses

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Benefits)

bull lsquoObservingcolleaguesteachandpickingupideasstrategiessharingpracticeetcinrelationtoprimarytosecondarytransitionsrsquo

bull lsquoSharinggoodpractice[andfacilitateideasgeneration]rsquobull lsquoObservingin[other]schoolsandseeingthedifferencebetween

teachinginprimaryandsecondaryschoolsrsquobull lsquoChancetoseeotherCamdenclassesofthesameagersquobull lsquoIgetabetterunderstandingofhowImightstretchmoreable

year7studentsrsquobull lsquoExposuretootherteachersrsquostylesandpracticesrsquobull lsquoSupportivefeedbackandobservationsfromcolleaguesrsquobull Perspectiveseglsquothatyouwouldnotbeabletopickupabout

yourchildrenrsquoslearningfromthefrontoftheclassrsquoandlsquoafocusonchildrenwhomightslipunderteachersrsquoradarrsquosimilarlylsquohavingothersbeingabletowatchthechildrenhellip[and]noticingsomething[youhadnrsquot]rsquo

bull lsquoBecauseitrsquosplannedcollaborativelyyougettoseeyourworkinactionrsquo

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Challenges)

bull TimeeglsquoLotsoftimeoutofschoolrsquobull TimetablinglsquoFindingdatesthataremutuallyconvenientforthe

triorsquobull lsquoIncreasedworkloadinrelationtoplanningpreparingand

hostingthesessionrsquobull lsquoImmediateprogressnot[always]visiblersquobull lsquoNeedsbuy-infromSLTtohavemaximumimpactrsquosimilarly

lsquoLessonstudyislessimportantinsomeschoolsrsquobull lsquo[Thistypeofprocesscannotbeanadd-on]ifitcouldreplace

[currentprogrammeofobservations]wouldbegreatrsquobull lsquoThereisalreadytoomuchtotryandgetthroughinprimaryrsquo

InconsideringthechallengesitcanbeseethatinkeepingwithGero(2015)forlessonstudytobecarriedoutsuccessfullyrequiresthebuy-inandcommitmentofseniorleadersInparticularlessonstudyndashasa formofschool improvementndashneedstobeprioritizedbyschool leadersover other school improvement initiativeswith time and space given to enable teachers tomeaningfullyengageinlessonstudyactivityAswellasthecommentsinTable4thismessageisalsoreinforcedbythefactthatthreeschools(sixteachers)droppedoutafterthefirstlessonstudy citing competing pressures and priorities as well as involvement in too many schoolimprovementinitiativesInpartthisisbecausethebenefitsofengaginginthisapproachwerenotimmediatelyapparent

London Review of Education 17

Significance

From analysing the results it is clear that our approach has been effective in both changingteacherunderstandingandteachingpracticeandbuildingteachercapacitysothatparticipantsareabletoruntheirownprojectsmovingforwardStartingwiththefirstascanbeseeninTable2teacherswereabletoarticulatealogicalchainndashstartingwithwhattheywerelearningabouttheirpupilsthechangestheyweremakinginresponseandendingwithargumentsformakingthesechangesForexampleoneparticipantnotedlsquohowdifficultitis[forpupils]tounderstandscientifictermsandconceptswithoutcontextrsquoasaconsequencetheywerenowrehearsingnewscientificvocabularybecauselsquospendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquoSimilarlyanotherteacherindicatedthatshenowknowsthatlsquopartnersreallymakeadifferencetotheoutcomersquoThiswasbecausethelessonstudyprocesshadhelpedherseethatpartneringlowerachievingchildrenwitheitherhigherachievingormiddleachievingpupilscanleadtothehigherabilitychildrenchallengingpushingandstretchingthelowerachieversAsaresultshewasmuchmoreactivelylsquomixingtalkpartnerssochildrenareworkingwithdifferentpartnersrsquoItseemsclearthereforethatourapproachtolessonstudydevelopedviaaDBRapproachndashwhichactivelypromotesreflectivedialogueviaaprocessof learningconversationsndashhasbeensuccessful inhelpingpractitionersreflectnotonlyonpupillearningbutalsowhatneedstochangeintermsoftheirteachingtofacilitatethislearning

Intermsofcapacitybuildingitisclearthatparticipantssawnotonlythebenefitsofengagingin lesson study but also the challenges that needed to be overcome in order to ensure itseffectiveoperation(Table4)Havingknowledgeof the former(combinedwithexperienceofa number of cycles of lesson study)means that participants now know how best tomakelessonstudyworkforthemInotherwordsbybuildingontheDBRelementoftheprojecttheteachersinvolvedcanensurethatmovingforwardtheytailorhowtheyfocuslessonstudytoachievemaximalbenefitforthemselvesandtheirpupilsLikewiseintermsofrollingouttheirownprogrammeoflessonstudyparticipantswillalsobeawareofthechallengesthatneedtobemetiftheyaretogetmostvaluefromtheprocessTheseincludeinparticulartherequirementtobuy-infromseniorleadersandtheneedforamodelofleadershipwithintheirschoolwhichpromotes the vision for and ensures the fosteringof a cultureof professional developmentbasedoncollaborativepeer-to-peersupport(includingthepromotionofthevaluesrequiredforlearningcommunitiestooperate)Alsokeywillbetheneedforseniorleaderstoprovidethenecessaryresourceandstructures(egtimeandspace)forsustainedandmeaningfullessonstudytobecomeareality(StollandFink1996Leithwoodet al2006)

Ourrevisedapproach tomeasuring impact toohasbeeneffectiveusing teacher-definedmeasuresofimpactprovidesamoreaccuratewayofunderstandingthedifferencethatlessonstudyactivityhasmadeInotherwordsunlikewithattainmentdatandashwhereitwouldbehardtoattributechangesinpupiloutcomesspecificallytolessonstudyactivity(asopposedtootherchangesincontextorintheteachingandlearningenvironment)ndashourapproachenabledteachersto focuson threepupils andhow they responded tovery specificchanges inapproaches topedagogicpracticebasedonanunderstandingandanassessmentofthesepupilsrsquobehavioursandattitudesbothbeforeandaftertheuseofthepracticeImportantlythisimpactdataisalsolsquotriangulatedrsquosincethepractitionerwhoisteachingaswellasthoseobservingmustcometoanagreementastowhathappenedandwhyLikewisethentheoverallperceptionsofimpactscoreswerediscussedandagreeduponintriadsgivingweighttotheirvalidityGiventhisitisencouragingtonotethatmostscoresprovidedsuggest that the lessonstudyapproachdoesimpactpositivelyonpupilbehavioursandattitudestolearningAscanbeseeninTable385per

18 Chris Brown Carol Taylor and Lorna Ponambalum

centofpupilsbenefitedfromtheirteachersengagingintheprojectwithoverathird(36percent)benefitingbyanincreaseintheirperformancescoreby50percentormore

Summary

FortheHaverstockPrimarytoSecondaryTransitionProjectweemployedaDBRapproachtothedevelopmentand implementationof lessonstudy inordertohelppractitionersexamineandbegintotacklesomeoftheissuesassociatedwithprimarytosecondarytransitionDoingsoenabledtheprojectteamandparticipantstocollaborativelydevelopatheoryofactionfortheprojectwhichenabledustoconsidernotionsoflearningandlearningconversationsaswellasameansofdeliveringlessonstudyinkeepingwiththistheoryofactionAswellasthiswewerealsoabletoestablishawayofmeasuringimpactforsituations(suchaswhenprimaryandsecondaryteachersworkonjointprojects)wherebecausethereisnoday-to-dayinteractionandcollaborationthereisnonaturallyoccurringbaselineandnocommonapproachtopedagogy

InlightoftheaboveweconcludethatusingDBRhasbeenvitalnotonlytothesuccessoftheprojectbutalsotoitslong-termsustainabilityfollowingtheprojectrsquosendHoweverweasresearchershavealsobenefitedfromengaginginDBRforinstancewehavegainedabetterunderstanding of how to engage in lesson study in a cross-phase way In addition the newapproachtomeasuringimpactthatemergedcannowbetriedandtestedinothercontextsascanourrevisedtheoryofactionforandapproachestooperationalizinglessonstudyThatisinkeepingwithAndersonandShattuck(2012)movingforwardwecantakewhatwehavelearnedandcontinuetocollaborativelyanditerativelyrefineourapproachsothatitiseffectiveineachnewcontextweintroduceittothushelpingtoservetoimprovethesystemrsquosoverallcapacityforsustainedchange

Notes on the contributors

ChrisBrown isaSeniorLectureratUCLInstituteofEducationUniversityCollegeLondon(DepartmentforLearningandLeadership) Chrishasextensiveexperienceofleadingarangeoffundedprojectsmanyofwhich seek tohelppractitioners to identify and scaleupbestpractice andwas recently awardedasignificant grant by the Education Endowment Foundation toworkwith over 100 primary schools inEnglandtoincreasetheiruseofresearch

CarolTaylor iscurrentlytheStrategicLeaderforCPDattheLondonCentreforLeadershipinLearningSheworkswithschoolsalliancesandlocalauthoritiesndashboth locallyandnationallyndash insupportingtheprofessionaldevelopmentoftheschoolworkforceCarolrecentlyco-ledtheNationalCollegeTeachingSchools Research and Development project involving over 60 schools across England She is activelyinvolvedinsupportingschoolsacrossLondontoembedpractitionerresearchandenquiryintopractice

LornaPonambalum isascienceteacherandAssistantHeadteacheratHaverstockSchoolCamdenLondonwheresheisalsoDesignatedSafeguardingOfficerLornahasbeeninvolvedinanumberoflessonstudyprojectsincludingtheprojectcoveredinthispaperwhichexaminedapproachestoimproveprimarytosecondarytransition

London Review of Education 19

Appendix Pupiloutcomesatstartandendofprojectwithevidencefromthetriadastowhytheseassessmentsweremade

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Myanalysisoftheirworkbookandmyknowledgeoftheirin-classcontributions

6 Someimprovementswhenthechildismotivated

4 Under-confidentStruggleswhenworkingwithapartner

7 Moreconfidenceofownabilityandrecognizessupportfrompartner

4 AloofIssuesathome 4 Stillstrugglestopayattentionwhenworkinginpairs

5 Struggleswithusingsomeofthekeywords

7 Usesmorekeywordsinherwrittenwork(almostall)Expressingideasinabetterway

4 Struggleswiththekeywords 6 Bettersentencestructureandbetterlinkingofideas

3 Lacksconfidenceinspeakingandwriting

6 MoreconfidenceinverballyansweringquestionsputshandupmoreoftenWritingcanstillbeaproblem

3 NeverraiseshandsRefusedtospeakinpublicNosentencestructure

6 Leftbeforeendofprojectbutwasdemonstratingimprovedvocabularyconfidenceandwrittenwork

4 Notengagedvocabularyandliteraryworkpoor

9 REALLYengagedandimprovementinvocabularyandliterarysentencesimproved

5 Doesnrsquotusevocabularyaccuratelyandnotableintermsofwrittenwork

9 Vocabularyuseismoreaccurateandismuchmoreableintermsofwrittenwork

4 bull Didnotlistenoncarpetortoteachertalk

bull Firstcycleshowssignsofdisengagementinfeedback

bull Writingdifficulttounderstand

7 bull Morefocusedonthetaskonthecarpet

bull Betterqualityofwritingbetterfeedbackascycleprogressed

6 bull Toochattybull Distractedtalkpartnerbull Forgottocheckthroughand

punctuatebull Couldnotpeerassesswell

8 bull Betterlearningbehaviourbull Moreownershipofown

learningandcanselfandpeerassess

6 bull Pronetodistractionbull Unabletofollowaseriesof

instructions

7 bull Handuptoofferideasmorebull Slowlyandcarefullygetson

withataskbull Knowshowtopeerassess

20 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Textsnotproducedwelldistractedanddistractingothers

6 Useofmetalanguagetextsproducedusingappropriategrammar

4 Paucityofideasworknotalwaysmakingsense

7 Takingcontrolofownlearningorganizingideasaboutgrammareffectivelymoreconfidenttostartwritingandproducingcompletetexts

5 Generallackofconfidencedespitebeingahighachiever

7 Textsproducedfullofideasinterviewswithobserversshowconfidencemoreconfidenceinhisideasprovidedheispartneredwithsomeonewhohefindssupportive

5 LackofinvolvementinlessonsPoorwritingandconfusedbymosttasks

7 HavingestablishedthatheappreciatesbeingprobedchallengedbyteachersIdedicatemoretimetoenablinghimtoprocessinformationthroughquestioningHenowoftenstartstasksquickerandtakesmorerisksHeisstillshyanddoesnrsquotusuallyvolunteer

3 Withdrawnndashnevercontributingandoptingoutoftasks

6 TriestasksndashnotalwayswithoutpromptingBeginningtotakerisksandoccasionallyvolunteersideas

7 VerylowconfidenceConsistentlypoorliteracyReluctancetocontributeWrittenworkwaspoorbutreflectedeffortofstudent

9 TriesreallyhardtocompleteworktothebestofherabilityStillrarelycontributesherideas

3 CompletelydisengagedseesnovalueinschoolNotansweringquestionsandtalkingaboutanythingelse

8 Nowfocusesonthefrontputshanduptalksaboutthetopicmostofthetime

6 Easilydistractedwillputhandupbutoftendoesnrsquothaveananswerwhenasked

8 Morefocusedwillstilloftennotlistenoninputbutisabletoasksomeoneelseratherthananadultorjustsittingthere

1 bull Getsoutofseatbull Shoutsoutbull Disturbsothers

na Pupilleftschool

9 Priorattainmentandclassroomobservations

9 Nodifferenceinliteracyattainmentwasconsistent

London Review of Education 21

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Priorattainmentandclassroomobservations

4 Improvedconfidenceincomprehensionandwriting

3 Priorattainmentandclassroomobservations

4 Norealdifferencepossiblyslightlybetteratverbalizing

3 Effortscorelsquo3rsquoinfirstreportLeaningbackonchairnotfocuseddistracted

6 Morefocusmorelikelytoaskforhelpratherthanmisbehave

3 Effortscorelsquo3rsquoinfirstreportDistractingothers

3 NowrarelyinclassndashexclusionabsenceOnoccasionshowsexcellentprogressandcanworkindependently

4 Disengagedonwhole(althoughbaselineobservationswerecarriedoutonalsquogoodrsquoday)Rudenessnottrying

8 ReadingchallengingtextsandlookingupdifficultvocabularyindictionaryFewerdayswhenrefusestowork

3 Severallearningneedsandhashadtroublewithwriting

4 Increasedconfidenceinspellingandwriting(andenthusiasm)ndashespeciallycreativelyContinuestostrugglewithcomprehensionHasmadeprogressaccordingtoassessedwork

5 Asabovealthoughadisparitybetweenqualityandquantityofspokenandwrittenwork

na Haslefttheschool

3 MorewillingtowritethantalkatlengthWritingpoorqualityPoorattentionandbehaviouralissuesasbarrierstolearning

5 HasimprovedappreciablyintermsofspokencontributionstowrittenworkStillpresentsbehaviouralproblemsasmainbarriertoprogressHasmadetwosub-levelsofprogressthisyear(basedonanalysisofclasswork)

6 Readingfictionpooruseofsciencevocab

6 Nothingverydifferent

5 Noattempttousesciencevocab 7 Tryingtousesciencevocab

3 Verypoorengagementwithlargerwrittentasks

7 Betterengagementwithtaskandproductionofhigherlevelworkwithbettervocab

4 Unwillingtodiscusswithinterviewee

5 Writesmoretriestowriteindetailthoughremainsunwillingtoshareideaswritteninclassndashdependentonwork-partner

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

6 Chris Brown Carol Taylor and Lorna Ponambalum

While in lessonstudyteacherstakeanactiveroleaslsquoresearchersrsquotoexploreandrefinelessons (CheungandWong2014)Lessonstudy itself canbeconsidereda formof JPD thatis a process that comprises practitioners developingways ofworking through collaborativeengagementthatasaresultleadstotheopeningandsharingofpracticeswithothers(Fieldinget al 2005)And although lesson studydoeshave a numberof distinctive characteristics itsunderpinningmechanismaswithotherJPDapproachesinvolvesaprocessviewedaseffectivebecause it is trulymutual rather thanone-waywith thepracticeconcernedbeing improvedrather than simply moved from one person or place to another (ibid Dudley 2011)Thisunderpinningapproachalsoservesasthemaincritiqueoflessonstudyhoweverthatisintryingtoengageinlessonstudybusyandunder-pressureteacherscanoftenstrugglewiththedemandsof collaboration Likewise unless in trusting environments it can be off-putting for teachersknowingthattheirlessonsandteachingwillobservedandcritiqued(egseeTschannen-Moran2004Gero2015)Aswenotelaterthiscritiquewassubstantiatedinthisstudy

Issues associated with childrenrsquos transition from primary to secondary school

Thetransition fromprimarytosecondaryschool isan importantevent inthe livesofpupilsandtheirfamilies(Evangelouet al2008)theygofrombeingtheoldesttotheyoungestintheirschoolmovearoundforlessonshaveamyriadofteachersinsteadofoneandstarttobegivenincreasedamountsofhomework(ShepherdandRoker2005)Althoughthemajorityofpupilsattheendoftheirprimaryschoolingfeelpreparedfortheirmovetosecondaryschoolandthree-quartersarehappyafteraterm(eg84percentof550pupilssurveyedattheendoftheirfirsttermatsecondaryschoolbyEvangelouet al2008)thereisnonethelessageneraldeclineintheacademicachievementofpupilsfollowingthischange(Galtonet al1999McGeeet al 2004Evangelouet al2008)

Proposedreasons for thishiatus include theargument that for somepupils thisperiodcanbestressfulandthatinadditionmorevulnerablepupilswillneedeffectivesupportpriortotransition(McGeeet al 2004)Galtonet al(199922)suggestthatvulnerablegroupsincludelsquothoseonfreeschoolmealspupilswithspecialeducationalneedspupilswhowerelessfluentinEnglishandpupilsfromsomeethnicgroups(whichonesdependedontheparticularsubjectbeingassessed)rsquoTree(2011)addstothislistthosewhodisplaychallengingbehaviourItisalsoarguedthatpupilsrsquoacademicprogressfaltersfollowingtransitionbecauselsquomanyschoolsarestillputtingtheirenergyandmoneyintoeffortstosmooththetransferprocessratherthanensuringthatpupilsrsquo commitment to learning is sustainedand theirprogressenhancedrsquo (Galtonet al19996)AsaresultofthesedivergentargumentsanabundanceofrecommendationsmaybefoundintheextantliteraturetohelpsmooththeprocessoftransitionTheseinclude

bull Transitionsareattheirstrongestwhenlsquothesocialemotionalcurricularandpedagogicalaspectsoflearningaremanagedinordertoenablepupilstoremainengagedwithandhavecontroloftheirlearningrsquo(DCSF20085alsoseeMcGeeet al 2004Evangelouet al2008)

bull Thereisaneedtoensurecurriculumandpedagogiccontinuityattransfer(Galtonet al1999)Suchcontinuityserves tomaintainpupilsrsquo interest in learningallowsthemtoprogressintheirlearningandsohelpsthemavoidtheinternationallyobservedlearninghiatusthatseemstoaccompanytransition(McGeeet al 2004Evangelouet al2008)

London Review of Education 7

Setting and context

TheCamdenPartnershipforEducationalExcellence(CPEE)wassetupinApril2012withthevision tomake the LondonBoroughofCamden lsquothe best borough for educationrsquo (CamdenCouncil2016)The CPEEaimhasbeentodriveforwardtherecommendationsoftheCamdenEducation Commission (London Borough of Camden 2012) which highlighted key issuesand opportunities forCamden schools in the light of the changes to the English educationlandscape In 2013 theCPEE board invited schools colleges partners and stakeholders tobidforfundsfromapound2millionpotsetuptosupport innovativeprojectscentredonraisingachievement and attainment and in particular to findways of improving outcomes for theboroughrsquosmostvulnerablegroupsofstudentsAkeyrequirementoftheCPEErsquosbidcallwasthatschoolimprovementprojectsshouldbebasedonthelessonstudyapproachThisfollowedtheappointmenttotheCamdenLocalAuthorityCPEEboardofastaunchlessonstudyadvocatewhohadbeeninvolvedintheprocessforanumberofyearsbothintheUKandabroad(seeDudley2014)

AkeyfindingfromtheCamdenEducationCommissionrsquosfinalreportwasthatparticularlyforvulnerablestudentslsquotransitionarrangements[withinCamden]atpresentarenotconsistentlygoodenoughrsquo(20115)correspondinglyitarguedthatenhancingtheseshouldbeacentralfocusofimprovementeffortsmovingforwardInparticularitsuggestedthatthereshouldbeabetterunderstandingbetweenyear6andyear7teachers(teachersofstudentsaged11ndash12)of thepedagogyandpracticeofteachingandlearningineachotherrsquosinstitutionswhichwouldassistthembothinpreparingstudentsforsuccessandinsupportingstudentstoflourishintheirnewenvironments(201136)InresponsetothereportandtheinvitationbytheCPEEboardfororganizationstobidforfundingforprojectscolleaguesfromHaverstockSchool(Camden)andtheInstituteofEducationUniversityCollegeLondon(IOE)teameduptodevelopaprojectthatmightservetoaddresssomeofthecommissionrsquosconcernsinrelationtotransition

OurfirststepwastoundertakeareviewoftheinternationalliteratureontheissueofprimarytosecondarytransitionSeekingoutliteratureempiricalstudiesandmeta-analysesrelatingtoschoolsystemsbroadlysimilar tothatofEnglandandWales (eg theUSACanadaAustraliaNewZealand etc) involved the use of databases (JSTOR ERICWeb of Knowledge BritishEducationIndex)theIOElibrary(includingdoctoralandmasterrsquostheses)andrecommendationsonseminalliteratureprovidedbycolleaguesOverallthisresultedinatotalof21studiesbeingreviewed

FollowingthereviewweconnectedkeythemesandfindingsemergingfromtheliteraturetopreviousinitiativescarriedoutinCamden(throughconsultationwithCPEEstaffaswellaswithheadteachersandteachersfromschoolswithintheborough)CorrespondinglywedecidedtocentreourproposedbidtoCPEEontheneedforpedagogiccontinuity(Galtonet al1999McGeeet al 2004Evangelouet al2008)InotherwordssinceourdiscussionsindicatedthatthesocialandemotionalaspectsoftransitionseemedalreadywellcateredforwedecidedtoconcentrateonanareathatwasrecognizedasimportantbutintermsoftheCamdencontextwhererelativelylittleefforthadyetbeenplacedThatisfromourdiscussionswithstakeholdersitwassuggested that thegreatest impacton transitionmightemerge fromthedevelopmentofcommonapproachestoteachingEnglishandscience(prioritysubjectareasdeterminedbyCPEE)

Asaresult theHaverstockPrimarytoSecondaryTransitionProjectwasconceivedwiththepurposeofbringingtogetherprimaryandsecondaryteachersfromtheLondonBoroughof Camden in order that they might employ lesson study to develop effective cross-phasepedagogicalapproachesstrategiestoteaching Englishliteracyandscienceinordertosupportthetransitionofyear5toyear8 studentsInparticulartheprojectfocusedonthoselsquovulnerablersquo

8 Chris Brown Carol Taylor and Lorna Ponambalum

studentsmostatriskintermsoftheirprogresspost-transitionHereweconsiderlsquovulnerabilityrsquoascontingentonpupilsrsquoabilitytomakeasuccessfulacademicsocialandemotionaltransitionfromyear6toyear7InparticularwefocusonpupilsentitledtofreeschoolmealsandwhiteBritishstudents(closingthegapforwhiteworking-classstudentsisahighprioritybothwithinCamdenLocalAuthorityandwithintheEnglishcontext)Wealsosoughttoincludemoreablepupilsnotfulfillingtheirpotential

JointlydirectedbycolleaguesfromHaverstockSchoolandtheIOEthespecificaimsoftheprojectweretoimprovestudentandteacheroutcomesinrelationto

bull more robust challenging and innovative ndash but also consistent ndash pedagogic practiceatnationalcurriculum levels1ndash8 inEnglishandscience (levelsrepresenthowpupilsprogressinrelationtoEnglandrsquosnationalcurriculumDepartmentforEducation2011)inyears567and8(ages10throughto13)

bull sharedteacherconfidenceusingthesepracticesintheirsubjectinEnglishandsciencefromlevels1to8

bull improved rates of progress and attainment for lsquovulnerablersquo pupils within each ofyears 3ndash8(ages8throughto13)

bull agroupofteachersabletouselessonstudyapproachestoimproveclassroompracticeandimpactonstandardsthusbuildingtransferablecapacity

Theprojectcomprisedapilotandmainphasewiththelatterinvolving18practitionersfromnineschoolsengagedinninelessonstudysessionsthroughoutthecourseoftheacademicyearandthreeworkshopsFurtherdetailsontheparticipantsaresetoutinTable1(anditshouldbe noted that individually noneof the participants hadworked together before)Adetailedoverviewofwhateachworkshopcomprisedissetoutinthefollowingsections

Table 1 Participantcharacteristics

Primary teachers

Secondary teachers

Total

FocusingonEnglish 5 4 9

Focusingonscience 7 2 9

Total 12 6 18

Methods

A DBR approach to lesson study

PrimaryandsecondaryschoolshavetheirownparticularwaysofworkingandwhenconsideringtheteachingofindividualsubjectssuchasEnglishorsciencethesearenotnecessarilywellsuitedtofosteringcross-phasecollaborationForinstanceprimaryteacherswillteachallsubjectstoonecohortofpupils foranentireyear IncontrastsecondaryschoolteacherswillspecializebysubjectareaandsowillteachthatonesubjecttoanumberofdifferentclassesInadditionusinglessonstudyisanewphenomenoninEnglishschoolsandusingitinacross-phaseway(totackleissuesoftransition)israretonon-existentBearinginmindtheparticularwaysofworkingofeachphasendashandthatneithertheresearchersnorpractitionersinvolvedintheprojecthadengagedinlessonstudyactivitybeforendashitwasdecidedthatapilotphaseoffivemonthswithasmallgroupofschoolsberuntoallowresearchersandpractitionerstocollaborateintrialling

London Review of Education 9

theapproachandascertaininghowitmightbestbemadefit forpractice inotherwords toenableaDBRapproachtothedevelopmentandimplementationofthelessonstudymodelforthisprojectCorrespondinglyinkeepingwithAndersonandShattuck(2012)theprojectteam(ieparticipatingteachersfromtheseschoolstheAssistantHeadprojectleadfromHaverstockSchoolandresearchersandfacilitatorsfromtheIOE)soughtasacollaborativepartnershiptodesign testandrefinecross-phase lessonstudy inarealeducationalcontextwithaviewtomeetingtheprojectrsquosaimandestablishingabasisforitsfutureroll-out

Developing a theory of action for lesson study

AkeyaspectofemployingaDBRapproachwas theestablishmentofa theoryofaction forlesson study that is to determinewhich aspects of lesson studywere an integral part of alogicalchainleadingtoimprovedstudentoutcomesandwhichweremoreopentocontextualmanipulation(ArgyrisandSchoumln1996)AmutuallydevelopedtheoryofactionhasbeenshowntohavesignificantlypositiveimpactsontheeffectivenessofinterventionstheyrelatetoandsoisavitalaspectofDBRAsnotedaboveitisarguedthatasaformofJPDlessonstudyinvolvescollaborativeengagementthatservestoopenupandsharepractices(Cohen-Vogelet al2015)Assuchthedevelopmentofourtheoryofactionforlessonstudycentredonhowadultscanlearnfromandbuilduponthebestpracticeoftheirpeersthroughinteraction

Inordertofacilitatethetypeofinteractivelearningweenvisagedweturnedtotheliteratureonprofessional learningcommunities Inparticularwe lookedat thenatureandstructureofthelsquolearningconversationsrsquothattakeplaceaspartofprofessionallearningcommunityactivityDescribedaslsquotheway thateducatorsmakemeaning togetherand jointlycomeupwithnewinsightsandknowledgethat leadto intentionalchangetoenhancetheirpracticeandstudentlearningrsquo (Stoll 2012 6) learning conversations comprise considered thoughtful (rather thansuperficial)discussionandchallenge focusedonmattersof teachingpracticewhichconsiderevidenceofactualandpotential formsofpracticeandwhichareundertakenwithaviewtodevelopingbothimprovedpracticeandasaresultoutcomesforstudents

Movingdeeper into this area Stoll (20126ndash11) suggests that the following features arecharacteristicofhigh-qualitylearningconversationsbetweenadults(1)afocusonevidenceandideas(includingbothexistingandeffectivepracticewithintheschoolnetwork)andalsopotentialinnovations and transformations (eg creativeways to engage learners and extend learning)(2)experienceandexternalknowledgetheorytostimulatereflectionchallengethestatusquoandextendthinking(3)theuseofprotocolsandtoolstoframelearningconversationsmoreclearlyandguidelinesthathelpparticipantsstructuretheirdialogueandinterrogateevidenceorideasand(4)facilitationtoelicitandsupportintellectualexchangeaswellasmaintainingopendialogue

Operationalizing lesson study

These fourelements plus the four stepsoutlinedearlier thus formed thebasis forhowweinitiallysoughttostructureandoperationalizelessonstudyactivityAsaresultitwasdecidedbytheprojectteamthatthepilotphaseshouldcommencewithaone-dayfacilitatedworkshopin which practitioners held data-informed discussions about the key issues their vulnerablestudentsfacedinrelationtoEnglishliteracyandsciencePriortotheworkshoptheAssistantHeadprojectleadfromHaverstockSchoolandresearchersandfacilitatorsfromtheIOEspentadaydevelopingprotocolsandtools to facilitate learningconversationsandplanningactivitywithintheworkshop(basedonapproachesusedbyStollegseeStollandBrown2015)Using

10 Chris Brown Carol Taylor and Lorna Ponambalum

theseparticipantsworkedthroughaseriesofactivitiesdesignedtohelpthemdecideupononefocusarea(atopicbeingtaughtthatencapsulatedtheissue)andtoalsothinkaboutacommonapproachtoteachingthetopicinrelationtotheconceptthattriadscouldadoptimplementanditerativelyimproveFollowingthisparticipantswereaskedtoidentifythreestudentswithineachschoolwhorepresentedthefocus(vulnerable)studentsandtothencollaborativelyplanthefirstresearchlessonthatwouldbetaughtobserved

Inkeepingwith thenotion that it is expertisewith respect to a given intervention thatenablespractitionerstotailorinterventionstotheirspecificsituationandthatthedevelopmentofexpertiseinvolvesbothaspectsofeffectivelearningandsustainedskillrefinement(iepractice)(seeBryket al2011Penuelet al2012BrownandRogers2015)thepilotphasetheninvolvedthreefulllessonstudydaysTheseinvolvedpractitioners

(1) revisitingthepurposeofthelessonandthefocusareathatitlinkedto(2) beingtalkedthrough(bytheteacherwhowasteachingbeingobserved)eachphaseof

thelessonandwhatitsaimsandgoalswere(3) observinghowthelessonworkedinpractice(withafocusonthecasechildren)(4) interviewingthecasechildrenfortheirperspectivesontheissues(5) undergoingafacilitateddiscussiontoevaluatethelessonbasedonobservationsand

datacollection(6) buildingonwhathadhappened(iecollaborativelyestablishinglsquohowtorsquo)andplanning

forthenextlessonstudyresearchclass

Againbeforethefirst lessonstudydaytheprojectteamspentadaytogethercollaborativelydevelopingprotocolstoolsandanoutlineforthedaytofacilitatethelessonstudyprocessThelessonstudyactivitywasalsoobservedbytheprojectteaminordertogiveusanunderstandingofhowitwasbeingenacted

Collaboratively reviewing and improving lesson study activity

ThroughoutthepilotphasetimeandspacewerecreatedtoenableresearchersandpractitionerstodeliberateanddiscusswhateachhadlearnedandtheirexperiencesinrelationtolessonstudyThroughthisdialogicprocesswewereabletoconstructcommonunderstandingandmeaningwithregardtobothaspectsoftheprocessandintermsoftheuseoftoolsandprotocolstofacilitatetheprocessAsaresultwewerethenabletounderstandwhichaspectsoftheapproachwere successful inhelpingparticipantsdevelop theirpracticeand improveoutcomes for themostvulnerableandwhichappearedtoprovidelimitedvalueInotherwordsasGutierrezandPenuel (201420)suggestlsquo[s]tudying theldquosocial lifeof interventionsrdquo [helpedus]moveawayfromimagininginterventionsasfixedpackagesofstrategieswithreadilymeasurableoutcomesandtowardsmoreopen-endedsocialorsociallyembeddedexperimentsthatinvolveongoing[ieiterative]mutualengagementrsquoToensurethelearningfromthepilotphasewascarriedoverintothemainprojectattheendofthethreelessonstudydaysaone-dayworkshopwasheldsothatthemainphasecouldbecollaborativelydevelopedAspectshereincludedthegroupingandsequencingoflessonstudydaysthroughouttheyear(bearinginmindthedistinctwaysofworkingthateachphaseofschoolinghas)thenature(runningorder)ofeachlessonstudydaythenatureofthetoolsandprotocolstobeemployedaspartofeachmainphaselessonstudysessionandhowimpactshouldbeconceivedofandmeasured(seebelow)

Whatwasalsoviewedas importantbybothparticipantsandtheprojectteamhoweverwasthataswescaledtheprojectupfrompilottomainphasethedialogicprocessthatenabledustounderstandanditerativelyimprovetheoperationoflessonstudycouldcontinueatscale

London Review of Education 11

PerhapsoneofthemainissuesoftheDBRapproachascurrentlyconceivedisthatit isveryresearcher intensive in other words it requires researchers working intensively with smallnumbersofpractitionersWewerethusconcernedwithfindingwaysofexamininghowtheDBRapproachcouldhaveimpactformaximalnumbersofteachersToovercomethispractitionersand researchers jointly agreed on the need for distributed ownership ifDBR at scale is anunmanageabletaskforresearchersalonethenresearcherscannotbetheonlyactorsinvolvedincreatingmeaningndashpractitionersexperiencedinthedeliberativeprocessshouldalsobeabletomovebeyondtheirtraditionalrolesandengage inthiswaytoo(Coburnet al2013)Thisagreeduponapproachtocapacitybuildingthereforemeantthatwewereabletousetheoriginalpilotgroupmembersaspractitioner-researcherswhocouldformnewtriadsandengagewithpractitionersinvolvedintheprojectrsquosmainstageThisfreeduptimefortheresearcherstoworkwithothergroupsoflsquomainstagersquopractitionersndashandbothsetsofresearcherscouldthenmeetperiodically to considerongoing improvements and changes thatneeded tobemade to thelessonstudymethodology

A DBR approach to measuring impact

Vitaltounderstandingtheeffectivenessofourapproachwasameaningfulwaytoassessimpact(Bryket al2011)thatistoseewhetherwemettheaimsoftheprojectOurinitialapproachtomeasuringimpact(whichwastestedduringthepilotproject)involvedpractitionersestablishingcommon understanding and thus alsquobaselinersquo through the analysis of data and insight abouttheir settings current practices and key issues in relation to the teaching of EnglishliteracyandscienceaswellasissuesoftransitioninrelationtothesesubjectsTheyweresubsequentlyinvitedtoestablishwhattheywantedtoachievebytheendoftheprojectandhowtheymightdosondashspecificallyfollowinganapproachsetoutbyEarleyandPorritt(2013)ndashandlsquostartingwiththeendinmindrsquo(thegoaltheywishedtoachieve)practitionerswereaskedhowtheymightdevelopteachingstrategies(basedonacommonfocusarea)thatmightbeobservedandrefinedviaaprocessoflessonstudytoreachadesiredendpoint(ieonethatwouldtackletheseissues)

GutierrezandPenuel (2014) argue thatpartnershipapproaches to impactmeasurementare also likely to result in more robust and nuanced understandings of the differences aninterventionhashadThistooprovedtobethecaseforthisprojectInparticularitbecameclearthatndashbecausepractitionerswereengagingincross-phaseapproachestopedagogyandsohadtodevelopacommonissueanddecideonatopicsubjectmatterthatencapsulatedtheissuebeingtaughtndashinessencealsquonaturalrsquobaselinedatadidnotexistInotherwordsaskingteachersndashwhoteachatdifferentstagesofthecurriculumandwhoteachdifferentagegroupsindifferentschoolsndashtocollaboraterequiredthemtofindalevelofcommonalitythatordinarilydidnotexistThismeantthatbaselinedatacouldnotbeascertainedinadvanceofthelessonstudybuthadtobeascertainedasadirectresultofthelessonstudyprocessthefirstlessonbecamethebaselineforpractitionerone the second study forpractitioner two and soonThis alsomeant thatbothbaselineandpedagogicapproachesalsonecessarilydevelopedasaresultofcollaborativeactivity that ispractitioner tworsquos approach to teaching the lesson studyclass shouldbenefitfromengaginginthelessonstudyrelatedtopractitioneroneandsoonBaselinesandstartingapproaches to implementing the strategywere thus relative Similarly desired endpoints andimprovementstowardsthesecouldonlybesetandorcomparedinabsolutetermsfromeachpractitionerrsquosstartingposition

Inadditionthismeantthattheimpactprocessmovingforwardnecessarilyhadtoinvolvetwostagesthefirststagebeforelessonstudyactivityinvolvedeachtriadestablishinganissueanddecidingonamutualtopicorlessontoteach(andhowitshouldbetaught)Desiredimpact

12 Chris Brown Carol Taylor and Lorna Ponambalum

(the future goal to be aimed at) however couldonly be established after each baseline hadbeenestablishedcorrespondinglyaswiththepilotakeyaspectofthemainstagekick-offwasto ensure that themain stage participants discussed (in their lesson study triads) commondifficultiesandissuesinrelationtotheteachingofEnglishliteracyandscienceinthecontextof transition and that they identified areas for improvementTriads then decided upon onefocusarea(atopicbeingtaughtthatencapsulatedtheissue)andtoalsothinkaboutacommonapproachtoteachingthetopicthatmight inrelationtothe issue leadto improvedteachingpracticesandstudentoutcomesWealsoengagedparticipantswithwaysofunderstandingandmeasuringbothbaselineandimpactspecificallyweintroducedthemtoamyriadofhardandsoftdata types (fromstudentoutcomes toobservationsofpractice) andwaysofmeasuringbaselineandimpactsuchasthelsquoLeuvenrsquoscaleParticipantstheneachidentifiedthreecasestudychildrenandcollaborativelyplannedthefirstlessonstudyclassFollowingkick-offforthefirstthreelessonstudyclassesthemainstageparticipantsobservedpracticeandstudentbehavioursaswellascollectingengagingwithotherpupildata

AfurtherworkshopwasheldafterthefirstthreetoenableparticipantstocometogetherandestablishafirmbaselineforthethreepupilsforeachoftheteachersintheirtrioHavingestablished this baseline they then determinedwhat they would like practice to be (ie toestablishtheir ideal)ParticipantsthenspenttheremainderoftheworkshopcollaboratingtofurtherrefinethepedagogicapproachesthatmightgetthemtothisidealThismeantthatlessonstudysessionsfourtoninewerestructuredusingthesixstepsasdiscussedabovewithlessonstudysessionsusedtoascertainwhetherpracticeandoutcomeswereprogressingtowardstheirideal impact goal inorder todecidewhethercorrectivechanges in approachwererequired(Bryket al2011)

A finalworkshopwas then held to enable trios to bring together the endline data forthe project and so establish a firm impact picture specifically in relation to the aimsof theprojectHereprotocolsweredevelopedbytheprojectteamtocapturedatathatemergedfromthelearningconversationsheldwithintheworkshopsSpecificallyproformaswerecreatedtohelpparticipantsrecordtheirresponsestothefollowingquestions(1)Howhasyourpracticechangedasaresultofthisprojectand(2)WhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticeWealsodevelopedaproformatorecordtheperceiveddifferences inpupiloutcomesbetweenthestartandendoftheproject(alongwithevidencefromthetriadastowhytheseassessmentsweremade)

Results

Asoutlinedabovetheaimsoftheprojectweretoachieve

bull morerobustchallengingandinnovativendashbutalsoconsistentndashpedagogicpracticeatnationalcurriculumlevels1ndash8inEnglishandscience

bull sharedteacherconfidenceusingthesepracticesbull improved rates of progress and attainment for lsquovulnerablersquo pupils within each of

years 3ndash8(ages8throughto13)bull agroupofteachersabletouselessonstudyapproachestoimproveclassroompractice

andimpactonstandardsthusbuildingtransferablecapacity

To understand how successfulwe had been in relation to eachof these in the final impactworkshopweworkedwithparticipantstoaddressthefollowingthreequestions

bull Howhasyourpracticechangedasaresultofthisprojectbull Whatimpacthasthischangedpracticehadonpupils

London Review of Education 13

bull What have you learned about lesson study and how to use it to develop teachingpractice

Impact on teacher practice

Webeganthefinalworkshopbyfirstaskingparticipantstoengageinalearningconversationcentred on how their practice had changed as a result of their participation in the projectAll teachers participated in the exercise andused the pro formaoutlined above to indicatewhethertherehadbeenanychangeintheirpracticeWhenanalysingtheresults itwasclearthatresponsesdividednaturallyinto(1)changesinknowledgeunderstandingintermsofhowfocuspupilslearn(2)changesinpracticeand(3)whychangesinpracticearemakingadifferenceExamplesoftheverbatimresponsesaresetoutinTable2whichencapsulatesthemainthemesthatemergedAcommonfocusacrossallgroupswashowtheymightemploylsquotalkforwritingrsquondashaprocesswherechildrenorallyengagewiththelanguagetheyneedforaparticulartopicbeforereadingandanalysingitthenwritingtheirownversionPotentiallythecommonalityofthisfocusderivedfromlsquotalkforwritingrsquobeingahottopicwithinCamdenduringthetimeoftheprojectAsaresultthiscouldbeareasonwhythemajorityofteacherparticipantshadbroadlyfocusedontalkandthebalancewithintheirlessonsbetweentalkingandwritingaswellasontheuseofpairingandgroupinginordertofacilitatethis

Table 2 ExampleresponsestothequestionlsquoHowhasyourpracticechangedasaresultofthisprojectrsquo

Question Responses

Changesinknowledgeunderstandingintermsofhowfocuspupilslearn

bull lsquoHowdifficultitistounderstandscientifictermsandconceptswithoutcontextrsquo

bull lsquoThebenefitsofusingascriptforpeerfeedbackrsquobull lsquoPupilsneedstructuredtalkwithwell-chosenpartnersrsquobull lsquoPupilfindkeywordsdifficulttouseinapieceofwritingeven

iftheyunderstandthemeaningofthewordsitisdifficulttolinkmorescientificwordstogetherrsquo

bull lsquoGroupingcanmakeabigdifferencetolearningrsquosimilarlylsquoPartnersreallymakeadifferencetotheoutcomersquo

Changesinpractice bull Rehearsalofkeynewscientificvocabularybull Useofspeakingandwritingframesbull Makinglessonsmoreoralandgivingmoreoralscaffoldsbull lsquo[Providing]moretimetotalkandthinkaboutwhatthey

wanttowritersquobull lsquoMixingtalkpartnerssochildrenareworkingwithdifferent

partnersrsquo

Whychangesinpracticearemakingadifference

bull Pupilslikespeakingframesaslsquoitgivesthemastartingpointtostructuretheirspeechrsquo

bull lsquoMakingspeechahighpriorityresultsinmuchbetteroutcomesrsquo

bull lsquoSpendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquo

bull Partneringlowerachievingchildreneitherwithhigherachievingormiddleachievingpupilsreallymakesadifferenceasthehigherabilitychildrenchallengepushandstretchthelowerachievers

14 Chris Brown Carol Taylor and Lorna Ponambalum

Pupil impact

WehavedescribedabovethatinkeepingwiththeDBRunderpinningsoftheprojectparticipantswere able to determinewhat changes theywanted to see in their pupils as a result of theprojectandhowthesemightbemeasuredAssuchavarietyofmetricswereusedtoascertainimpactrangingfromteacherobservationsandmarkingtotheirexpertiseandknowledgeofthechildBecauseparticipantspredominantlychosenottouselsquohardrsquoattainmentdatainordertoexamineimpactacrossallparticipantswehadtofindacommonwayofderivingandpresentingwhatimpactifanyresultedfromtheprojectTodothisweaskedparticipantsworkingintheirtriadstoscoreeachoftheirthreefocuschildren(inrelationtothefocusoraimsoftheirtriadandinrelationtothedatatheyweremeasuring)bothintermsoftheirlsquoperformancersquoatthebeginningoftheprojectandattheendScoresbothatthebeginningandendwereoutoftenandparticipantstriadshadtoprovidesupportingevidenceforselectingtheirscoresAsaresultthisprovidedresearcherswithperceptionsofpupilimpactandreasonsfortheseperceptionsbecauseallpupilimpactperceptionswerescoredinthesamewayhoweverwewerealsoabletonormalizethesescoresbylookingatthepercentagedifferencesinthelsquobeforersquoandlsquoafterrsquoscoresThescoresandrangesofthesedifferencesaresetoutinFigure1whereasTable3providesadistributionofthepercentagescoresAfulltableofresponsesshowingbeforeandafterscoresandreasonsevidencefortheseisprovidedintheAppendix

Figure 1 Pupilsbeforeandafterscoresandpercentagechange

London Review of Education 15

Table 3 Distributionofpercentagechangeinpupilsbeforeandafterscores

Question Number Percentage

Greaterthan100change 3 7

91ndash100change 7 17

81ndash90change 0 0

71ndash80change 4 10

61ndash70change 1 2

51ndash60change 0 0

41ndash50change 6 14

31ndash40change 12 29

21ndash30change 2 5

11ndash20change 1 2

1ndash10change 0 0

Nochange 4 10

Pupilsdroppedout 2 5

Total 42 100

TheblockedareainFigure1representsthestudentperformancescoresatthebeginningoftheprojectwhilethecontinuouslinerepresentstheirscoresatprojectendThedotsmeanwhilerepresentthepercentagedifference(iethechangeinpupilperformancesincethestartoftheproject)Ascanbeseenofthe42focusgrouppupilsforwhomteachersprovideddatateachersreported a change in the behavioursattitudesoutcomes of all but six For some pupils thischangewassubstantiveAssetoutinTable3whichprovidesthedistributionofthesepercentagechangesteacherssuggestthatfortenpupilstheirperformancehadeffectivelydoubledormore(ietherewasa100percent(orgreater)changeintheirscore)Thebiggestsingleimprovementhowevertendedtobebetween30and40percent Inthemainthiswascausedbylsquoaveragersquopupils(scoring5ndash6)nowscoringtwopointshigher(7ndash8)orbyinitiallylowperformingpupilsndashwhooriginallyscored3ndashincreasingtheirperformancescoreto4

Naturallyintheabsenceofhardandobjectiveattainmentdataweneedtobecircumspectin the levelofsignificanceaffordedtowhataresubjectivelydeterminedresultsNonethelesssupportingevidencewasprovidedandthefiguresweretriangulatedwithothermembersofthetriad(whowerethemselvesengagedinprolongedobservationofthesepupils)Inadditionnotallpupilswerereportedashavingbenefitedfromtheproject fourpupils(10percent)werereportedasnotbenefitingatallwhileafurthertwodroppedoutoftheschooltheywereinConsideringLincolnandGubarsquos(1985)criteriaforestablishingthetrustworthinessofsubjectivedatathereforealthoughtheexactchangeinpupilsrsquoperformancescanbedebatedtheresearchteamhaveconfidencethatsomepositiveimpactonpupilshastakenplacendashandthatthisimpactcanbeattributabletotheprojectItshouldalsobenotedthatthisdatarelatestothethreepupils(perclass)representingwidergroupsofinterestsuchasvulnerablechildren(Dudley2011)Intheorythentheimpactoftheprojectshouldstretchbeyondthe42childrenanalysedherebutwedonothavedatatosubstantiatesuchaclaim

16 Chris Brown Carol Taylor and Lorna Ponambalum

Learning about lesson study

FinallyweaskedparticipantstoanswerthefollowingquestionlsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquoResponsesheredividednaturallyintothebenefitsandchallengesofusinglessonstudyandaresetoutinTable4

Table 4 Benefitsandchallengestousinglesson study (responsetoquestionlsquoWhathaveyoulearnedaboutlesson studyandhowtouseittodevelopteachingpracticersquo)

Question Responses

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Benefits)

bull lsquoObservingcolleaguesteachandpickingupideasstrategiessharingpracticeetcinrelationtoprimarytosecondarytransitionsrsquo

bull lsquoSharinggoodpractice[andfacilitateideasgeneration]rsquobull lsquoObservingin[other]schoolsandseeingthedifferencebetween

teachinginprimaryandsecondaryschoolsrsquobull lsquoChancetoseeotherCamdenclassesofthesameagersquobull lsquoIgetabetterunderstandingofhowImightstretchmoreable

year7studentsrsquobull lsquoExposuretootherteachersrsquostylesandpracticesrsquobull lsquoSupportivefeedbackandobservationsfromcolleaguesrsquobull Perspectiveseglsquothatyouwouldnotbeabletopickupabout

yourchildrenrsquoslearningfromthefrontoftheclassrsquoandlsquoafocusonchildrenwhomightslipunderteachersrsquoradarrsquosimilarlylsquohavingothersbeingabletowatchthechildrenhellip[and]noticingsomething[youhadnrsquot]rsquo

bull lsquoBecauseitrsquosplannedcollaborativelyyougettoseeyourworkinactionrsquo

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Challenges)

bull TimeeglsquoLotsoftimeoutofschoolrsquobull TimetablinglsquoFindingdatesthataremutuallyconvenientforthe

triorsquobull lsquoIncreasedworkloadinrelationtoplanningpreparingand

hostingthesessionrsquobull lsquoImmediateprogressnot[always]visiblersquobull lsquoNeedsbuy-infromSLTtohavemaximumimpactrsquosimilarly

lsquoLessonstudyislessimportantinsomeschoolsrsquobull lsquo[Thistypeofprocesscannotbeanadd-on]ifitcouldreplace

[currentprogrammeofobservations]wouldbegreatrsquobull lsquoThereisalreadytoomuchtotryandgetthroughinprimaryrsquo

InconsideringthechallengesitcanbeseethatinkeepingwithGero(2015)forlessonstudytobecarriedoutsuccessfullyrequiresthebuy-inandcommitmentofseniorleadersInparticularlessonstudyndashasa formofschool improvementndashneedstobeprioritizedbyschool leadersover other school improvement initiativeswith time and space given to enable teachers tomeaningfullyengageinlessonstudyactivityAswellasthecommentsinTable4thismessageisalsoreinforcedbythefactthatthreeschools(sixteachers)droppedoutafterthefirstlessonstudy citing competing pressures and priorities as well as involvement in too many schoolimprovementinitiativesInpartthisisbecausethebenefitsofengaginginthisapproachwerenotimmediatelyapparent

London Review of Education 17

Significance

From analysing the results it is clear that our approach has been effective in both changingteacherunderstandingandteachingpracticeandbuildingteachercapacitysothatparticipantsareabletoruntheirownprojectsmovingforwardStartingwiththefirstascanbeseeninTable2teacherswereabletoarticulatealogicalchainndashstartingwithwhattheywerelearningabouttheirpupilsthechangestheyweremakinginresponseandendingwithargumentsformakingthesechangesForexampleoneparticipantnotedlsquohowdifficultitis[forpupils]tounderstandscientifictermsandconceptswithoutcontextrsquoasaconsequencetheywerenowrehearsingnewscientificvocabularybecauselsquospendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquoSimilarlyanotherteacherindicatedthatshenowknowsthatlsquopartnersreallymakeadifferencetotheoutcomersquoThiswasbecausethelessonstudyprocesshadhelpedherseethatpartneringlowerachievingchildrenwitheitherhigherachievingormiddleachievingpupilscanleadtothehigherabilitychildrenchallengingpushingandstretchingthelowerachieversAsaresultshewasmuchmoreactivelylsquomixingtalkpartnerssochildrenareworkingwithdifferentpartnersrsquoItseemsclearthereforethatourapproachtolessonstudydevelopedviaaDBRapproachndashwhichactivelypromotesreflectivedialogueviaaprocessof learningconversationsndashhasbeensuccessful inhelpingpractitionersreflectnotonlyonpupillearningbutalsowhatneedstochangeintermsoftheirteachingtofacilitatethislearning

Intermsofcapacitybuildingitisclearthatparticipantssawnotonlythebenefitsofengagingin lesson study but also the challenges that needed to be overcome in order to ensure itseffectiveoperation(Table4)Havingknowledgeof the former(combinedwithexperienceofa number of cycles of lesson study)means that participants now know how best tomakelessonstudyworkforthemInotherwordsbybuildingontheDBRelementoftheprojecttheteachersinvolvedcanensurethatmovingforwardtheytailorhowtheyfocuslessonstudytoachievemaximalbenefitforthemselvesandtheirpupilsLikewiseintermsofrollingouttheirownprogrammeoflessonstudyparticipantswillalsobeawareofthechallengesthatneedtobemetiftheyaretogetmostvaluefromtheprocessTheseincludeinparticulartherequirementtobuy-infromseniorleadersandtheneedforamodelofleadershipwithintheirschoolwhichpromotes the vision for and ensures the fosteringof a cultureof professional developmentbasedoncollaborativepeer-to-peersupport(includingthepromotionofthevaluesrequiredforlearningcommunitiestooperate)Alsokeywillbetheneedforseniorleaderstoprovidethenecessaryresourceandstructures(egtimeandspace)forsustainedandmeaningfullessonstudytobecomeareality(StollandFink1996Leithwoodet al2006)

Ourrevisedapproach tomeasuring impact toohasbeeneffectiveusing teacher-definedmeasuresofimpactprovidesamoreaccuratewayofunderstandingthedifferencethatlessonstudyactivityhasmadeInotherwordsunlikewithattainmentdatandashwhereitwouldbehardtoattributechangesinpupiloutcomesspecificallytolessonstudyactivity(asopposedtootherchangesincontextorintheteachingandlearningenvironment)ndashourapproachenabledteachersto focuson threepupils andhow they responded tovery specificchanges inapproaches topedagogicpracticebasedonanunderstandingandanassessmentofthesepupilsrsquobehavioursandattitudesbothbeforeandaftertheuseofthepracticeImportantlythisimpactdataisalsolsquotriangulatedrsquosincethepractitionerwhoisteachingaswellasthoseobservingmustcometoanagreementastowhathappenedandwhyLikewisethentheoverallperceptionsofimpactscoreswerediscussedandagreeduponintriadsgivingweighttotheirvalidityGiventhisitisencouragingtonotethatmostscoresprovidedsuggest that the lessonstudyapproachdoesimpactpositivelyonpupilbehavioursandattitudestolearningAscanbeseeninTable385per

18 Chris Brown Carol Taylor and Lorna Ponambalum

centofpupilsbenefitedfromtheirteachersengagingintheprojectwithoverathird(36percent)benefitingbyanincreaseintheirperformancescoreby50percentormore

Summary

FortheHaverstockPrimarytoSecondaryTransitionProjectweemployedaDBRapproachtothedevelopmentand implementationof lessonstudy inordertohelppractitionersexamineandbegintotacklesomeoftheissuesassociatedwithprimarytosecondarytransitionDoingsoenabledtheprojectteamandparticipantstocollaborativelydevelopatheoryofactionfortheprojectwhichenabledustoconsidernotionsoflearningandlearningconversationsaswellasameansofdeliveringlessonstudyinkeepingwiththistheoryofactionAswellasthiswewerealsoabletoestablishawayofmeasuringimpactforsituations(suchaswhenprimaryandsecondaryteachersworkonjointprojects)wherebecausethereisnoday-to-dayinteractionandcollaborationthereisnonaturallyoccurringbaselineandnocommonapproachtopedagogy

InlightoftheaboveweconcludethatusingDBRhasbeenvitalnotonlytothesuccessoftheprojectbutalsotoitslong-termsustainabilityfollowingtheprojectrsquosendHoweverweasresearchershavealsobenefitedfromengaginginDBRforinstancewehavegainedabetterunderstanding of how to engage in lesson study in a cross-phase way In addition the newapproachtomeasuringimpactthatemergedcannowbetriedandtestedinothercontextsascanourrevisedtheoryofactionforandapproachestooperationalizinglessonstudyThatisinkeepingwithAndersonandShattuck(2012)movingforwardwecantakewhatwehavelearnedandcontinuetocollaborativelyanditerativelyrefineourapproachsothatitiseffectiveineachnewcontextweintroduceittothushelpingtoservetoimprovethesystemrsquosoverallcapacityforsustainedchange

Notes on the contributors

ChrisBrown isaSeniorLectureratUCLInstituteofEducationUniversityCollegeLondon(DepartmentforLearningandLeadership) Chrishasextensiveexperienceofleadingarangeoffundedprojectsmanyofwhich seek tohelppractitioners to identify and scaleupbestpractice andwas recently awardedasignificant grant by the Education Endowment Foundation toworkwith over 100 primary schools inEnglandtoincreasetheiruseofresearch

CarolTaylor iscurrentlytheStrategicLeaderforCPDattheLondonCentreforLeadershipinLearningSheworkswithschoolsalliancesandlocalauthoritiesndashboth locallyandnationallyndash insupportingtheprofessionaldevelopmentoftheschoolworkforceCarolrecentlyco-ledtheNationalCollegeTeachingSchools Research and Development project involving over 60 schools across England She is activelyinvolvedinsupportingschoolsacrossLondontoembedpractitionerresearchandenquiryintopractice

LornaPonambalum isascienceteacherandAssistantHeadteacheratHaverstockSchoolCamdenLondonwheresheisalsoDesignatedSafeguardingOfficerLornahasbeeninvolvedinanumberoflessonstudyprojectsincludingtheprojectcoveredinthispaperwhichexaminedapproachestoimproveprimarytosecondarytransition

London Review of Education 19

Appendix Pupiloutcomesatstartandendofprojectwithevidencefromthetriadastowhytheseassessmentsweremade

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Myanalysisoftheirworkbookandmyknowledgeoftheirin-classcontributions

6 Someimprovementswhenthechildismotivated

4 Under-confidentStruggleswhenworkingwithapartner

7 Moreconfidenceofownabilityandrecognizessupportfrompartner

4 AloofIssuesathome 4 Stillstrugglestopayattentionwhenworkinginpairs

5 Struggleswithusingsomeofthekeywords

7 Usesmorekeywordsinherwrittenwork(almostall)Expressingideasinabetterway

4 Struggleswiththekeywords 6 Bettersentencestructureandbetterlinkingofideas

3 Lacksconfidenceinspeakingandwriting

6 MoreconfidenceinverballyansweringquestionsputshandupmoreoftenWritingcanstillbeaproblem

3 NeverraiseshandsRefusedtospeakinpublicNosentencestructure

6 Leftbeforeendofprojectbutwasdemonstratingimprovedvocabularyconfidenceandwrittenwork

4 Notengagedvocabularyandliteraryworkpoor

9 REALLYengagedandimprovementinvocabularyandliterarysentencesimproved

5 Doesnrsquotusevocabularyaccuratelyandnotableintermsofwrittenwork

9 Vocabularyuseismoreaccurateandismuchmoreableintermsofwrittenwork

4 bull Didnotlistenoncarpetortoteachertalk

bull Firstcycleshowssignsofdisengagementinfeedback

bull Writingdifficulttounderstand

7 bull Morefocusedonthetaskonthecarpet

bull Betterqualityofwritingbetterfeedbackascycleprogressed

6 bull Toochattybull Distractedtalkpartnerbull Forgottocheckthroughand

punctuatebull Couldnotpeerassesswell

8 bull Betterlearningbehaviourbull Moreownershipofown

learningandcanselfandpeerassess

6 bull Pronetodistractionbull Unabletofollowaseriesof

instructions

7 bull Handuptoofferideasmorebull Slowlyandcarefullygetson

withataskbull Knowshowtopeerassess

20 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Textsnotproducedwelldistractedanddistractingothers

6 Useofmetalanguagetextsproducedusingappropriategrammar

4 Paucityofideasworknotalwaysmakingsense

7 Takingcontrolofownlearningorganizingideasaboutgrammareffectivelymoreconfidenttostartwritingandproducingcompletetexts

5 Generallackofconfidencedespitebeingahighachiever

7 Textsproducedfullofideasinterviewswithobserversshowconfidencemoreconfidenceinhisideasprovidedheispartneredwithsomeonewhohefindssupportive

5 LackofinvolvementinlessonsPoorwritingandconfusedbymosttasks

7 HavingestablishedthatheappreciatesbeingprobedchallengedbyteachersIdedicatemoretimetoenablinghimtoprocessinformationthroughquestioningHenowoftenstartstasksquickerandtakesmorerisksHeisstillshyanddoesnrsquotusuallyvolunteer

3 Withdrawnndashnevercontributingandoptingoutoftasks

6 TriestasksndashnotalwayswithoutpromptingBeginningtotakerisksandoccasionallyvolunteersideas

7 VerylowconfidenceConsistentlypoorliteracyReluctancetocontributeWrittenworkwaspoorbutreflectedeffortofstudent

9 TriesreallyhardtocompleteworktothebestofherabilityStillrarelycontributesherideas

3 CompletelydisengagedseesnovalueinschoolNotansweringquestionsandtalkingaboutanythingelse

8 Nowfocusesonthefrontputshanduptalksaboutthetopicmostofthetime

6 Easilydistractedwillputhandupbutoftendoesnrsquothaveananswerwhenasked

8 Morefocusedwillstilloftennotlistenoninputbutisabletoasksomeoneelseratherthananadultorjustsittingthere

1 bull Getsoutofseatbull Shoutsoutbull Disturbsothers

na Pupilleftschool

9 Priorattainmentandclassroomobservations

9 Nodifferenceinliteracyattainmentwasconsistent

London Review of Education 21

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Priorattainmentandclassroomobservations

4 Improvedconfidenceincomprehensionandwriting

3 Priorattainmentandclassroomobservations

4 Norealdifferencepossiblyslightlybetteratverbalizing

3 Effortscorelsquo3rsquoinfirstreportLeaningbackonchairnotfocuseddistracted

6 Morefocusmorelikelytoaskforhelpratherthanmisbehave

3 Effortscorelsquo3rsquoinfirstreportDistractingothers

3 NowrarelyinclassndashexclusionabsenceOnoccasionshowsexcellentprogressandcanworkindependently

4 Disengagedonwhole(althoughbaselineobservationswerecarriedoutonalsquogoodrsquoday)Rudenessnottrying

8 ReadingchallengingtextsandlookingupdifficultvocabularyindictionaryFewerdayswhenrefusestowork

3 Severallearningneedsandhashadtroublewithwriting

4 Increasedconfidenceinspellingandwriting(andenthusiasm)ndashespeciallycreativelyContinuestostrugglewithcomprehensionHasmadeprogressaccordingtoassessedwork

5 Asabovealthoughadisparitybetweenqualityandquantityofspokenandwrittenwork

na Haslefttheschool

3 MorewillingtowritethantalkatlengthWritingpoorqualityPoorattentionandbehaviouralissuesasbarrierstolearning

5 HasimprovedappreciablyintermsofspokencontributionstowrittenworkStillpresentsbehaviouralproblemsasmainbarriertoprogressHasmadetwosub-levelsofprogressthisyear(basedonanalysisofclasswork)

6 Readingfictionpooruseofsciencevocab

6 Nothingverydifferent

5 Noattempttousesciencevocab 7 Tryingtousesciencevocab

3 Verypoorengagementwithlargerwrittentasks

7 Betterengagementwithtaskandproductionofhigherlevelworkwithbettervocab

4 Unwillingtodiscusswithinterviewee

5 Writesmoretriestowriteindetailthoughremainsunwillingtoshareideaswritteninclassndashdependentonwork-partner

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

London Review of Education 7

Setting and context

TheCamdenPartnershipforEducationalExcellence(CPEE)wassetupinApril2012withthevision tomake the LondonBoroughofCamden lsquothe best borough for educationrsquo (CamdenCouncil2016)The CPEEaimhasbeentodriveforwardtherecommendationsoftheCamdenEducation Commission (London Borough of Camden 2012) which highlighted key issuesand opportunities forCamden schools in the light of the changes to the English educationlandscape In 2013 theCPEE board invited schools colleges partners and stakeholders tobidforfundsfromapound2millionpotsetuptosupport innovativeprojectscentredonraisingachievement and attainment and in particular to findways of improving outcomes for theboroughrsquosmostvulnerablegroupsofstudentsAkeyrequirementoftheCPEErsquosbidcallwasthatschoolimprovementprojectsshouldbebasedonthelessonstudyapproachThisfollowedtheappointmenttotheCamdenLocalAuthorityCPEEboardofastaunchlessonstudyadvocatewhohadbeeninvolvedintheprocessforanumberofyearsbothintheUKandabroad(seeDudley2014)

AkeyfindingfromtheCamdenEducationCommissionrsquosfinalreportwasthatparticularlyforvulnerablestudentslsquotransitionarrangements[withinCamden]atpresentarenotconsistentlygoodenoughrsquo(20115)correspondinglyitarguedthatenhancingtheseshouldbeacentralfocusofimprovementeffortsmovingforwardInparticularitsuggestedthatthereshouldbeabetterunderstandingbetweenyear6andyear7teachers(teachersofstudentsaged11ndash12)of thepedagogyandpracticeofteachingandlearningineachotherrsquosinstitutionswhichwouldassistthembothinpreparingstudentsforsuccessandinsupportingstudentstoflourishintheirnewenvironments(201136)InresponsetothereportandtheinvitationbytheCPEEboardfororganizationstobidforfundingforprojectscolleaguesfromHaverstockSchool(Camden)andtheInstituteofEducationUniversityCollegeLondon(IOE)teameduptodevelopaprojectthatmightservetoaddresssomeofthecommissionrsquosconcernsinrelationtotransition

OurfirststepwastoundertakeareviewoftheinternationalliteratureontheissueofprimarytosecondarytransitionSeekingoutliteratureempiricalstudiesandmeta-analysesrelatingtoschoolsystemsbroadlysimilar tothatofEnglandandWales (eg theUSACanadaAustraliaNewZealand etc) involved the use of databases (JSTOR ERICWeb of Knowledge BritishEducationIndex)theIOElibrary(includingdoctoralandmasterrsquostheses)andrecommendationsonseminalliteratureprovidedbycolleaguesOverallthisresultedinatotalof21studiesbeingreviewed

FollowingthereviewweconnectedkeythemesandfindingsemergingfromtheliteraturetopreviousinitiativescarriedoutinCamden(throughconsultationwithCPEEstaffaswellaswithheadteachersandteachersfromschoolswithintheborough)CorrespondinglywedecidedtocentreourproposedbidtoCPEEontheneedforpedagogiccontinuity(Galtonet al1999McGeeet al 2004Evangelouet al2008)InotherwordssinceourdiscussionsindicatedthatthesocialandemotionalaspectsoftransitionseemedalreadywellcateredforwedecidedtoconcentrateonanareathatwasrecognizedasimportantbutintermsoftheCamdencontextwhererelativelylittleefforthadyetbeenplacedThatisfromourdiscussionswithstakeholdersitwassuggested that thegreatest impacton transitionmightemerge fromthedevelopmentofcommonapproachestoteachingEnglishandscience(prioritysubjectareasdeterminedbyCPEE)

Asaresult theHaverstockPrimarytoSecondaryTransitionProjectwasconceivedwiththepurposeofbringingtogetherprimaryandsecondaryteachersfromtheLondonBoroughof Camden in order that they might employ lesson study to develop effective cross-phasepedagogicalapproachesstrategiestoteaching Englishliteracyandscienceinordertosupportthetransitionofyear5toyear8 studentsInparticulartheprojectfocusedonthoselsquovulnerablersquo

8 Chris Brown Carol Taylor and Lorna Ponambalum

studentsmostatriskintermsoftheirprogresspost-transitionHereweconsiderlsquovulnerabilityrsquoascontingentonpupilsrsquoabilitytomakeasuccessfulacademicsocialandemotionaltransitionfromyear6toyear7InparticularwefocusonpupilsentitledtofreeschoolmealsandwhiteBritishstudents(closingthegapforwhiteworking-classstudentsisahighprioritybothwithinCamdenLocalAuthorityandwithintheEnglishcontext)Wealsosoughttoincludemoreablepupilsnotfulfillingtheirpotential

JointlydirectedbycolleaguesfromHaverstockSchoolandtheIOEthespecificaimsoftheprojectweretoimprovestudentandteacheroutcomesinrelationto

bull more robust challenging and innovative ndash but also consistent ndash pedagogic practiceatnationalcurriculum levels1ndash8 inEnglishandscience (levelsrepresenthowpupilsprogressinrelationtoEnglandrsquosnationalcurriculumDepartmentforEducation2011)inyears567and8(ages10throughto13)

bull sharedteacherconfidenceusingthesepracticesintheirsubjectinEnglishandsciencefromlevels1to8

bull improved rates of progress and attainment for lsquovulnerablersquo pupils within each ofyears 3ndash8(ages8throughto13)

bull agroupofteachersabletouselessonstudyapproachestoimproveclassroompracticeandimpactonstandardsthusbuildingtransferablecapacity

Theprojectcomprisedapilotandmainphasewiththelatterinvolving18practitionersfromnineschoolsengagedinninelessonstudysessionsthroughoutthecourseoftheacademicyearandthreeworkshopsFurtherdetailsontheparticipantsaresetoutinTable1(anditshouldbe noted that individually noneof the participants hadworked together before)Adetailedoverviewofwhateachworkshopcomprisedissetoutinthefollowingsections

Table 1 Participantcharacteristics

Primary teachers

Secondary teachers

Total

FocusingonEnglish 5 4 9

Focusingonscience 7 2 9

Total 12 6 18

Methods

A DBR approach to lesson study

PrimaryandsecondaryschoolshavetheirownparticularwaysofworkingandwhenconsideringtheteachingofindividualsubjectssuchasEnglishorsciencethesearenotnecessarilywellsuitedtofosteringcross-phasecollaborationForinstanceprimaryteacherswillteachallsubjectstoonecohortofpupils foranentireyear IncontrastsecondaryschoolteacherswillspecializebysubjectareaandsowillteachthatonesubjecttoanumberofdifferentclassesInadditionusinglessonstudyisanewphenomenoninEnglishschoolsandusingitinacross-phaseway(totackleissuesoftransition)israretonon-existentBearinginmindtheparticularwaysofworkingofeachphasendashandthatneithertheresearchersnorpractitionersinvolvedintheprojecthadengagedinlessonstudyactivitybeforendashitwasdecidedthatapilotphaseoffivemonthswithasmallgroupofschoolsberuntoallowresearchersandpractitionerstocollaborateintrialling

London Review of Education 9

theapproachandascertaininghowitmightbestbemadefit forpractice inotherwords toenableaDBRapproachtothedevelopmentandimplementationofthelessonstudymodelforthisprojectCorrespondinglyinkeepingwithAndersonandShattuck(2012)theprojectteam(ieparticipatingteachersfromtheseschoolstheAssistantHeadprojectleadfromHaverstockSchoolandresearchersandfacilitatorsfromtheIOE)soughtasacollaborativepartnershiptodesign testandrefinecross-phase lessonstudy inarealeducationalcontextwithaviewtomeetingtheprojectrsquosaimandestablishingabasisforitsfutureroll-out

Developing a theory of action for lesson study

AkeyaspectofemployingaDBRapproachwas theestablishmentofa theoryofaction forlesson study that is to determinewhich aspects of lesson studywere an integral part of alogicalchainleadingtoimprovedstudentoutcomesandwhichweremoreopentocontextualmanipulation(ArgyrisandSchoumln1996)AmutuallydevelopedtheoryofactionhasbeenshowntohavesignificantlypositiveimpactsontheeffectivenessofinterventionstheyrelatetoandsoisavitalaspectofDBRAsnotedaboveitisarguedthatasaformofJPDlessonstudyinvolvescollaborativeengagementthatservestoopenupandsharepractices(Cohen-Vogelet al2015)Assuchthedevelopmentofourtheoryofactionforlessonstudycentredonhowadultscanlearnfromandbuilduponthebestpracticeoftheirpeersthroughinteraction

Inordertofacilitatethetypeofinteractivelearningweenvisagedweturnedtotheliteratureonprofessional learningcommunities Inparticularwe lookedat thenatureandstructureofthelsquolearningconversationsrsquothattakeplaceaspartofprofessionallearningcommunityactivityDescribedaslsquotheway thateducatorsmakemeaning togetherand jointlycomeupwithnewinsightsandknowledgethat leadto intentionalchangetoenhancetheirpracticeandstudentlearningrsquo (Stoll 2012 6) learning conversations comprise considered thoughtful (rather thansuperficial)discussionandchallenge focusedonmattersof teachingpracticewhichconsiderevidenceofactualandpotential formsofpracticeandwhichareundertakenwithaviewtodevelopingbothimprovedpracticeandasaresultoutcomesforstudents

Movingdeeper into this area Stoll (20126ndash11) suggests that the following features arecharacteristicofhigh-qualitylearningconversationsbetweenadults(1)afocusonevidenceandideas(includingbothexistingandeffectivepracticewithintheschoolnetwork)andalsopotentialinnovations and transformations (eg creativeways to engage learners and extend learning)(2)experienceandexternalknowledgetheorytostimulatereflectionchallengethestatusquoandextendthinking(3)theuseofprotocolsandtoolstoframelearningconversationsmoreclearlyandguidelinesthathelpparticipantsstructuretheirdialogueandinterrogateevidenceorideasand(4)facilitationtoelicitandsupportintellectualexchangeaswellasmaintainingopendialogue

Operationalizing lesson study

These fourelements plus the four stepsoutlinedearlier thus formed thebasis forhowweinitiallysoughttostructureandoperationalizelessonstudyactivityAsaresultitwasdecidedbytheprojectteamthatthepilotphaseshouldcommencewithaone-dayfacilitatedworkshopin which practitioners held data-informed discussions about the key issues their vulnerablestudentsfacedinrelationtoEnglishliteracyandsciencePriortotheworkshoptheAssistantHeadprojectleadfromHaverstockSchoolandresearchersandfacilitatorsfromtheIOEspentadaydevelopingprotocolsandtools to facilitate learningconversationsandplanningactivitywithintheworkshop(basedonapproachesusedbyStollegseeStollandBrown2015)Using

10 Chris Brown Carol Taylor and Lorna Ponambalum

theseparticipantsworkedthroughaseriesofactivitiesdesignedtohelpthemdecideupononefocusarea(atopicbeingtaughtthatencapsulatedtheissue)andtoalsothinkaboutacommonapproachtoteachingthetopicinrelationtotheconceptthattriadscouldadoptimplementanditerativelyimproveFollowingthisparticipantswereaskedtoidentifythreestudentswithineachschoolwhorepresentedthefocus(vulnerable)studentsandtothencollaborativelyplanthefirstresearchlessonthatwouldbetaughtobserved

Inkeepingwith thenotion that it is expertisewith respect to a given intervention thatenablespractitionerstotailorinterventionstotheirspecificsituationandthatthedevelopmentofexpertiseinvolvesbothaspectsofeffectivelearningandsustainedskillrefinement(iepractice)(seeBryket al2011Penuelet al2012BrownandRogers2015)thepilotphasetheninvolvedthreefulllessonstudydaysTheseinvolvedpractitioners

(1) revisitingthepurposeofthelessonandthefocusareathatitlinkedto(2) beingtalkedthrough(bytheteacherwhowasteachingbeingobserved)eachphaseof

thelessonandwhatitsaimsandgoalswere(3) observinghowthelessonworkedinpractice(withafocusonthecasechildren)(4) interviewingthecasechildrenfortheirperspectivesontheissues(5) undergoingafacilitateddiscussiontoevaluatethelessonbasedonobservationsand

datacollection(6) buildingonwhathadhappened(iecollaborativelyestablishinglsquohowtorsquo)andplanning

forthenextlessonstudyresearchclass

Againbeforethefirst lessonstudydaytheprojectteamspentadaytogethercollaborativelydevelopingprotocolstoolsandanoutlineforthedaytofacilitatethelessonstudyprocessThelessonstudyactivitywasalsoobservedbytheprojectteaminordertogiveusanunderstandingofhowitwasbeingenacted

Collaboratively reviewing and improving lesson study activity

ThroughoutthepilotphasetimeandspacewerecreatedtoenableresearchersandpractitionerstodeliberateanddiscusswhateachhadlearnedandtheirexperiencesinrelationtolessonstudyThroughthisdialogicprocesswewereabletoconstructcommonunderstandingandmeaningwithregardtobothaspectsoftheprocessandintermsoftheuseoftoolsandprotocolstofacilitatetheprocessAsaresultwewerethenabletounderstandwhichaspectsoftheapproachwere successful inhelpingparticipantsdevelop theirpracticeand improveoutcomes for themostvulnerableandwhichappearedtoprovidelimitedvalueInotherwordsasGutierrezandPenuel (201420)suggestlsquo[s]tudying theldquosocial lifeof interventionsrdquo [helpedus]moveawayfromimagininginterventionsasfixedpackagesofstrategieswithreadilymeasurableoutcomesandtowardsmoreopen-endedsocialorsociallyembeddedexperimentsthatinvolveongoing[ieiterative]mutualengagementrsquoToensurethelearningfromthepilotphasewascarriedoverintothemainprojectattheendofthethreelessonstudydaysaone-dayworkshopwasheldsothatthemainphasecouldbecollaborativelydevelopedAspectshereincludedthegroupingandsequencingoflessonstudydaysthroughouttheyear(bearinginmindthedistinctwaysofworkingthateachphaseofschoolinghas)thenature(runningorder)ofeachlessonstudydaythenatureofthetoolsandprotocolstobeemployedaspartofeachmainphaselessonstudysessionandhowimpactshouldbeconceivedofandmeasured(seebelow)

Whatwasalsoviewedas importantbybothparticipantsandtheprojectteamhoweverwasthataswescaledtheprojectupfrompilottomainphasethedialogicprocessthatenabledustounderstandanditerativelyimprovetheoperationoflessonstudycouldcontinueatscale

London Review of Education 11

PerhapsoneofthemainissuesoftheDBRapproachascurrentlyconceivedisthatit isveryresearcher intensive in other words it requires researchers working intensively with smallnumbersofpractitionersWewerethusconcernedwithfindingwaysofexamininghowtheDBRapproachcouldhaveimpactformaximalnumbersofteachersToovercomethispractitionersand researchers jointly agreed on the need for distributed ownership ifDBR at scale is anunmanageabletaskforresearchersalonethenresearcherscannotbetheonlyactorsinvolvedincreatingmeaningndashpractitionersexperiencedinthedeliberativeprocessshouldalsobeabletomovebeyondtheirtraditionalrolesandengage inthiswaytoo(Coburnet al2013)Thisagreeduponapproachtocapacitybuildingthereforemeantthatwewereabletousetheoriginalpilotgroupmembersaspractitioner-researcherswhocouldformnewtriadsandengagewithpractitionersinvolvedintheprojectrsquosmainstageThisfreeduptimefortheresearcherstoworkwithothergroupsoflsquomainstagersquopractitionersndashandbothsetsofresearcherscouldthenmeetperiodically to considerongoing improvements and changes thatneeded tobemade to thelessonstudymethodology

A DBR approach to measuring impact

Vitaltounderstandingtheeffectivenessofourapproachwasameaningfulwaytoassessimpact(Bryket al2011)thatistoseewhetherwemettheaimsoftheprojectOurinitialapproachtomeasuringimpact(whichwastestedduringthepilotproject)involvedpractitionersestablishingcommon understanding and thus alsquobaselinersquo through the analysis of data and insight abouttheir settings current practices and key issues in relation to the teaching of EnglishliteracyandscienceaswellasissuesoftransitioninrelationtothesesubjectsTheyweresubsequentlyinvitedtoestablishwhattheywantedtoachievebytheendoftheprojectandhowtheymightdosondashspecificallyfollowinganapproachsetoutbyEarleyandPorritt(2013)ndashandlsquostartingwiththeendinmindrsquo(thegoaltheywishedtoachieve)practitionerswereaskedhowtheymightdevelopteachingstrategies(basedonacommonfocusarea)thatmightbeobservedandrefinedviaaprocessoflessonstudytoreachadesiredendpoint(ieonethatwouldtackletheseissues)

GutierrezandPenuel (2014) argue thatpartnershipapproaches to impactmeasurementare also likely to result in more robust and nuanced understandings of the differences aninterventionhashadThistooprovedtobethecaseforthisprojectInparticularitbecameclearthatndashbecausepractitionerswereengagingincross-phaseapproachestopedagogyandsohadtodevelopacommonissueanddecideonatopicsubjectmatterthatencapsulatedtheissuebeingtaughtndashinessencealsquonaturalrsquobaselinedatadidnotexistInotherwordsaskingteachersndashwhoteachatdifferentstagesofthecurriculumandwhoteachdifferentagegroupsindifferentschoolsndashtocollaboraterequiredthemtofindalevelofcommonalitythatordinarilydidnotexistThismeantthatbaselinedatacouldnotbeascertainedinadvanceofthelessonstudybuthadtobeascertainedasadirectresultofthelessonstudyprocessthefirstlessonbecamethebaselineforpractitionerone the second study forpractitioner two and soonThis alsomeant thatbothbaselineandpedagogicapproachesalsonecessarilydevelopedasaresultofcollaborativeactivity that ispractitioner tworsquos approach to teaching the lesson studyclass shouldbenefitfromengaginginthelessonstudyrelatedtopractitioneroneandsoonBaselinesandstartingapproaches to implementing the strategywere thus relative Similarly desired endpoints andimprovementstowardsthesecouldonlybesetandorcomparedinabsolutetermsfromeachpractitionerrsquosstartingposition

Inadditionthismeantthattheimpactprocessmovingforwardnecessarilyhadtoinvolvetwostagesthefirststagebeforelessonstudyactivityinvolvedeachtriadestablishinganissueanddecidingonamutualtopicorlessontoteach(andhowitshouldbetaught)Desiredimpact

12 Chris Brown Carol Taylor and Lorna Ponambalum

(the future goal to be aimed at) however couldonly be established after each baseline hadbeenestablishedcorrespondinglyaswiththepilotakeyaspectofthemainstagekick-offwasto ensure that themain stage participants discussed (in their lesson study triads) commondifficultiesandissuesinrelationtotheteachingofEnglishliteracyandscienceinthecontextof transition and that they identified areas for improvementTriads then decided upon onefocusarea(atopicbeingtaughtthatencapsulatedtheissue)andtoalsothinkaboutacommonapproachtoteachingthetopicthatmight inrelationtothe issue leadto improvedteachingpracticesandstudentoutcomesWealsoengagedparticipantswithwaysofunderstandingandmeasuringbothbaselineandimpactspecificallyweintroducedthemtoamyriadofhardandsoftdata types (fromstudentoutcomes toobservationsofpractice) andwaysofmeasuringbaselineandimpactsuchasthelsquoLeuvenrsquoscaleParticipantstheneachidentifiedthreecasestudychildrenandcollaborativelyplannedthefirstlessonstudyclassFollowingkick-offforthefirstthreelessonstudyclassesthemainstageparticipantsobservedpracticeandstudentbehavioursaswellascollectingengagingwithotherpupildata

AfurtherworkshopwasheldafterthefirstthreetoenableparticipantstocometogetherandestablishafirmbaselineforthethreepupilsforeachoftheteachersintheirtrioHavingestablished this baseline they then determinedwhat they would like practice to be (ie toestablishtheir ideal)ParticipantsthenspenttheremainderoftheworkshopcollaboratingtofurtherrefinethepedagogicapproachesthatmightgetthemtothisidealThismeantthatlessonstudysessionsfourtoninewerestructuredusingthesixstepsasdiscussedabovewithlessonstudysessionsusedtoascertainwhetherpracticeandoutcomeswereprogressingtowardstheirideal impact goal inorder todecidewhethercorrectivechanges in approachwererequired(Bryket al2011)

A finalworkshopwas then held to enable trios to bring together the endline data forthe project and so establish a firm impact picture specifically in relation to the aimsof theprojectHereprotocolsweredevelopedbytheprojectteamtocapturedatathatemergedfromthelearningconversationsheldwithintheworkshopsSpecificallyproformaswerecreatedtohelpparticipantsrecordtheirresponsestothefollowingquestions(1)Howhasyourpracticechangedasaresultofthisprojectand(2)WhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticeWealsodevelopedaproformatorecordtheperceiveddifferences inpupiloutcomesbetweenthestartandendoftheproject(alongwithevidencefromthetriadastowhytheseassessmentsweremade)

Results

Asoutlinedabovetheaimsoftheprojectweretoachieve

bull morerobustchallengingandinnovativendashbutalsoconsistentndashpedagogicpracticeatnationalcurriculumlevels1ndash8inEnglishandscience

bull sharedteacherconfidenceusingthesepracticesbull improved rates of progress and attainment for lsquovulnerablersquo pupils within each of

years 3ndash8(ages8throughto13)bull agroupofteachersabletouselessonstudyapproachestoimproveclassroompractice

andimpactonstandardsthusbuildingtransferablecapacity

To understand how successfulwe had been in relation to eachof these in the final impactworkshopweworkedwithparticipantstoaddressthefollowingthreequestions

bull Howhasyourpracticechangedasaresultofthisprojectbull Whatimpacthasthischangedpracticehadonpupils

London Review of Education 13

bull What have you learned about lesson study and how to use it to develop teachingpractice

Impact on teacher practice

Webeganthefinalworkshopbyfirstaskingparticipantstoengageinalearningconversationcentred on how their practice had changed as a result of their participation in the projectAll teachers participated in the exercise andused the pro formaoutlined above to indicatewhethertherehadbeenanychangeintheirpracticeWhenanalysingtheresults itwasclearthatresponsesdividednaturallyinto(1)changesinknowledgeunderstandingintermsofhowfocuspupilslearn(2)changesinpracticeand(3)whychangesinpracticearemakingadifferenceExamplesoftheverbatimresponsesaresetoutinTable2whichencapsulatesthemainthemesthatemergedAcommonfocusacrossallgroupswashowtheymightemploylsquotalkforwritingrsquondashaprocesswherechildrenorallyengagewiththelanguagetheyneedforaparticulartopicbeforereadingandanalysingitthenwritingtheirownversionPotentiallythecommonalityofthisfocusderivedfromlsquotalkforwritingrsquobeingahottopicwithinCamdenduringthetimeoftheprojectAsaresultthiscouldbeareasonwhythemajorityofteacherparticipantshadbroadlyfocusedontalkandthebalancewithintheirlessonsbetweentalkingandwritingaswellasontheuseofpairingandgroupinginordertofacilitatethis

Table 2 ExampleresponsestothequestionlsquoHowhasyourpracticechangedasaresultofthisprojectrsquo

Question Responses

Changesinknowledgeunderstandingintermsofhowfocuspupilslearn

bull lsquoHowdifficultitistounderstandscientifictermsandconceptswithoutcontextrsquo

bull lsquoThebenefitsofusingascriptforpeerfeedbackrsquobull lsquoPupilsneedstructuredtalkwithwell-chosenpartnersrsquobull lsquoPupilfindkeywordsdifficulttouseinapieceofwritingeven

iftheyunderstandthemeaningofthewordsitisdifficulttolinkmorescientificwordstogetherrsquo

bull lsquoGroupingcanmakeabigdifferencetolearningrsquosimilarlylsquoPartnersreallymakeadifferencetotheoutcomersquo

Changesinpractice bull Rehearsalofkeynewscientificvocabularybull Useofspeakingandwritingframesbull Makinglessonsmoreoralandgivingmoreoralscaffoldsbull lsquo[Providing]moretimetotalkandthinkaboutwhatthey

wanttowritersquobull lsquoMixingtalkpartnerssochildrenareworkingwithdifferent

partnersrsquo

Whychangesinpracticearemakingadifference

bull Pupilslikespeakingframesaslsquoitgivesthemastartingpointtostructuretheirspeechrsquo

bull lsquoMakingspeechahighpriorityresultsinmuchbetteroutcomesrsquo

bull lsquoSpendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquo

bull Partneringlowerachievingchildreneitherwithhigherachievingormiddleachievingpupilsreallymakesadifferenceasthehigherabilitychildrenchallengepushandstretchthelowerachievers

14 Chris Brown Carol Taylor and Lorna Ponambalum

Pupil impact

WehavedescribedabovethatinkeepingwiththeDBRunderpinningsoftheprojectparticipantswere able to determinewhat changes theywanted to see in their pupils as a result of theprojectandhowthesemightbemeasuredAssuchavarietyofmetricswereusedtoascertainimpactrangingfromteacherobservationsandmarkingtotheirexpertiseandknowledgeofthechildBecauseparticipantspredominantlychosenottouselsquohardrsquoattainmentdatainordertoexamineimpactacrossallparticipantswehadtofindacommonwayofderivingandpresentingwhatimpactifanyresultedfromtheprojectTodothisweaskedparticipantsworkingintheirtriadstoscoreeachoftheirthreefocuschildren(inrelationtothefocusoraimsoftheirtriadandinrelationtothedatatheyweremeasuring)bothintermsoftheirlsquoperformancersquoatthebeginningoftheprojectandattheendScoresbothatthebeginningandendwereoutoftenandparticipantstriadshadtoprovidesupportingevidenceforselectingtheirscoresAsaresultthisprovidedresearcherswithperceptionsofpupilimpactandreasonsfortheseperceptionsbecauseallpupilimpactperceptionswerescoredinthesamewayhoweverwewerealsoabletonormalizethesescoresbylookingatthepercentagedifferencesinthelsquobeforersquoandlsquoafterrsquoscoresThescoresandrangesofthesedifferencesaresetoutinFigure1whereasTable3providesadistributionofthepercentagescoresAfulltableofresponsesshowingbeforeandafterscoresandreasonsevidencefortheseisprovidedintheAppendix

Figure 1 Pupilsbeforeandafterscoresandpercentagechange

London Review of Education 15

Table 3 Distributionofpercentagechangeinpupilsbeforeandafterscores

Question Number Percentage

Greaterthan100change 3 7

91ndash100change 7 17

81ndash90change 0 0

71ndash80change 4 10

61ndash70change 1 2

51ndash60change 0 0

41ndash50change 6 14

31ndash40change 12 29

21ndash30change 2 5

11ndash20change 1 2

1ndash10change 0 0

Nochange 4 10

Pupilsdroppedout 2 5

Total 42 100

TheblockedareainFigure1representsthestudentperformancescoresatthebeginningoftheprojectwhilethecontinuouslinerepresentstheirscoresatprojectendThedotsmeanwhilerepresentthepercentagedifference(iethechangeinpupilperformancesincethestartoftheproject)Ascanbeseenofthe42focusgrouppupilsforwhomteachersprovideddatateachersreported a change in the behavioursattitudesoutcomes of all but six For some pupils thischangewassubstantiveAssetoutinTable3whichprovidesthedistributionofthesepercentagechangesteacherssuggestthatfortenpupilstheirperformancehadeffectivelydoubledormore(ietherewasa100percent(orgreater)changeintheirscore)Thebiggestsingleimprovementhowevertendedtobebetween30and40percent Inthemainthiswascausedbylsquoaveragersquopupils(scoring5ndash6)nowscoringtwopointshigher(7ndash8)orbyinitiallylowperformingpupilsndashwhooriginallyscored3ndashincreasingtheirperformancescoreto4

Naturallyintheabsenceofhardandobjectiveattainmentdataweneedtobecircumspectin the levelofsignificanceaffordedtowhataresubjectivelydeterminedresultsNonethelesssupportingevidencewasprovidedandthefiguresweretriangulatedwithothermembersofthetriad(whowerethemselvesengagedinprolongedobservationofthesepupils)Inadditionnotallpupilswerereportedashavingbenefitedfromtheproject fourpupils(10percent)werereportedasnotbenefitingatallwhileafurthertwodroppedoutoftheschooltheywereinConsideringLincolnandGubarsquos(1985)criteriaforestablishingthetrustworthinessofsubjectivedatathereforealthoughtheexactchangeinpupilsrsquoperformancescanbedebatedtheresearchteamhaveconfidencethatsomepositiveimpactonpupilshastakenplacendashandthatthisimpactcanbeattributabletotheprojectItshouldalsobenotedthatthisdatarelatestothethreepupils(perclass)representingwidergroupsofinterestsuchasvulnerablechildren(Dudley2011)Intheorythentheimpactoftheprojectshouldstretchbeyondthe42childrenanalysedherebutwedonothavedatatosubstantiatesuchaclaim

16 Chris Brown Carol Taylor and Lorna Ponambalum

Learning about lesson study

FinallyweaskedparticipantstoanswerthefollowingquestionlsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquoResponsesheredividednaturallyintothebenefitsandchallengesofusinglessonstudyandaresetoutinTable4

Table 4 Benefitsandchallengestousinglesson study (responsetoquestionlsquoWhathaveyoulearnedaboutlesson studyandhowtouseittodevelopteachingpracticersquo)

Question Responses

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Benefits)

bull lsquoObservingcolleaguesteachandpickingupideasstrategiessharingpracticeetcinrelationtoprimarytosecondarytransitionsrsquo

bull lsquoSharinggoodpractice[andfacilitateideasgeneration]rsquobull lsquoObservingin[other]schoolsandseeingthedifferencebetween

teachinginprimaryandsecondaryschoolsrsquobull lsquoChancetoseeotherCamdenclassesofthesameagersquobull lsquoIgetabetterunderstandingofhowImightstretchmoreable

year7studentsrsquobull lsquoExposuretootherteachersrsquostylesandpracticesrsquobull lsquoSupportivefeedbackandobservationsfromcolleaguesrsquobull Perspectiveseglsquothatyouwouldnotbeabletopickupabout

yourchildrenrsquoslearningfromthefrontoftheclassrsquoandlsquoafocusonchildrenwhomightslipunderteachersrsquoradarrsquosimilarlylsquohavingothersbeingabletowatchthechildrenhellip[and]noticingsomething[youhadnrsquot]rsquo

bull lsquoBecauseitrsquosplannedcollaborativelyyougettoseeyourworkinactionrsquo

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Challenges)

bull TimeeglsquoLotsoftimeoutofschoolrsquobull TimetablinglsquoFindingdatesthataremutuallyconvenientforthe

triorsquobull lsquoIncreasedworkloadinrelationtoplanningpreparingand

hostingthesessionrsquobull lsquoImmediateprogressnot[always]visiblersquobull lsquoNeedsbuy-infromSLTtohavemaximumimpactrsquosimilarly

lsquoLessonstudyislessimportantinsomeschoolsrsquobull lsquo[Thistypeofprocesscannotbeanadd-on]ifitcouldreplace

[currentprogrammeofobservations]wouldbegreatrsquobull lsquoThereisalreadytoomuchtotryandgetthroughinprimaryrsquo

InconsideringthechallengesitcanbeseethatinkeepingwithGero(2015)forlessonstudytobecarriedoutsuccessfullyrequiresthebuy-inandcommitmentofseniorleadersInparticularlessonstudyndashasa formofschool improvementndashneedstobeprioritizedbyschool leadersover other school improvement initiativeswith time and space given to enable teachers tomeaningfullyengageinlessonstudyactivityAswellasthecommentsinTable4thismessageisalsoreinforcedbythefactthatthreeschools(sixteachers)droppedoutafterthefirstlessonstudy citing competing pressures and priorities as well as involvement in too many schoolimprovementinitiativesInpartthisisbecausethebenefitsofengaginginthisapproachwerenotimmediatelyapparent

London Review of Education 17

Significance

From analysing the results it is clear that our approach has been effective in both changingteacherunderstandingandteachingpracticeandbuildingteachercapacitysothatparticipantsareabletoruntheirownprojectsmovingforwardStartingwiththefirstascanbeseeninTable2teacherswereabletoarticulatealogicalchainndashstartingwithwhattheywerelearningabouttheirpupilsthechangestheyweremakinginresponseandendingwithargumentsformakingthesechangesForexampleoneparticipantnotedlsquohowdifficultitis[forpupils]tounderstandscientifictermsandconceptswithoutcontextrsquoasaconsequencetheywerenowrehearsingnewscientificvocabularybecauselsquospendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquoSimilarlyanotherteacherindicatedthatshenowknowsthatlsquopartnersreallymakeadifferencetotheoutcomersquoThiswasbecausethelessonstudyprocesshadhelpedherseethatpartneringlowerachievingchildrenwitheitherhigherachievingormiddleachievingpupilscanleadtothehigherabilitychildrenchallengingpushingandstretchingthelowerachieversAsaresultshewasmuchmoreactivelylsquomixingtalkpartnerssochildrenareworkingwithdifferentpartnersrsquoItseemsclearthereforethatourapproachtolessonstudydevelopedviaaDBRapproachndashwhichactivelypromotesreflectivedialogueviaaprocessof learningconversationsndashhasbeensuccessful inhelpingpractitionersreflectnotonlyonpupillearningbutalsowhatneedstochangeintermsoftheirteachingtofacilitatethislearning

Intermsofcapacitybuildingitisclearthatparticipantssawnotonlythebenefitsofengagingin lesson study but also the challenges that needed to be overcome in order to ensure itseffectiveoperation(Table4)Havingknowledgeof the former(combinedwithexperienceofa number of cycles of lesson study)means that participants now know how best tomakelessonstudyworkforthemInotherwordsbybuildingontheDBRelementoftheprojecttheteachersinvolvedcanensurethatmovingforwardtheytailorhowtheyfocuslessonstudytoachievemaximalbenefitforthemselvesandtheirpupilsLikewiseintermsofrollingouttheirownprogrammeoflessonstudyparticipantswillalsobeawareofthechallengesthatneedtobemetiftheyaretogetmostvaluefromtheprocessTheseincludeinparticulartherequirementtobuy-infromseniorleadersandtheneedforamodelofleadershipwithintheirschoolwhichpromotes the vision for and ensures the fosteringof a cultureof professional developmentbasedoncollaborativepeer-to-peersupport(includingthepromotionofthevaluesrequiredforlearningcommunitiestooperate)Alsokeywillbetheneedforseniorleaderstoprovidethenecessaryresourceandstructures(egtimeandspace)forsustainedandmeaningfullessonstudytobecomeareality(StollandFink1996Leithwoodet al2006)

Ourrevisedapproach tomeasuring impact toohasbeeneffectiveusing teacher-definedmeasuresofimpactprovidesamoreaccuratewayofunderstandingthedifferencethatlessonstudyactivityhasmadeInotherwordsunlikewithattainmentdatandashwhereitwouldbehardtoattributechangesinpupiloutcomesspecificallytolessonstudyactivity(asopposedtootherchangesincontextorintheteachingandlearningenvironment)ndashourapproachenabledteachersto focuson threepupils andhow they responded tovery specificchanges inapproaches topedagogicpracticebasedonanunderstandingandanassessmentofthesepupilsrsquobehavioursandattitudesbothbeforeandaftertheuseofthepracticeImportantlythisimpactdataisalsolsquotriangulatedrsquosincethepractitionerwhoisteachingaswellasthoseobservingmustcometoanagreementastowhathappenedandwhyLikewisethentheoverallperceptionsofimpactscoreswerediscussedandagreeduponintriadsgivingweighttotheirvalidityGiventhisitisencouragingtonotethatmostscoresprovidedsuggest that the lessonstudyapproachdoesimpactpositivelyonpupilbehavioursandattitudestolearningAscanbeseeninTable385per

18 Chris Brown Carol Taylor and Lorna Ponambalum

centofpupilsbenefitedfromtheirteachersengagingintheprojectwithoverathird(36percent)benefitingbyanincreaseintheirperformancescoreby50percentormore

Summary

FortheHaverstockPrimarytoSecondaryTransitionProjectweemployedaDBRapproachtothedevelopmentand implementationof lessonstudy inordertohelppractitionersexamineandbegintotacklesomeoftheissuesassociatedwithprimarytosecondarytransitionDoingsoenabledtheprojectteamandparticipantstocollaborativelydevelopatheoryofactionfortheprojectwhichenabledustoconsidernotionsoflearningandlearningconversationsaswellasameansofdeliveringlessonstudyinkeepingwiththistheoryofactionAswellasthiswewerealsoabletoestablishawayofmeasuringimpactforsituations(suchaswhenprimaryandsecondaryteachersworkonjointprojects)wherebecausethereisnoday-to-dayinteractionandcollaborationthereisnonaturallyoccurringbaselineandnocommonapproachtopedagogy

InlightoftheaboveweconcludethatusingDBRhasbeenvitalnotonlytothesuccessoftheprojectbutalsotoitslong-termsustainabilityfollowingtheprojectrsquosendHoweverweasresearchershavealsobenefitedfromengaginginDBRforinstancewehavegainedabetterunderstanding of how to engage in lesson study in a cross-phase way In addition the newapproachtomeasuringimpactthatemergedcannowbetriedandtestedinothercontextsascanourrevisedtheoryofactionforandapproachestooperationalizinglessonstudyThatisinkeepingwithAndersonandShattuck(2012)movingforwardwecantakewhatwehavelearnedandcontinuetocollaborativelyanditerativelyrefineourapproachsothatitiseffectiveineachnewcontextweintroduceittothushelpingtoservetoimprovethesystemrsquosoverallcapacityforsustainedchange

Notes on the contributors

ChrisBrown isaSeniorLectureratUCLInstituteofEducationUniversityCollegeLondon(DepartmentforLearningandLeadership) Chrishasextensiveexperienceofleadingarangeoffundedprojectsmanyofwhich seek tohelppractitioners to identify and scaleupbestpractice andwas recently awardedasignificant grant by the Education Endowment Foundation toworkwith over 100 primary schools inEnglandtoincreasetheiruseofresearch

CarolTaylor iscurrentlytheStrategicLeaderforCPDattheLondonCentreforLeadershipinLearningSheworkswithschoolsalliancesandlocalauthoritiesndashboth locallyandnationallyndash insupportingtheprofessionaldevelopmentoftheschoolworkforceCarolrecentlyco-ledtheNationalCollegeTeachingSchools Research and Development project involving over 60 schools across England She is activelyinvolvedinsupportingschoolsacrossLondontoembedpractitionerresearchandenquiryintopractice

LornaPonambalum isascienceteacherandAssistantHeadteacheratHaverstockSchoolCamdenLondonwheresheisalsoDesignatedSafeguardingOfficerLornahasbeeninvolvedinanumberoflessonstudyprojectsincludingtheprojectcoveredinthispaperwhichexaminedapproachestoimproveprimarytosecondarytransition

London Review of Education 19

Appendix Pupiloutcomesatstartandendofprojectwithevidencefromthetriadastowhytheseassessmentsweremade

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Myanalysisoftheirworkbookandmyknowledgeoftheirin-classcontributions

6 Someimprovementswhenthechildismotivated

4 Under-confidentStruggleswhenworkingwithapartner

7 Moreconfidenceofownabilityandrecognizessupportfrompartner

4 AloofIssuesathome 4 Stillstrugglestopayattentionwhenworkinginpairs

5 Struggleswithusingsomeofthekeywords

7 Usesmorekeywordsinherwrittenwork(almostall)Expressingideasinabetterway

4 Struggleswiththekeywords 6 Bettersentencestructureandbetterlinkingofideas

3 Lacksconfidenceinspeakingandwriting

6 MoreconfidenceinverballyansweringquestionsputshandupmoreoftenWritingcanstillbeaproblem

3 NeverraiseshandsRefusedtospeakinpublicNosentencestructure

6 Leftbeforeendofprojectbutwasdemonstratingimprovedvocabularyconfidenceandwrittenwork

4 Notengagedvocabularyandliteraryworkpoor

9 REALLYengagedandimprovementinvocabularyandliterarysentencesimproved

5 Doesnrsquotusevocabularyaccuratelyandnotableintermsofwrittenwork

9 Vocabularyuseismoreaccurateandismuchmoreableintermsofwrittenwork

4 bull Didnotlistenoncarpetortoteachertalk

bull Firstcycleshowssignsofdisengagementinfeedback

bull Writingdifficulttounderstand

7 bull Morefocusedonthetaskonthecarpet

bull Betterqualityofwritingbetterfeedbackascycleprogressed

6 bull Toochattybull Distractedtalkpartnerbull Forgottocheckthroughand

punctuatebull Couldnotpeerassesswell

8 bull Betterlearningbehaviourbull Moreownershipofown

learningandcanselfandpeerassess

6 bull Pronetodistractionbull Unabletofollowaseriesof

instructions

7 bull Handuptoofferideasmorebull Slowlyandcarefullygetson

withataskbull Knowshowtopeerassess

20 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Textsnotproducedwelldistractedanddistractingothers

6 Useofmetalanguagetextsproducedusingappropriategrammar

4 Paucityofideasworknotalwaysmakingsense

7 Takingcontrolofownlearningorganizingideasaboutgrammareffectivelymoreconfidenttostartwritingandproducingcompletetexts

5 Generallackofconfidencedespitebeingahighachiever

7 Textsproducedfullofideasinterviewswithobserversshowconfidencemoreconfidenceinhisideasprovidedheispartneredwithsomeonewhohefindssupportive

5 LackofinvolvementinlessonsPoorwritingandconfusedbymosttasks

7 HavingestablishedthatheappreciatesbeingprobedchallengedbyteachersIdedicatemoretimetoenablinghimtoprocessinformationthroughquestioningHenowoftenstartstasksquickerandtakesmorerisksHeisstillshyanddoesnrsquotusuallyvolunteer

3 Withdrawnndashnevercontributingandoptingoutoftasks

6 TriestasksndashnotalwayswithoutpromptingBeginningtotakerisksandoccasionallyvolunteersideas

7 VerylowconfidenceConsistentlypoorliteracyReluctancetocontributeWrittenworkwaspoorbutreflectedeffortofstudent

9 TriesreallyhardtocompleteworktothebestofherabilityStillrarelycontributesherideas

3 CompletelydisengagedseesnovalueinschoolNotansweringquestionsandtalkingaboutanythingelse

8 Nowfocusesonthefrontputshanduptalksaboutthetopicmostofthetime

6 Easilydistractedwillputhandupbutoftendoesnrsquothaveananswerwhenasked

8 Morefocusedwillstilloftennotlistenoninputbutisabletoasksomeoneelseratherthananadultorjustsittingthere

1 bull Getsoutofseatbull Shoutsoutbull Disturbsothers

na Pupilleftschool

9 Priorattainmentandclassroomobservations

9 Nodifferenceinliteracyattainmentwasconsistent

London Review of Education 21

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Priorattainmentandclassroomobservations

4 Improvedconfidenceincomprehensionandwriting

3 Priorattainmentandclassroomobservations

4 Norealdifferencepossiblyslightlybetteratverbalizing

3 Effortscorelsquo3rsquoinfirstreportLeaningbackonchairnotfocuseddistracted

6 Morefocusmorelikelytoaskforhelpratherthanmisbehave

3 Effortscorelsquo3rsquoinfirstreportDistractingothers

3 NowrarelyinclassndashexclusionabsenceOnoccasionshowsexcellentprogressandcanworkindependently

4 Disengagedonwhole(althoughbaselineobservationswerecarriedoutonalsquogoodrsquoday)Rudenessnottrying

8 ReadingchallengingtextsandlookingupdifficultvocabularyindictionaryFewerdayswhenrefusestowork

3 Severallearningneedsandhashadtroublewithwriting

4 Increasedconfidenceinspellingandwriting(andenthusiasm)ndashespeciallycreativelyContinuestostrugglewithcomprehensionHasmadeprogressaccordingtoassessedwork

5 Asabovealthoughadisparitybetweenqualityandquantityofspokenandwrittenwork

na Haslefttheschool

3 MorewillingtowritethantalkatlengthWritingpoorqualityPoorattentionandbehaviouralissuesasbarrierstolearning

5 HasimprovedappreciablyintermsofspokencontributionstowrittenworkStillpresentsbehaviouralproblemsasmainbarriertoprogressHasmadetwosub-levelsofprogressthisyear(basedonanalysisofclasswork)

6 Readingfictionpooruseofsciencevocab

6 Nothingverydifferent

5 Noattempttousesciencevocab 7 Tryingtousesciencevocab

3 Verypoorengagementwithlargerwrittentasks

7 Betterengagementwithtaskandproductionofhigherlevelworkwithbettervocab

4 Unwillingtodiscusswithinterviewee

5 Writesmoretriestowriteindetailthoughremainsunwillingtoshareideaswritteninclassndashdependentonwork-partner

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

8 Chris Brown Carol Taylor and Lorna Ponambalum

studentsmostatriskintermsoftheirprogresspost-transitionHereweconsiderlsquovulnerabilityrsquoascontingentonpupilsrsquoabilitytomakeasuccessfulacademicsocialandemotionaltransitionfromyear6toyear7InparticularwefocusonpupilsentitledtofreeschoolmealsandwhiteBritishstudents(closingthegapforwhiteworking-classstudentsisahighprioritybothwithinCamdenLocalAuthorityandwithintheEnglishcontext)Wealsosoughttoincludemoreablepupilsnotfulfillingtheirpotential

JointlydirectedbycolleaguesfromHaverstockSchoolandtheIOEthespecificaimsoftheprojectweretoimprovestudentandteacheroutcomesinrelationto

bull more robust challenging and innovative ndash but also consistent ndash pedagogic practiceatnationalcurriculum levels1ndash8 inEnglishandscience (levelsrepresenthowpupilsprogressinrelationtoEnglandrsquosnationalcurriculumDepartmentforEducation2011)inyears567and8(ages10throughto13)

bull sharedteacherconfidenceusingthesepracticesintheirsubjectinEnglishandsciencefromlevels1to8

bull improved rates of progress and attainment for lsquovulnerablersquo pupils within each ofyears 3ndash8(ages8throughto13)

bull agroupofteachersabletouselessonstudyapproachestoimproveclassroompracticeandimpactonstandardsthusbuildingtransferablecapacity

Theprojectcomprisedapilotandmainphasewiththelatterinvolving18practitionersfromnineschoolsengagedinninelessonstudysessionsthroughoutthecourseoftheacademicyearandthreeworkshopsFurtherdetailsontheparticipantsaresetoutinTable1(anditshouldbe noted that individually noneof the participants hadworked together before)Adetailedoverviewofwhateachworkshopcomprisedissetoutinthefollowingsections

Table 1 Participantcharacteristics

Primary teachers

Secondary teachers

Total

FocusingonEnglish 5 4 9

Focusingonscience 7 2 9

Total 12 6 18

Methods

A DBR approach to lesson study

PrimaryandsecondaryschoolshavetheirownparticularwaysofworkingandwhenconsideringtheteachingofindividualsubjectssuchasEnglishorsciencethesearenotnecessarilywellsuitedtofosteringcross-phasecollaborationForinstanceprimaryteacherswillteachallsubjectstoonecohortofpupils foranentireyear IncontrastsecondaryschoolteacherswillspecializebysubjectareaandsowillteachthatonesubjecttoanumberofdifferentclassesInadditionusinglessonstudyisanewphenomenoninEnglishschoolsandusingitinacross-phaseway(totackleissuesoftransition)israretonon-existentBearinginmindtheparticularwaysofworkingofeachphasendashandthatneithertheresearchersnorpractitionersinvolvedintheprojecthadengagedinlessonstudyactivitybeforendashitwasdecidedthatapilotphaseoffivemonthswithasmallgroupofschoolsberuntoallowresearchersandpractitionerstocollaborateintrialling

London Review of Education 9

theapproachandascertaininghowitmightbestbemadefit forpractice inotherwords toenableaDBRapproachtothedevelopmentandimplementationofthelessonstudymodelforthisprojectCorrespondinglyinkeepingwithAndersonandShattuck(2012)theprojectteam(ieparticipatingteachersfromtheseschoolstheAssistantHeadprojectleadfromHaverstockSchoolandresearchersandfacilitatorsfromtheIOE)soughtasacollaborativepartnershiptodesign testandrefinecross-phase lessonstudy inarealeducationalcontextwithaviewtomeetingtheprojectrsquosaimandestablishingabasisforitsfutureroll-out

Developing a theory of action for lesson study

AkeyaspectofemployingaDBRapproachwas theestablishmentofa theoryofaction forlesson study that is to determinewhich aspects of lesson studywere an integral part of alogicalchainleadingtoimprovedstudentoutcomesandwhichweremoreopentocontextualmanipulation(ArgyrisandSchoumln1996)AmutuallydevelopedtheoryofactionhasbeenshowntohavesignificantlypositiveimpactsontheeffectivenessofinterventionstheyrelatetoandsoisavitalaspectofDBRAsnotedaboveitisarguedthatasaformofJPDlessonstudyinvolvescollaborativeengagementthatservestoopenupandsharepractices(Cohen-Vogelet al2015)Assuchthedevelopmentofourtheoryofactionforlessonstudycentredonhowadultscanlearnfromandbuilduponthebestpracticeoftheirpeersthroughinteraction

Inordertofacilitatethetypeofinteractivelearningweenvisagedweturnedtotheliteratureonprofessional learningcommunities Inparticularwe lookedat thenatureandstructureofthelsquolearningconversationsrsquothattakeplaceaspartofprofessionallearningcommunityactivityDescribedaslsquotheway thateducatorsmakemeaning togetherand jointlycomeupwithnewinsightsandknowledgethat leadto intentionalchangetoenhancetheirpracticeandstudentlearningrsquo (Stoll 2012 6) learning conversations comprise considered thoughtful (rather thansuperficial)discussionandchallenge focusedonmattersof teachingpracticewhichconsiderevidenceofactualandpotential formsofpracticeandwhichareundertakenwithaviewtodevelopingbothimprovedpracticeandasaresultoutcomesforstudents

Movingdeeper into this area Stoll (20126ndash11) suggests that the following features arecharacteristicofhigh-qualitylearningconversationsbetweenadults(1)afocusonevidenceandideas(includingbothexistingandeffectivepracticewithintheschoolnetwork)andalsopotentialinnovations and transformations (eg creativeways to engage learners and extend learning)(2)experienceandexternalknowledgetheorytostimulatereflectionchallengethestatusquoandextendthinking(3)theuseofprotocolsandtoolstoframelearningconversationsmoreclearlyandguidelinesthathelpparticipantsstructuretheirdialogueandinterrogateevidenceorideasand(4)facilitationtoelicitandsupportintellectualexchangeaswellasmaintainingopendialogue

Operationalizing lesson study

These fourelements plus the four stepsoutlinedearlier thus formed thebasis forhowweinitiallysoughttostructureandoperationalizelessonstudyactivityAsaresultitwasdecidedbytheprojectteamthatthepilotphaseshouldcommencewithaone-dayfacilitatedworkshopin which practitioners held data-informed discussions about the key issues their vulnerablestudentsfacedinrelationtoEnglishliteracyandsciencePriortotheworkshoptheAssistantHeadprojectleadfromHaverstockSchoolandresearchersandfacilitatorsfromtheIOEspentadaydevelopingprotocolsandtools to facilitate learningconversationsandplanningactivitywithintheworkshop(basedonapproachesusedbyStollegseeStollandBrown2015)Using

10 Chris Brown Carol Taylor and Lorna Ponambalum

theseparticipantsworkedthroughaseriesofactivitiesdesignedtohelpthemdecideupononefocusarea(atopicbeingtaughtthatencapsulatedtheissue)andtoalsothinkaboutacommonapproachtoteachingthetopicinrelationtotheconceptthattriadscouldadoptimplementanditerativelyimproveFollowingthisparticipantswereaskedtoidentifythreestudentswithineachschoolwhorepresentedthefocus(vulnerable)studentsandtothencollaborativelyplanthefirstresearchlessonthatwouldbetaughtobserved

Inkeepingwith thenotion that it is expertisewith respect to a given intervention thatenablespractitionerstotailorinterventionstotheirspecificsituationandthatthedevelopmentofexpertiseinvolvesbothaspectsofeffectivelearningandsustainedskillrefinement(iepractice)(seeBryket al2011Penuelet al2012BrownandRogers2015)thepilotphasetheninvolvedthreefulllessonstudydaysTheseinvolvedpractitioners

(1) revisitingthepurposeofthelessonandthefocusareathatitlinkedto(2) beingtalkedthrough(bytheteacherwhowasteachingbeingobserved)eachphaseof

thelessonandwhatitsaimsandgoalswere(3) observinghowthelessonworkedinpractice(withafocusonthecasechildren)(4) interviewingthecasechildrenfortheirperspectivesontheissues(5) undergoingafacilitateddiscussiontoevaluatethelessonbasedonobservationsand

datacollection(6) buildingonwhathadhappened(iecollaborativelyestablishinglsquohowtorsquo)andplanning

forthenextlessonstudyresearchclass

Againbeforethefirst lessonstudydaytheprojectteamspentadaytogethercollaborativelydevelopingprotocolstoolsandanoutlineforthedaytofacilitatethelessonstudyprocessThelessonstudyactivitywasalsoobservedbytheprojectteaminordertogiveusanunderstandingofhowitwasbeingenacted

Collaboratively reviewing and improving lesson study activity

ThroughoutthepilotphasetimeandspacewerecreatedtoenableresearchersandpractitionerstodeliberateanddiscusswhateachhadlearnedandtheirexperiencesinrelationtolessonstudyThroughthisdialogicprocesswewereabletoconstructcommonunderstandingandmeaningwithregardtobothaspectsoftheprocessandintermsoftheuseoftoolsandprotocolstofacilitatetheprocessAsaresultwewerethenabletounderstandwhichaspectsoftheapproachwere successful inhelpingparticipantsdevelop theirpracticeand improveoutcomes for themostvulnerableandwhichappearedtoprovidelimitedvalueInotherwordsasGutierrezandPenuel (201420)suggestlsquo[s]tudying theldquosocial lifeof interventionsrdquo [helpedus]moveawayfromimagininginterventionsasfixedpackagesofstrategieswithreadilymeasurableoutcomesandtowardsmoreopen-endedsocialorsociallyembeddedexperimentsthatinvolveongoing[ieiterative]mutualengagementrsquoToensurethelearningfromthepilotphasewascarriedoverintothemainprojectattheendofthethreelessonstudydaysaone-dayworkshopwasheldsothatthemainphasecouldbecollaborativelydevelopedAspectshereincludedthegroupingandsequencingoflessonstudydaysthroughouttheyear(bearinginmindthedistinctwaysofworkingthateachphaseofschoolinghas)thenature(runningorder)ofeachlessonstudydaythenatureofthetoolsandprotocolstobeemployedaspartofeachmainphaselessonstudysessionandhowimpactshouldbeconceivedofandmeasured(seebelow)

Whatwasalsoviewedas importantbybothparticipantsandtheprojectteamhoweverwasthataswescaledtheprojectupfrompilottomainphasethedialogicprocessthatenabledustounderstandanditerativelyimprovetheoperationoflessonstudycouldcontinueatscale

London Review of Education 11

PerhapsoneofthemainissuesoftheDBRapproachascurrentlyconceivedisthatit isveryresearcher intensive in other words it requires researchers working intensively with smallnumbersofpractitionersWewerethusconcernedwithfindingwaysofexamininghowtheDBRapproachcouldhaveimpactformaximalnumbersofteachersToovercomethispractitionersand researchers jointly agreed on the need for distributed ownership ifDBR at scale is anunmanageabletaskforresearchersalonethenresearcherscannotbetheonlyactorsinvolvedincreatingmeaningndashpractitionersexperiencedinthedeliberativeprocessshouldalsobeabletomovebeyondtheirtraditionalrolesandengage inthiswaytoo(Coburnet al2013)Thisagreeduponapproachtocapacitybuildingthereforemeantthatwewereabletousetheoriginalpilotgroupmembersaspractitioner-researcherswhocouldformnewtriadsandengagewithpractitionersinvolvedintheprojectrsquosmainstageThisfreeduptimefortheresearcherstoworkwithothergroupsoflsquomainstagersquopractitionersndashandbothsetsofresearcherscouldthenmeetperiodically to considerongoing improvements and changes thatneeded tobemade to thelessonstudymethodology

A DBR approach to measuring impact

Vitaltounderstandingtheeffectivenessofourapproachwasameaningfulwaytoassessimpact(Bryket al2011)thatistoseewhetherwemettheaimsoftheprojectOurinitialapproachtomeasuringimpact(whichwastestedduringthepilotproject)involvedpractitionersestablishingcommon understanding and thus alsquobaselinersquo through the analysis of data and insight abouttheir settings current practices and key issues in relation to the teaching of EnglishliteracyandscienceaswellasissuesoftransitioninrelationtothesesubjectsTheyweresubsequentlyinvitedtoestablishwhattheywantedtoachievebytheendoftheprojectandhowtheymightdosondashspecificallyfollowinganapproachsetoutbyEarleyandPorritt(2013)ndashandlsquostartingwiththeendinmindrsquo(thegoaltheywishedtoachieve)practitionerswereaskedhowtheymightdevelopteachingstrategies(basedonacommonfocusarea)thatmightbeobservedandrefinedviaaprocessoflessonstudytoreachadesiredendpoint(ieonethatwouldtackletheseissues)

GutierrezandPenuel (2014) argue thatpartnershipapproaches to impactmeasurementare also likely to result in more robust and nuanced understandings of the differences aninterventionhashadThistooprovedtobethecaseforthisprojectInparticularitbecameclearthatndashbecausepractitionerswereengagingincross-phaseapproachestopedagogyandsohadtodevelopacommonissueanddecideonatopicsubjectmatterthatencapsulatedtheissuebeingtaughtndashinessencealsquonaturalrsquobaselinedatadidnotexistInotherwordsaskingteachersndashwhoteachatdifferentstagesofthecurriculumandwhoteachdifferentagegroupsindifferentschoolsndashtocollaboraterequiredthemtofindalevelofcommonalitythatordinarilydidnotexistThismeantthatbaselinedatacouldnotbeascertainedinadvanceofthelessonstudybuthadtobeascertainedasadirectresultofthelessonstudyprocessthefirstlessonbecamethebaselineforpractitionerone the second study forpractitioner two and soonThis alsomeant thatbothbaselineandpedagogicapproachesalsonecessarilydevelopedasaresultofcollaborativeactivity that ispractitioner tworsquos approach to teaching the lesson studyclass shouldbenefitfromengaginginthelessonstudyrelatedtopractitioneroneandsoonBaselinesandstartingapproaches to implementing the strategywere thus relative Similarly desired endpoints andimprovementstowardsthesecouldonlybesetandorcomparedinabsolutetermsfromeachpractitionerrsquosstartingposition

Inadditionthismeantthattheimpactprocessmovingforwardnecessarilyhadtoinvolvetwostagesthefirststagebeforelessonstudyactivityinvolvedeachtriadestablishinganissueanddecidingonamutualtopicorlessontoteach(andhowitshouldbetaught)Desiredimpact

12 Chris Brown Carol Taylor and Lorna Ponambalum

(the future goal to be aimed at) however couldonly be established after each baseline hadbeenestablishedcorrespondinglyaswiththepilotakeyaspectofthemainstagekick-offwasto ensure that themain stage participants discussed (in their lesson study triads) commondifficultiesandissuesinrelationtotheteachingofEnglishliteracyandscienceinthecontextof transition and that they identified areas for improvementTriads then decided upon onefocusarea(atopicbeingtaughtthatencapsulatedtheissue)andtoalsothinkaboutacommonapproachtoteachingthetopicthatmight inrelationtothe issue leadto improvedteachingpracticesandstudentoutcomesWealsoengagedparticipantswithwaysofunderstandingandmeasuringbothbaselineandimpactspecificallyweintroducedthemtoamyriadofhardandsoftdata types (fromstudentoutcomes toobservationsofpractice) andwaysofmeasuringbaselineandimpactsuchasthelsquoLeuvenrsquoscaleParticipantstheneachidentifiedthreecasestudychildrenandcollaborativelyplannedthefirstlessonstudyclassFollowingkick-offforthefirstthreelessonstudyclassesthemainstageparticipantsobservedpracticeandstudentbehavioursaswellascollectingengagingwithotherpupildata

AfurtherworkshopwasheldafterthefirstthreetoenableparticipantstocometogetherandestablishafirmbaselineforthethreepupilsforeachoftheteachersintheirtrioHavingestablished this baseline they then determinedwhat they would like practice to be (ie toestablishtheir ideal)ParticipantsthenspenttheremainderoftheworkshopcollaboratingtofurtherrefinethepedagogicapproachesthatmightgetthemtothisidealThismeantthatlessonstudysessionsfourtoninewerestructuredusingthesixstepsasdiscussedabovewithlessonstudysessionsusedtoascertainwhetherpracticeandoutcomeswereprogressingtowardstheirideal impact goal inorder todecidewhethercorrectivechanges in approachwererequired(Bryket al2011)

A finalworkshopwas then held to enable trios to bring together the endline data forthe project and so establish a firm impact picture specifically in relation to the aimsof theprojectHereprotocolsweredevelopedbytheprojectteamtocapturedatathatemergedfromthelearningconversationsheldwithintheworkshopsSpecificallyproformaswerecreatedtohelpparticipantsrecordtheirresponsestothefollowingquestions(1)Howhasyourpracticechangedasaresultofthisprojectand(2)WhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticeWealsodevelopedaproformatorecordtheperceiveddifferences inpupiloutcomesbetweenthestartandendoftheproject(alongwithevidencefromthetriadastowhytheseassessmentsweremade)

Results

Asoutlinedabovetheaimsoftheprojectweretoachieve

bull morerobustchallengingandinnovativendashbutalsoconsistentndashpedagogicpracticeatnationalcurriculumlevels1ndash8inEnglishandscience

bull sharedteacherconfidenceusingthesepracticesbull improved rates of progress and attainment for lsquovulnerablersquo pupils within each of

years 3ndash8(ages8throughto13)bull agroupofteachersabletouselessonstudyapproachestoimproveclassroompractice

andimpactonstandardsthusbuildingtransferablecapacity

To understand how successfulwe had been in relation to eachof these in the final impactworkshopweworkedwithparticipantstoaddressthefollowingthreequestions

bull Howhasyourpracticechangedasaresultofthisprojectbull Whatimpacthasthischangedpracticehadonpupils

London Review of Education 13

bull What have you learned about lesson study and how to use it to develop teachingpractice

Impact on teacher practice

Webeganthefinalworkshopbyfirstaskingparticipantstoengageinalearningconversationcentred on how their practice had changed as a result of their participation in the projectAll teachers participated in the exercise andused the pro formaoutlined above to indicatewhethertherehadbeenanychangeintheirpracticeWhenanalysingtheresults itwasclearthatresponsesdividednaturallyinto(1)changesinknowledgeunderstandingintermsofhowfocuspupilslearn(2)changesinpracticeand(3)whychangesinpracticearemakingadifferenceExamplesoftheverbatimresponsesaresetoutinTable2whichencapsulatesthemainthemesthatemergedAcommonfocusacrossallgroupswashowtheymightemploylsquotalkforwritingrsquondashaprocesswherechildrenorallyengagewiththelanguagetheyneedforaparticulartopicbeforereadingandanalysingitthenwritingtheirownversionPotentiallythecommonalityofthisfocusderivedfromlsquotalkforwritingrsquobeingahottopicwithinCamdenduringthetimeoftheprojectAsaresultthiscouldbeareasonwhythemajorityofteacherparticipantshadbroadlyfocusedontalkandthebalancewithintheirlessonsbetweentalkingandwritingaswellasontheuseofpairingandgroupinginordertofacilitatethis

Table 2 ExampleresponsestothequestionlsquoHowhasyourpracticechangedasaresultofthisprojectrsquo

Question Responses

Changesinknowledgeunderstandingintermsofhowfocuspupilslearn

bull lsquoHowdifficultitistounderstandscientifictermsandconceptswithoutcontextrsquo

bull lsquoThebenefitsofusingascriptforpeerfeedbackrsquobull lsquoPupilsneedstructuredtalkwithwell-chosenpartnersrsquobull lsquoPupilfindkeywordsdifficulttouseinapieceofwritingeven

iftheyunderstandthemeaningofthewordsitisdifficulttolinkmorescientificwordstogetherrsquo

bull lsquoGroupingcanmakeabigdifferencetolearningrsquosimilarlylsquoPartnersreallymakeadifferencetotheoutcomersquo

Changesinpractice bull Rehearsalofkeynewscientificvocabularybull Useofspeakingandwritingframesbull Makinglessonsmoreoralandgivingmoreoralscaffoldsbull lsquo[Providing]moretimetotalkandthinkaboutwhatthey

wanttowritersquobull lsquoMixingtalkpartnerssochildrenareworkingwithdifferent

partnersrsquo

Whychangesinpracticearemakingadifference

bull Pupilslikespeakingframesaslsquoitgivesthemastartingpointtostructuretheirspeechrsquo

bull lsquoMakingspeechahighpriorityresultsinmuchbetteroutcomesrsquo

bull lsquoSpendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquo

bull Partneringlowerachievingchildreneitherwithhigherachievingormiddleachievingpupilsreallymakesadifferenceasthehigherabilitychildrenchallengepushandstretchthelowerachievers

14 Chris Brown Carol Taylor and Lorna Ponambalum

Pupil impact

WehavedescribedabovethatinkeepingwiththeDBRunderpinningsoftheprojectparticipantswere able to determinewhat changes theywanted to see in their pupils as a result of theprojectandhowthesemightbemeasuredAssuchavarietyofmetricswereusedtoascertainimpactrangingfromteacherobservationsandmarkingtotheirexpertiseandknowledgeofthechildBecauseparticipantspredominantlychosenottouselsquohardrsquoattainmentdatainordertoexamineimpactacrossallparticipantswehadtofindacommonwayofderivingandpresentingwhatimpactifanyresultedfromtheprojectTodothisweaskedparticipantsworkingintheirtriadstoscoreeachoftheirthreefocuschildren(inrelationtothefocusoraimsoftheirtriadandinrelationtothedatatheyweremeasuring)bothintermsoftheirlsquoperformancersquoatthebeginningoftheprojectandattheendScoresbothatthebeginningandendwereoutoftenandparticipantstriadshadtoprovidesupportingevidenceforselectingtheirscoresAsaresultthisprovidedresearcherswithperceptionsofpupilimpactandreasonsfortheseperceptionsbecauseallpupilimpactperceptionswerescoredinthesamewayhoweverwewerealsoabletonormalizethesescoresbylookingatthepercentagedifferencesinthelsquobeforersquoandlsquoafterrsquoscoresThescoresandrangesofthesedifferencesaresetoutinFigure1whereasTable3providesadistributionofthepercentagescoresAfulltableofresponsesshowingbeforeandafterscoresandreasonsevidencefortheseisprovidedintheAppendix

Figure 1 Pupilsbeforeandafterscoresandpercentagechange

London Review of Education 15

Table 3 Distributionofpercentagechangeinpupilsbeforeandafterscores

Question Number Percentage

Greaterthan100change 3 7

91ndash100change 7 17

81ndash90change 0 0

71ndash80change 4 10

61ndash70change 1 2

51ndash60change 0 0

41ndash50change 6 14

31ndash40change 12 29

21ndash30change 2 5

11ndash20change 1 2

1ndash10change 0 0

Nochange 4 10

Pupilsdroppedout 2 5

Total 42 100

TheblockedareainFigure1representsthestudentperformancescoresatthebeginningoftheprojectwhilethecontinuouslinerepresentstheirscoresatprojectendThedotsmeanwhilerepresentthepercentagedifference(iethechangeinpupilperformancesincethestartoftheproject)Ascanbeseenofthe42focusgrouppupilsforwhomteachersprovideddatateachersreported a change in the behavioursattitudesoutcomes of all but six For some pupils thischangewassubstantiveAssetoutinTable3whichprovidesthedistributionofthesepercentagechangesteacherssuggestthatfortenpupilstheirperformancehadeffectivelydoubledormore(ietherewasa100percent(orgreater)changeintheirscore)Thebiggestsingleimprovementhowevertendedtobebetween30and40percent Inthemainthiswascausedbylsquoaveragersquopupils(scoring5ndash6)nowscoringtwopointshigher(7ndash8)orbyinitiallylowperformingpupilsndashwhooriginallyscored3ndashincreasingtheirperformancescoreto4

Naturallyintheabsenceofhardandobjectiveattainmentdataweneedtobecircumspectin the levelofsignificanceaffordedtowhataresubjectivelydeterminedresultsNonethelesssupportingevidencewasprovidedandthefiguresweretriangulatedwithothermembersofthetriad(whowerethemselvesengagedinprolongedobservationofthesepupils)Inadditionnotallpupilswerereportedashavingbenefitedfromtheproject fourpupils(10percent)werereportedasnotbenefitingatallwhileafurthertwodroppedoutoftheschooltheywereinConsideringLincolnandGubarsquos(1985)criteriaforestablishingthetrustworthinessofsubjectivedatathereforealthoughtheexactchangeinpupilsrsquoperformancescanbedebatedtheresearchteamhaveconfidencethatsomepositiveimpactonpupilshastakenplacendashandthatthisimpactcanbeattributabletotheprojectItshouldalsobenotedthatthisdatarelatestothethreepupils(perclass)representingwidergroupsofinterestsuchasvulnerablechildren(Dudley2011)Intheorythentheimpactoftheprojectshouldstretchbeyondthe42childrenanalysedherebutwedonothavedatatosubstantiatesuchaclaim

16 Chris Brown Carol Taylor and Lorna Ponambalum

Learning about lesson study

FinallyweaskedparticipantstoanswerthefollowingquestionlsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquoResponsesheredividednaturallyintothebenefitsandchallengesofusinglessonstudyandaresetoutinTable4

Table 4 Benefitsandchallengestousinglesson study (responsetoquestionlsquoWhathaveyoulearnedaboutlesson studyandhowtouseittodevelopteachingpracticersquo)

Question Responses

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Benefits)

bull lsquoObservingcolleaguesteachandpickingupideasstrategiessharingpracticeetcinrelationtoprimarytosecondarytransitionsrsquo

bull lsquoSharinggoodpractice[andfacilitateideasgeneration]rsquobull lsquoObservingin[other]schoolsandseeingthedifferencebetween

teachinginprimaryandsecondaryschoolsrsquobull lsquoChancetoseeotherCamdenclassesofthesameagersquobull lsquoIgetabetterunderstandingofhowImightstretchmoreable

year7studentsrsquobull lsquoExposuretootherteachersrsquostylesandpracticesrsquobull lsquoSupportivefeedbackandobservationsfromcolleaguesrsquobull Perspectiveseglsquothatyouwouldnotbeabletopickupabout

yourchildrenrsquoslearningfromthefrontoftheclassrsquoandlsquoafocusonchildrenwhomightslipunderteachersrsquoradarrsquosimilarlylsquohavingothersbeingabletowatchthechildrenhellip[and]noticingsomething[youhadnrsquot]rsquo

bull lsquoBecauseitrsquosplannedcollaborativelyyougettoseeyourworkinactionrsquo

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Challenges)

bull TimeeglsquoLotsoftimeoutofschoolrsquobull TimetablinglsquoFindingdatesthataremutuallyconvenientforthe

triorsquobull lsquoIncreasedworkloadinrelationtoplanningpreparingand

hostingthesessionrsquobull lsquoImmediateprogressnot[always]visiblersquobull lsquoNeedsbuy-infromSLTtohavemaximumimpactrsquosimilarly

lsquoLessonstudyislessimportantinsomeschoolsrsquobull lsquo[Thistypeofprocesscannotbeanadd-on]ifitcouldreplace

[currentprogrammeofobservations]wouldbegreatrsquobull lsquoThereisalreadytoomuchtotryandgetthroughinprimaryrsquo

InconsideringthechallengesitcanbeseethatinkeepingwithGero(2015)forlessonstudytobecarriedoutsuccessfullyrequiresthebuy-inandcommitmentofseniorleadersInparticularlessonstudyndashasa formofschool improvementndashneedstobeprioritizedbyschool leadersover other school improvement initiativeswith time and space given to enable teachers tomeaningfullyengageinlessonstudyactivityAswellasthecommentsinTable4thismessageisalsoreinforcedbythefactthatthreeschools(sixteachers)droppedoutafterthefirstlessonstudy citing competing pressures and priorities as well as involvement in too many schoolimprovementinitiativesInpartthisisbecausethebenefitsofengaginginthisapproachwerenotimmediatelyapparent

London Review of Education 17

Significance

From analysing the results it is clear that our approach has been effective in both changingteacherunderstandingandteachingpracticeandbuildingteachercapacitysothatparticipantsareabletoruntheirownprojectsmovingforwardStartingwiththefirstascanbeseeninTable2teacherswereabletoarticulatealogicalchainndashstartingwithwhattheywerelearningabouttheirpupilsthechangestheyweremakinginresponseandendingwithargumentsformakingthesechangesForexampleoneparticipantnotedlsquohowdifficultitis[forpupils]tounderstandscientifictermsandconceptswithoutcontextrsquoasaconsequencetheywerenowrehearsingnewscientificvocabularybecauselsquospendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquoSimilarlyanotherteacherindicatedthatshenowknowsthatlsquopartnersreallymakeadifferencetotheoutcomersquoThiswasbecausethelessonstudyprocesshadhelpedherseethatpartneringlowerachievingchildrenwitheitherhigherachievingormiddleachievingpupilscanleadtothehigherabilitychildrenchallengingpushingandstretchingthelowerachieversAsaresultshewasmuchmoreactivelylsquomixingtalkpartnerssochildrenareworkingwithdifferentpartnersrsquoItseemsclearthereforethatourapproachtolessonstudydevelopedviaaDBRapproachndashwhichactivelypromotesreflectivedialogueviaaprocessof learningconversationsndashhasbeensuccessful inhelpingpractitionersreflectnotonlyonpupillearningbutalsowhatneedstochangeintermsoftheirteachingtofacilitatethislearning

Intermsofcapacitybuildingitisclearthatparticipantssawnotonlythebenefitsofengagingin lesson study but also the challenges that needed to be overcome in order to ensure itseffectiveoperation(Table4)Havingknowledgeof the former(combinedwithexperienceofa number of cycles of lesson study)means that participants now know how best tomakelessonstudyworkforthemInotherwordsbybuildingontheDBRelementoftheprojecttheteachersinvolvedcanensurethatmovingforwardtheytailorhowtheyfocuslessonstudytoachievemaximalbenefitforthemselvesandtheirpupilsLikewiseintermsofrollingouttheirownprogrammeoflessonstudyparticipantswillalsobeawareofthechallengesthatneedtobemetiftheyaretogetmostvaluefromtheprocessTheseincludeinparticulartherequirementtobuy-infromseniorleadersandtheneedforamodelofleadershipwithintheirschoolwhichpromotes the vision for and ensures the fosteringof a cultureof professional developmentbasedoncollaborativepeer-to-peersupport(includingthepromotionofthevaluesrequiredforlearningcommunitiestooperate)Alsokeywillbetheneedforseniorleaderstoprovidethenecessaryresourceandstructures(egtimeandspace)forsustainedandmeaningfullessonstudytobecomeareality(StollandFink1996Leithwoodet al2006)

Ourrevisedapproach tomeasuring impact toohasbeeneffectiveusing teacher-definedmeasuresofimpactprovidesamoreaccuratewayofunderstandingthedifferencethatlessonstudyactivityhasmadeInotherwordsunlikewithattainmentdatandashwhereitwouldbehardtoattributechangesinpupiloutcomesspecificallytolessonstudyactivity(asopposedtootherchangesincontextorintheteachingandlearningenvironment)ndashourapproachenabledteachersto focuson threepupils andhow they responded tovery specificchanges inapproaches topedagogicpracticebasedonanunderstandingandanassessmentofthesepupilsrsquobehavioursandattitudesbothbeforeandaftertheuseofthepracticeImportantlythisimpactdataisalsolsquotriangulatedrsquosincethepractitionerwhoisteachingaswellasthoseobservingmustcometoanagreementastowhathappenedandwhyLikewisethentheoverallperceptionsofimpactscoreswerediscussedandagreeduponintriadsgivingweighttotheirvalidityGiventhisitisencouragingtonotethatmostscoresprovidedsuggest that the lessonstudyapproachdoesimpactpositivelyonpupilbehavioursandattitudestolearningAscanbeseeninTable385per

18 Chris Brown Carol Taylor and Lorna Ponambalum

centofpupilsbenefitedfromtheirteachersengagingintheprojectwithoverathird(36percent)benefitingbyanincreaseintheirperformancescoreby50percentormore

Summary

FortheHaverstockPrimarytoSecondaryTransitionProjectweemployedaDBRapproachtothedevelopmentand implementationof lessonstudy inordertohelppractitionersexamineandbegintotacklesomeoftheissuesassociatedwithprimarytosecondarytransitionDoingsoenabledtheprojectteamandparticipantstocollaborativelydevelopatheoryofactionfortheprojectwhichenabledustoconsidernotionsoflearningandlearningconversationsaswellasameansofdeliveringlessonstudyinkeepingwiththistheoryofactionAswellasthiswewerealsoabletoestablishawayofmeasuringimpactforsituations(suchaswhenprimaryandsecondaryteachersworkonjointprojects)wherebecausethereisnoday-to-dayinteractionandcollaborationthereisnonaturallyoccurringbaselineandnocommonapproachtopedagogy

InlightoftheaboveweconcludethatusingDBRhasbeenvitalnotonlytothesuccessoftheprojectbutalsotoitslong-termsustainabilityfollowingtheprojectrsquosendHoweverweasresearchershavealsobenefitedfromengaginginDBRforinstancewehavegainedabetterunderstanding of how to engage in lesson study in a cross-phase way In addition the newapproachtomeasuringimpactthatemergedcannowbetriedandtestedinothercontextsascanourrevisedtheoryofactionforandapproachestooperationalizinglessonstudyThatisinkeepingwithAndersonandShattuck(2012)movingforwardwecantakewhatwehavelearnedandcontinuetocollaborativelyanditerativelyrefineourapproachsothatitiseffectiveineachnewcontextweintroduceittothushelpingtoservetoimprovethesystemrsquosoverallcapacityforsustainedchange

Notes on the contributors

ChrisBrown isaSeniorLectureratUCLInstituteofEducationUniversityCollegeLondon(DepartmentforLearningandLeadership) Chrishasextensiveexperienceofleadingarangeoffundedprojectsmanyofwhich seek tohelppractitioners to identify and scaleupbestpractice andwas recently awardedasignificant grant by the Education Endowment Foundation toworkwith over 100 primary schools inEnglandtoincreasetheiruseofresearch

CarolTaylor iscurrentlytheStrategicLeaderforCPDattheLondonCentreforLeadershipinLearningSheworkswithschoolsalliancesandlocalauthoritiesndashboth locallyandnationallyndash insupportingtheprofessionaldevelopmentoftheschoolworkforceCarolrecentlyco-ledtheNationalCollegeTeachingSchools Research and Development project involving over 60 schools across England She is activelyinvolvedinsupportingschoolsacrossLondontoembedpractitionerresearchandenquiryintopractice

LornaPonambalum isascienceteacherandAssistantHeadteacheratHaverstockSchoolCamdenLondonwheresheisalsoDesignatedSafeguardingOfficerLornahasbeeninvolvedinanumberoflessonstudyprojectsincludingtheprojectcoveredinthispaperwhichexaminedapproachestoimproveprimarytosecondarytransition

London Review of Education 19

Appendix Pupiloutcomesatstartandendofprojectwithevidencefromthetriadastowhytheseassessmentsweremade

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Myanalysisoftheirworkbookandmyknowledgeoftheirin-classcontributions

6 Someimprovementswhenthechildismotivated

4 Under-confidentStruggleswhenworkingwithapartner

7 Moreconfidenceofownabilityandrecognizessupportfrompartner

4 AloofIssuesathome 4 Stillstrugglestopayattentionwhenworkinginpairs

5 Struggleswithusingsomeofthekeywords

7 Usesmorekeywordsinherwrittenwork(almostall)Expressingideasinabetterway

4 Struggleswiththekeywords 6 Bettersentencestructureandbetterlinkingofideas

3 Lacksconfidenceinspeakingandwriting

6 MoreconfidenceinverballyansweringquestionsputshandupmoreoftenWritingcanstillbeaproblem

3 NeverraiseshandsRefusedtospeakinpublicNosentencestructure

6 Leftbeforeendofprojectbutwasdemonstratingimprovedvocabularyconfidenceandwrittenwork

4 Notengagedvocabularyandliteraryworkpoor

9 REALLYengagedandimprovementinvocabularyandliterarysentencesimproved

5 Doesnrsquotusevocabularyaccuratelyandnotableintermsofwrittenwork

9 Vocabularyuseismoreaccurateandismuchmoreableintermsofwrittenwork

4 bull Didnotlistenoncarpetortoteachertalk

bull Firstcycleshowssignsofdisengagementinfeedback

bull Writingdifficulttounderstand

7 bull Morefocusedonthetaskonthecarpet

bull Betterqualityofwritingbetterfeedbackascycleprogressed

6 bull Toochattybull Distractedtalkpartnerbull Forgottocheckthroughand

punctuatebull Couldnotpeerassesswell

8 bull Betterlearningbehaviourbull Moreownershipofown

learningandcanselfandpeerassess

6 bull Pronetodistractionbull Unabletofollowaseriesof

instructions

7 bull Handuptoofferideasmorebull Slowlyandcarefullygetson

withataskbull Knowshowtopeerassess

20 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Textsnotproducedwelldistractedanddistractingothers

6 Useofmetalanguagetextsproducedusingappropriategrammar

4 Paucityofideasworknotalwaysmakingsense

7 Takingcontrolofownlearningorganizingideasaboutgrammareffectivelymoreconfidenttostartwritingandproducingcompletetexts

5 Generallackofconfidencedespitebeingahighachiever

7 Textsproducedfullofideasinterviewswithobserversshowconfidencemoreconfidenceinhisideasprovidedheispartneredwithsomeonewhohefindssupportive

5 LackofinvolvementinlessonsPoorwritingandconfusedbymosttasks

7 HavingestablishedthatheappreciatesbeingprobedchallengedbyteachersIdedicatemoretimetoenablinghimtoprocessinformationthroughquestioningHenowoftenstartstasksquickerandtakesmorerisksHeisstillshyanddoesnrsquotusuallyvolunteer

3 Withdrawnndashnevercontributingandoptingoutoftasks

6 TriestasksndashnotalwayswithoutpromptingBeginningtotakerisksandoccasionallyvolunteersideas

7 VerylowconfidenceConsistentlypoorliteracyReluctancetocontributeWrittenworkwaspoorbutreflectedeffortofstudent

9 TriesreallyhardtocompleteworktothebestofherabilityStillrarelycontributesherideas

3 CompletelydisengagedseesnovalueinschoolNotansweringquestionsandtalkingaboutanythingelse

8 Nowfocusesonthefrontputshanduptalksaboutthetopicmostofthetime

6 Easilydistractedwillputhandupbutoftendoesnrsquothaveananswerwhenasked

8 Morefocusedwillstilloftennotlistenoninputbutisabletoasksomeoneelseratherthananadultorjustsittingthere

1 bull Getsoutofseatbull Shoutsoutbull Disturbsothers

na Pupilleftschool

9 Priorattainmentandclassroomobservations

9 Nodifferenceinliteracyattainmentwasconsistent

London Review of Education 21

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Priorattainmentandclassroomobservations

4 Improvedconfidenceincomprehensionandwriting

3 Priorattainmentandclassroomobservations

4 Norealdifferencepossiblyslightlybetteratverbalizing

3 Effortscorelsquo3rsquoinfirstreportLeaningbackonchairnotfocuseddistracted

6 Morefocusmorelikelytoaskforhelpratherthanmisbehave

3 Effortscorelsquo3rsquoinfirstreportDistractingothers

3 NowrarelyinclassndashexclusionabsenceOnoccasionshowsexcellentprogressandcanworkindependently

4 Disengagedonwhole(althoughbaselineobservationswerecarriedoutonalsquogoodrsquoday)Rudenessnottrying

8 ReadingchallengingtextsandlookingupdifficultvocabularyindictionaryFewerdayswhenrefusestowork

3 Severallearningneedsandhashadtroublewithwriting

4 Increasedconfidenceinspellingandwriting(andenthusiasm)ndashespeciallycreativelyContinuestostrugglewithcomprehensionHasmadeprogressaccordingtoassessedwork

5 Asabovealthoughadisparitybetweenqualityandquantityofspokenandwrittenwork

na Haslefttheschool

3 MorewillingtowritethantalkatlengthWritingpoorqualityPoorattentionandbehaviouralissuesasbarrierstolearning

5 HasimprovedappreciablyintermsofspokencontributionstowrittenworkStillpresentsbehaviouralproblemsasmainbarriertoprogressHasmadetwosub-levelsofprogressthisyear(basedonanalysisofclasswork)

6 Readingfictionpooruseofsciencevocab

6 Nothingverydifferent

5 Noattempttousesciencevocab 7 Tryingtousesciencevocab

3 Verypoorengagementwithlargerwrittentasks

7 Betterengagementwithtaskandproductionofhigherlevelworkwithbettervocab

4 Unwillingtodiscusswithinterviewee

5 Writesmoretriestowriteindetailthoughremainsunwillingtoshareideaswritteninclassndashdependentonwork-partner

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

London Review of Education 9

theapproachandascertaininghowitmightbestbemadefit forpractice inotherwords toenableaDBRapproachtothedevelopmentandimplementationofthelessonstudymodelforthisprojectCorrespondinglyinkeepingwithAndersonandShattuck(2012)theprojectteam(ieparticipatingteachersfromtheseschoolstheAssistantHeadprojectleadfromHaverstockSchoolandresearchersandfacilitatorsfromtheIOE)soughtasacollaborativepartnershiptodesign testandrefinecross-phase lessonstudy inarealeducationalcontextwithaviewtomeetingtheprojectrsquosaimandestablishingabasisforitsfutureroll-out

Developing a theory of action for lesson study

AkeyaspectofemployingaDBRapproachwas theestablishmentofa theoryofaction forlesson study that is to determinewhich aspects of lesson studywere an integral part of alogicalchainleadingtoimprovedstudentoutcomesandwhichweremoreopentocontextualmanipulation(ArgyrisandSchoumln1996)AmutuallydevelopedtheoryofactionhasbeenshowntohavesignificantlypositiveimpactsontheeffectivenessofinterventionstheyrelatetoandsoisavitalaspectofDBRAsnotedaboveitisarguedthatasaformofJPDlessonstudyinvolvescollaborativeengagementthatservestoopenupandsharepractices(Cohen-Vogelet al2015)Assuchthedevelopmentofourtheoryofactionforlessonstudycentredonhowadultscanlearnfromandbuilduponthebestpracticeoftheirpeersthroughinteraction

Inordertofacilitatethetypeofinteractivelearningweenvisagedweturnedtotheliteratureonprofessional learningcommunities Inparticularwe lookedat thenatureandstructureofthelsquolearningconversationsrsquothattakeplaceaspartofprofessionallearningcommunityactivityDescribedaslsquotheway thateducatorsmakemeaning togetherand jointlycomeupwithnewinsightsandknowledgethat leadto intentionalchangetoenhancetheirpracticeandstudentlearningrsquo (Stoll 2012 6) learning conversations comprise considered thoughtful (rather thansuperficial)discussionandchallenge focusedonmattersof teachingpracticewhichconsiderevidenceofactualandpotential formsofpracticeandwhichareundertakenwithaviewtodevelopingbothimprovedpracticeandasaresultoutcomesforstudents

Movingdeeper into this area Stoll (20126ndash11) suggests that the following features arecharacteristicofhigh-qualitylearningconversationsbetweenadults(1)afocusonevidenceandideas(includingbothexistingandeffectivepracticewithintheschoolnetwork)andalsopotentialinnovations and transformations (eg creativeways to engage learners and extend learning)(2)experienceandexternalknowledgetheorytostimulatereflectionchallengethestatusquoandextendthinking(3)theuseofprotocolsandtoolstoframelearningconversationsmoreclearlyandguidelinesthathelpparticipantsstructuretheirdialogueandinterrogateevidenceorideasand(4)facilitationtoelicitandsupportintellectualexchangeaswellasmaintainingopendialogue

Operationalizing lesson study

These fourelements plus the four stepsoutlinedearlier thus formed thebasis forhowweinitiallysoughttostructureandoperationalizelessonstudyactivityAsaresultitwasdecidedbytheprojectteamthatthepilotphaseshouldcommencewithaone-dayfacilitatedworkshopin which practitioners held data-informed discussions about the key issues their vulnerablestudentsfacedinrelationtoEnglishliteracyandsciencePriortotheworkshoptheAssistantHeadprojectleadfromHaverstockSchoolandresearchersandfacilitatorsfromtheIOEspentadaydevelopingprotocolsandtools to facilitate learningconversationsandplanningactivitywithintheworkshop(basedonapproachesusedbyStollegseeStollandBrown2015)Using

10 Chris Brown Carol Taylor and Lorna Ponambalum

theseparticipantsworkedthroughaseriesofactivitiesdesignedtohelpthemdecideupononefocusarea(atopicbeingtaughtthatencapsulatedtheissue)andtoalsothinkaboutacommonapproachtoteachingthetopicinrelationtotheconceptthattriadscouldadoptimplementanditerativelyimproveFollowingthisparticipantswereaskedtoidentifythreestudentswithineachschoolwhorepresentedthefocus(vulnerable)studentsandtothencollaborativelyplanthefirstresearchlessonthatwouldbetaughtobserved

Inkeepingwith thenotion that it is expertisewith respect to a given intervention thatenablespractitionerstotailorinterventionstotheirspecificsituationandthatthedevelopmentofexpertiseinvolvesbothaspectsofeffectivelearningandsustainedskillrefinement(iepractice)(seeBryket al2011Penuelet al2012BrownandRogers2015)thepilotphasetheninvolvedthreefulllessonstudydaysTheseinvolvedpractitioners

(1) revisitingthepurposeofthelessonandthefocusareathatitlinkedto(2) beingtalkedthrough(bytheteacherwhowasteachingbeingobserved)eachphaseof

thelessonandwhatitsaimsandgoalswere(3) observinghowthelessonworkedinpractice(withafocusonthecasechildren)(4) interviewingthecasechildrenfortheirperspectivesontheissues(5) undergoingafacilitateddiscussiontoevaluatethelessonbasedonobservationsand

datacollection(6) buildingonwhathadhappened(iecollaborativelyestablishinglsquohowtorsquo)andplanning

forthenextlessonstudyresearchclass

Againbeforethefirst lessonstudydaytheprojectteamspentadaytogethercollaborativelydevelopingprotocolstoolsandanoutlineforthedaytofacilitatethelessonstudyprocessThelessonstudyactivitywasalsoobservedbytheprojectteaminordertogiveusanunderstandingofhowitwasbeingenacted

Collaboratively reviewing and improving lesson study activity

ThroughoutthepilotphasetimeandspacewerecreatedtoenableresearchersandpractitionerstodeliberateanddiscusswhateachhadlearnedandtheirexperiencesinrelationtolessonstudyThroughthisdialogicprocesswewereabletoconstructcommonunderstandingandmeaningwithregardtobothaspectsoftheprocessandintermsoftheuseoftoolsandprotocolstofacilitatetheprocessAsaresultwewerethenabletounderstandwhichaspectsoftheapproachwere successful inhelpingparticipantsdevelop theirpracticeand improveoutcomes for themostvulnerableandwhichappearedtoprovidelimitedvalueInotherwordsasGutierrezandPenuel (201420)suggestlsquo[s]tudying theldquosocial lifeof interventionsrdquo [helpedus]moveawayfromimagininginterventionsasfixedpackagesofstrategieswithreadilymeasurableoutcomesandtowardsmoreopen-endedsocialorsociallyembeddedexperimentsthatinvolveongoing[ieiterative]mutualengagementrsquoToensurethelearningfromthepilotphasewascarriedoverintothemainprojectattheendofthethreelessonstudydaysaone-dayworkshopwasheldsothatthemainphasecouldbecollaborativelydevelopedAspectshereincludedthegroupingandsequencingoflessonstudydaysthroughouttheyear(bearinginmindthedistinctwaysofworkingthateachphaseofschoolinghas)thenature(runningorder)ofeachlessonstudydaythenatureofthetoolsandprotocolstobeemployedaspartofeachmainphaselessonstudysessionandhowimpactshouldbeconceivedofandmeasured(seebelow)

Whatwasalsoviewedas importantbybothparticipantsandtheprojectteamhoweverwasthataswescaledtheprojectupfrompilottomainphasethedialogicprocessthatenabledustounderstandanditerativelyimprovetheoperationoflessonstudycouldcontinueatscale

London Review of Education 11

PerhapsoneofthemainissuesoftheDBRapproachascurrentlyconceivedisthatit isveryresearcher intensive in other words it requires researchers working intensively with smallnumbersofpractitionersWewerethusconcernedwithfindingwaysofexamininghowtheDBRapproachcouldhaveimpactformaximalnumbersofteachersToovercomethispractitionersand researchers jointly agreed on the need for distributed ownership ifDBR at scale is anunmanageabletaskforresearchersalonethenresearcherscannotbetheonlyactorsinvolvedincreatingmeaningndashpractitionersexperiencedinthedeliberativeprocessshouldalsobeabletomovebeyondtheirtraditionalrolesandengage inthiswaytoo(Coburnet al2013)Thisagreeduponapproachtocapacitybuildingthereforemeantthatwewereabletousetheoriginalpilotgroupmembersaspractitioner-researcherswhocouldformnewtriadsandengagewithpractitionersinvolvedintheprojectrsquosmainstageThisfreeduptimefortheresearcherstoworkwithothergroupsoflsquomainstagersquopractitionersndashandbothsetsofresearcherscouldthenmeetperiodically to considerongoing improvements and changes thatneeded tobemade to thelessonstudymethodology

A DBR approach to measuring impact

Vitaltounderstandingtheeffectivenessofourapproachwasameaningfulwaytoassessimpact(Bryket al2011)thatistoseewhetherwemettheaimsoftheprojectOurinitialapproachtomeasuringimpact(whichwastestedduringthepilotproject)involvedpractitionersestablishingcommon understanding and thus alsquobaselinersquo through the analysis of data and insight abouttheir settings current practices and key issues in relation to the teaching of EnglishliteracyandscienceaswellasissuesoftransitioninrelationtothesesubjectsTheyweresubsequentlyinvitedtoestablishwhattheywantedtoachievebytheendoftheprojectandhowtheymightdosondashspecificallyfollowinganapproachsetoutbyEarleyandPorritt(2013)ndashandlsquostartingwiththeendinmindrsquo(thegoaltheywishedtoachieve)practitionerswereaskedhowtheymightdevelopteachingstrategies(basedonacommonfocusarea)thatmightbeobservedandrefinedviaaprocessoflessonstudytoreachadesiredendpoint(ieonethatwouldtackletheseissues)

GutierrezandPenuel (2014) argue thatpartnershipapproaches to impactmeasurementare also likely to result in more robust and nuanced understandings of the differences aninterventionhashadThistooprovedtobethecaseforthisprojectInparticularitbecameclearthatndashbecausepractitionerswereengagingincross-phaseapproachestopedagogyandsohadtodevelopacommonissueanddecideonatopicsubjectmatterthatencapsulatedtheissuebeingtaughtndashinessencealsquonaturalrsquobaselinedatadidnotexistInotherwordsaskingteachersndashwhoteachatdifferentstagesofthecurriculumandwhoteachdifferentagegroupsindifferentschoolsndashtocollaboraterequiredthemtofindalevelofcommonalitythatordinarilydidnotexistThismeantthatbaselinedatacouldnotbeascertainedinadvanceofthelessonstudybuthadtobeascertainedasadirectresultofthelessonstudyprocessthefirstlessonbecamethebaselineforpractitionerone the second study forpractitioner two and soonThis alsomeant thatbothbaselineandpedagogicapproachesalsonecessarilydevelopedasaresultofcollaborativeactivity that ispractitioner tworsquos approach to teaching the lesson studyclass shouldbenefitfromengaginginthelessonstudyrelatedtopractitioneroneandsoonBaselinesandstartingapproaches to implementing the strategywere thus relative Similarly desired endpoints andimprovementstowardsthesecouldonlybesetandorcomparedinabsolutetermsfromeachpractitionerrsquosstartingposition

Inadditionthismeantthattheimpactprocessmovingforwardnecessarilyhadtoinvolvetwostagesthefirststagebeforelessonstudyactivityinvolvedeachtriadestablishinganissueanddecidingonamutualtopicorlessontoteach(andhowitshouldbetaught)Desiredimpact

12 Chris Brown Carol Taylor and Lorna Ponambalum

(the future goal to be aimed at) however couldonly be established after each baseline hadbeenestablishedcorrespondinglyaswiththepilotakeyaspectofthemainstagekick-offwasto ensure that themain stage participants discussed (in their lesson study triads) commondifficultiesandissuesinrelationtotheteachingofEnglishliteracyandscienceinthecontextof transition and that they identified areas for improvementTriads then decided upon onefocusarea(atopicbeingtaughtthatencapsulatedtheissue)andtoalsothinkaboutacommonapproachtoteachingthetopicthatmight inrelationtothe issue leadto improvedteachingpracticesandstudentoutcomesWealsoengagedparticipantswithwaysofunderstandingandmeasuringbothbaselineandimpactspecificallyweintroducedthemtoamyriadofhardandsoftdata types (fromstudentoutcomes toobservationsofpractice) andwaysofmeasuringbaselineandimpactsuchasthelsquoLeuvenrsquoscaleParticipantstheneachidentifiedthreecasestudychildrenandcollaborativelyplannedthefirstlessonstudyclassFollowingkick-offforthefirstthreelessonstudyclassesthemainstageparticipantsobservedpracticeandstudentbehavioursaswellascollectingengagingwithotherpupildata

AfurtherworkshopwasheldafterthefirstthreetoenableparticipantstocometogetherandestablishafirmbaselineforthethreepupilsforeachoftheteachersintheirtrioHavingestablished this baseline they then determinedwhat they would like practice to be (ie toestablishtheir ideal)ParticipantsthenspenttheremainderoftheworkshopcollaboratingtofurtherrefinethepedagogicapproachesthatmightgetthemtothisidealThismeantthatlessonstudysessionsfourtoninewerestructuredusingthesixstepsasdiscussedabovewithlessonstudysessionsusedtoascertainwhetherpracticeandoutcomeswereprogressingtowardstheirideal impact goal inorder todecidewhethercorrectivechanges in approachwererequired(Bryket al2011)

A finalworkshopwas then held to enable trios to bring together the endline data forthe project and so establish a firm impact picture specifically in relation to the aimsof theprojectHereprotocolsweredevelopedbytheprojectteamtocapturedatathatemergedfromthelearningconversationsheldwithintheworkshopsSpecificallyproformaswerecreatedtohelpparticipantsrecordtheirresponsestothefollowingquestions(1)Howhasyourpracticechangedasaresultofthisprojectand(2)WhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticeWealsodevelopedaproformatorecordtheperceiveddifferences inpupiloutcomesbetweenthestartandendoftheproject(alongwithevidencefromthetriadastowhytheseassessmentsweremade)

Results

Asoutlinedabovetheaimsoftheprojectweretoachieve

bull morerobustchallengingandinnovativendashbutalsoconsistentndashpedagogicpracticeatnationalcurriculumlevels1ndash8inEnglishandscience

bull sharedteacherconfidenceusingthesepracticesbull improved rates of progress and attainment for lsquovulnerablersquo pupils within each of

years 3ndash8(ages8throughto13)bull agroupofteachersabletouselessonstudyapproachestoimproveclassroompractice

andimpactonstandardsthusbuildingtransferablecapacity

To understand how successfulwe had been in relation to eachof these in the final impactworkshopweworkedwithparticipantstoaddressthefollowingthreequestions

bull Howhasyourpracticechangedasaresultofthisprojectbull Whatimpacthasthischangedpracticehadonpupils

London Review of Education 13

bull What have you learned about lesson study and how to use it to develop teachingpractice

Impact on teacher practice

Webeganthefinalworkshopbyfirstaskingparticipantstoengageinalearningconversationcentred on how their practice had changed as a result of their participation in the projectAll teachers participated in the exercise andused the pro formaoutlined above to indicatewhethertherehadbeenanychangeintheirpracticeWhenanalysingtheresults itwasclearthatresponsesdividednaturallyinto(1)changesinknowledgeunderstandingintermsofhowfocuspupilslearn(2)changesinpracticeand(3)whychangesinpracticearemakingadifferenceExamplesoftheverbatimresponsesaresetoutinTable2whichencapsulatesthemainthemesthatemergedAcommonfocusacrossallgroupswashowtheymightemploylsquotalkforwritingrsquondashaprocesswherechildrenorallyengagewiththelanguagetheyneedforaparticulartopicbeforereadingandanalysingitthenwritingtheirownversionPotentiallythecommonalityofthisfocusderivedfromlsquotalkforwritingrsquobeingahottopicwithinCamdenduringthetimeoftheprojectAsaresultthiscouldbeareasonwhythemajorityofteacherparticipantshadbroadlyfocusedontalkandthebalancewithintheirlessonsbetweentalkingandwritingaswellasontheuseofpairingandgroupinginordertofacilitatethis

Table 2 ExampleresponsestothequestionlsquoHowhasyourpracticechangedasaresultofthisprojectrsquo

Question Responses

Changesinknowledgeunderstandingintermsofhowfocuspupilslearn

bull lsquoHowdifficultitistounderstandscientifictermsandconceptswithoutcontextrsquo

bull lsquoThebenefitsofusingascriptforpeerfeedbackrsquobull lsquoPupilsneedstructuredtalkwithwell-chosenpartnersrsquobull lsquoPupilfindkeywordsdifficulttouseinapieceofwritingeven

iftheyunderstandthemeaningofthewordsitisdifficulttolinkmorescientificwordstogetherrsquo

bull lsquoGroupingcanmakeabigdifferencetolearningrsquosimilarlylsquoPartnersreallymakeadifferencetotheoutcomersquo

Changesinpractice bull Rehearsalofkeynewscientificvocabularybull Useofspeakingandwritingframesbull Makinglessonsmoreoralandgivingmoreoralscaffoldsbull lsquo[Providing]moretimetotalkandthinkaboutwhatthey

wanttowritersquobull lsquoMixingtalkpartnerssochildrenareworkingwithdifferent

partnersrsquo

Whychangesinpracticearemakingadifference

bull Pupilslikespeakingframesaslsquoitgivesthemastartingpointtostructuretheirspeechrsquo

bull lsquoMakingspeechahighpriorityresultsinmuchbetteroutcomesrsquo

bull lsquoSpendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquo

bull Partneringlowerachievingchildreneitherwithhigherachievingormiddleachievingpupilsreallymakesadifferenceasthehigherabilitychildrenchallengepushandstretchthelowerachievers

14 Chris Brown Carol Taylor and Lorna Ponambalum

Pupil impact

WehavedescribedabovethatinkeepingwiththeDBRunderpinningsoftheprojectparticipantswere able to determinewhat changes theywanted to see in their pupils as a result of theprojectandhowthesemightbemeasuredAssuchavarietyofmetricswereusedtoascertainimpactrangingfromteacherobservationsandmarkingtotheirexpertiseandknowledgeofthechildBecauseparticipantspredominantlychosenottouselsquohardrsquoattainmentdatainordertoexamineimpactacrossallparticipantswehadtofindacommonwayofderivingandpresentingwhatimpactifanyresultedfromtheprojectTodothisweaskedparticipantsworkingintheirtriadstoscoreeachoftheirthreefocuschildren(inrelationtothefocusoraimsoftheirtriadandinrelationtothedatatheyweremeasuring)bothintermsoftheirlsquoperformancersquoatthebeginningoftheprojectandattheendScoresbothatthebeginningandendwereoutoftenandparticipantstriadshadtoprovidesupportingevidenceforselectingtheirscoresAsaresultthisprovidedresearcherswithperceptionsofpupilimpactandreasonsfortheseperceptionsbecauseallpupilimpactperceptionswerescoredinthesamewayhoweverwewerealsoabletonormalizethesescoresbylookingatthepercentagedifferencesinthelsquobeforersquoandlsquoafterrsquoscoresThescoresandrangesofthesedifferencesaresetoutinFigure1whereasTable3providesadistributionofthepercentagescoresAfulltableofresponsesshowingbeforeandafterscoresandreasonsevidencefortheseisprovidedintheAppendix

Figure 1 Pupilsbeforeandafterscoresandpercentagechange

London Review of Education 15

Table 3 Distributionofpercentagechangeinpupilsbeforeandafterscores

Question Number Percentage

Greaterthan100change 3 7

91ndash100change 7 17

81ndash90change 0 0

71ndash80change 4 10

61ndash70change 1 2

51ndash60change 0 0

41ndash50change 6 14

31ndash40change 12 29

21ndash30change 2 5

11ndash20change 1 2

1ndash10change 0 0

Nochange 4 10

Pupilsdroppedout 2 5

Total 42 100

TheblockedareainFigure1representsthestudentperformancescoresatthebeginningoftheprojectwhilethecontinuouslinerepresentstheirscoresatprojectendThedotsmeanwhilerepresentthepercentagedifference(iethechangeinpupilperformancesincethestartoftheproject)Ascanbeseenofthe42focusgrouppupilsforwhomteachersprovideddatateachersreported a change in the behavioursattitudesoutcomes of all but six For some pupils thischangewassubstantiveAssetoutinTable3whichprovidesthedistributionofthesepercentagechangesteacherssuggestthatfortenpupilstheirperformancehadeffectivelydoubledormore(ietherewasa100percent(orgreater)changeintheirscore)Thebiggestsingleimprovementhowevertendedtobebetween30and40percent Inthemainthiswascausedbylsquoaveragersquopupils(scoring5ndash6)nowscoringtwopointshigher(7ndash8)orbyinitiallylowperformingpupilsndashwhooriginallyscored3ndashincreasingtheirperformancescoreto4

Naturallyintheabsenceofhardandobjectiveattainmentdataweneedtobecircumspectin the levelofsignificanceaffordedtowhataresubjectivelydeterminedresultsNonethelesssupportingevidencewasprovidedandthefiguresweretriangulatedwithothermembersofthetriad(whowerethemselvesengagedinprolongedobservationofthesepupils)Inadditionnotallpupilswerereportedashavingbenefitedfromtheproject fourpupils(10percent)werereportedasnotbenefitingatallwhileafurthertwodroppedoutoftheschooltheywereinConsideringLincolnandGubarsquos(1985)criteriaforestablishingthetrustworthinessofsubjectivedatathereforealthoughtheexactchangeinpupilsrsquoperformancescanbedebatedtheresearchteamhaveconfidencethatsomepositiveimpactonpupilshastakenplacendashandthatthisimpactcanbeattributabletotheprojectItshouldalsobenotedthatthisdatarelatestothethreepupils(perclass)representingwidergroupsofinterestsuchasvulnerablechildren(Dudley2011)Intheorythentheimpactoftheprojectshouldstretchbeyondthe42childrenanalysedherebutwedonothavedatatosubstantiatesuchaclaim

16 Chris Brown Carol Taylor and Lorna Ponambalum

Learning about lesson study

FinallyweaskedparticipantstoanswerthefollowingquestionlsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquoResponsesheredividednaturallyintothebenefitsandchallengesofusinglessonstudyandaresetoutinTable4

Table 4 Benefitsandchallengestousinglesson study (responsetoquestionlsquoWhathaveyoulearnedaboutlesson studyandhowtouseittodevelopteachingpracticersquo)

Question Responses

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Benefits)

bull lsquoObservingcolleaguesteachandpickingupideasstrategiessharingpracticeetcinrelationtoprimarytosecondarytransitionsrsquo

bull lsquoSharinggoodpractice[andfacilitateideasgeneration]rsquobull lsquoObservingin[other]schoolsandseeingthedifferencebetween

teachinginprimaryandsecondaryschoolsrsquobull lsquoChancetoseeotherCamdenclassesofthesameagersquobull lsquoIgetabetterunderstandingofhowImightstretchmoreable

year7studentsrsquobull lsquoExposuretootherteachersrsquostylesandpracticesrsquobull lsquoSupportivefeedbackandobservationsfromcolleaguesrsquobull Perspectiveseglsquothatyouwouldnotbeabletopickupabout

yourchildrenrsquoslearningfromthefrontoftheclassrsquoandlsquoafocusonchildrenwhomightslipunderteachersrsquoradarrsquosimilarlylsquohavingothersbeingabletowatchthechildrenhellip[and]noticingsomething[youhadnrsquot]rsquo

bull lsquoBecauseitrsquosplannedcollaborativelyyougettoseeyourworkinactionrsquo

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Challenges)

bull TimeeglsquoLotsoftimeoutofschoolrsquobull TimetablinglsquoFindingdatesthataremutuallyconvenientforthe

triorsquobull lsquoIncreasedworkloadinrelationtoplanningpreparingand

hostingthesessionrsquobull lsquoImmediateprogressnot[always]visiblersquobull lsquoNeedsbuy-infromSLTtohavemaximumimpactrsquosimilarly

lsquoLessonstudyislessimportantinsomeschoolsrsquobull lsquo[Thistypeofprocesscannotbeanadd-on]ifitcouldreplace

[currentprogrammeofobservations]wouldbegreatrsquobull lsquoThereisalreadytoomuchtotryandgetthroughinprimaryrsquo

InconsideringthechallengesitcanbeseethatinkeepingwithGero(2015)forlessonstudytobecarriedoutsuccessfullyrequiresthebuy-inandcommitmentofseniorleadersInparticularlessonstudyndashasa formofschool improvementndashneedstobeprioritizedbyschool leadersover other school improvement initiativeswith time and space given to enable teachers tomeaningfullyengageinlessonstudyactivityAswellasthecommentsinTable4thismessageisalsoreinforcedbythefactthatthreeschools(sixteachers)droppedoutafterthefirstlessonstudy citing competing pressures and priorities as well as involvement in too many schoolimprovementinitiativesInpartthisisbecausethebenefitsofengaginginthisapproachwerenotimmediatelyapparent

London Review of Education 17

Significance

From analysing the results it is clear that our approach has been effective in both changingteacherunderstandingandteachingpracticeandbuildingteachercapacitysothatparticipantsareabletoruntheirownprojectsmovingforwardStartingwiththefirstascanbeseeninTable2teacherswereabletoarticulatealogicalchainndashstartingwithwhattheywerelearningabouttheirpupilsthechangestheyweremakinginresponseandendingwithargumentsformakingthesechangesForexampleoneparticipantnotedlsquohowdifficultitis[forpupils]tounderstandscientifictermsandconceptswithoutcontextrsquoasaconsequencetheywerenowrehearsingnewscientificvocabularybecauselsquospendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquoSimilarlyanotherteacherindicatedthatshenowknowsthatlsquopartnersreallymakeadifferencetotheoutcomersquoThiswasbecausethelessonstudyprocesshadhelpedherseethatpartneringlowerachievingchildrenwitheitherhigherachievingormiddleachievingpupilscanleadtothehigherabilitychildrenchallengingpushingandstretchingthelowerachieversAsaresultshewasmuchmoreactivelylsquomixingtalkpartnerssochildrenareworkingwithdifferentpartnersrsquoItseemsclearthereforethatourapproachtolessonstudydevelopedviaaDBRapproachndashwhichactivelypromotesreflectivedialogueviaaprocessof learningconversationsndashhasbeensuccessful inhelpingpractitionersreflectnotonlyonpupillearningbutalsowhatneedstochangeintermsoftheirteachingtofacilitatethislearning

Intermsofcapacitybuildingitisclearthatparticipantssawnotonlythebenefitsofengagingin lesson study but also the challenges that needed to be overcome in order to ensure itseffectiveoperation(Table4)Havingknowledgeof the former(combinedwithexperienceofa number of cycles of lesson study)means that participants now know how best tomakelessonstudyworkforthemInotherwordsbybuildingontheDBRelementoftheprojecttheteachersinvolvedcanensurethatmovingforwardtheytailorhowtheyfocuslessonstudytoachievemaximalbenefitforthemselvesandtheirpupilsLikewiseintermsofrollingouttheirownprogrammeoflessonstudyparticipantswillalsobeawareofthechallengesthatneedtobemetiftheyaretogetmostvaluefromtheprocessTheseincludeinparticulartherequirementtobuy-infromseniorleadersandtheneedforamodelofleadershipwithintheirschoolwhichpromotes the vision for and ensures the fosteringof a cultureof professional developmentbasedoncollaborativepeer-to-peersupport(includingthepromotionofthevaluesrequiredforlearningcommunitiestooperate)Alsokeywillbetheneedforseniorleaderstoprovidethenecessaryresourceandstructures(egtimeandspace)forsustainedandmeaningfullessonstudytobecomeareality(StollandFink1996Leithwoodet al2006)

Ourrevisedapproach tomeasuring impact toohasbeeneffectiveusing teacher-definedmeasuresofimpactprovidesamoreaccuratewayofunderstandingthedifferencethatlessonstudyactivityhasmadeInotherwordsunlikewithattainmentdatandashwhereitwouldbehardtoattributechangesinpupiloutcomesspecificallytolessonstudyactivity(asopposedtootherchangesincontextorintheteachingandlearningenvironment)ndashourapproachenabledteachersto focuson threepupils andhow they responded tovery specificchanges inapproaches topedagogicpracticebasedonanunderstandingandanassessmentofthesepupilsrsquobehavioursandattitudesbothbeforeandaftertheuseofthepracticeImportantlythisimpactdataisalsolsquotriangulatedrsquosincethepractitionerwhoisteachingaswellasthoseobservingmustcometoanagreementastowhathappenedandwhyLikewisethentheoverallperceptionsofimpactscoreswerediscussedandagreeduponintriadsgivingweighttotheirvalidityGiventhisitisencouragingtonotethatmostscoresprovidedsuggest that the lessonstudyapproachdoesimpactpositivelyonpupilbehavioursandattitudestolearningAscanbeseeninTable385per

18 Chris Brown Carol Taylor and Lorna Ponambalum

centofpupilsbenefitedfromtheirteachersengagingintheprojectwithoverathird(36percent)benefitingbyanincreaseintheirperformancescoreby50percentormore

Summary

FortheHaverstockPrimarytoSecondaryTransitionProjectweemployedaDBRapproachtothedevelopmentand implementationof lessonstudy inordertohelppractitionersexamineandbegintotacklesomeoftheissuesassociatedwithprimarytosecondarytransitionDoingsoenabledtheprojectteamandparticipantstocollaborativelydevelopatheoryofactionfortheprojectwhichenabledustoconsidernotionsoflearningandlearningconversationsaswellasameansofdeliveringlessonstudyinkeepingwiththistheoryofactionAswellasthiswewerealsoabletoestablishawayofmeasuringimpactforsituations(suchaswhenprimaryandsecondaryteachersworkonjointprojects)wherebecausethereisnoday-to-dayinteractionandcollaborationthereisnonaturallyoccurringbaselineandnocommonapproachtopedagogy

InlightoftheaboveweconcludethatusingDBRhasbeenvitalnotonlytothesuccessoftheprojectbutalsotoitslong-termsustainabilityfollowingtheprojectrsquosendHoweverweasresearchershavealsobenefitedfromengaginginDBRforinstancewehavegainedabetterunderstanding of how to engage in lesson study in a cross-phase way In addition the newapproachtomeasuringimpactthatemergedcannowbetriedandtestedinothercontextsascanourrevisedtheoryofactionforandapproachestooperationalizinglessonstudyThatisinkeepingwithAndersonandShattuck(2012)movingforwardwecantakewhatwehavelearnedandcontinuetocollaborativelyanditerativelyrefineourapproachsothatitiseffectiveineachnewcontextweintroduceittothushelpingtoservetoimprovethesystemrsquosoverallcapacityforsustainedchange

Notes on the contributors

ChrisBrown isaSeniorLectureratUCLInstituteofEducationUniversityCollegeLondon(DepartmentforLearningandLeadership) Chrishasextensiveexperienceofleadingarangeoffundedprojectsmanyofwhich seek tohelppractitioners to identify and scaleupbestpractice andwas recently awardedasignificant grant by the Education Endowment Foundation toworkwith over 100 primary schools inEnglandtoincreasetheiruseofresearch

CarolTaylor iscurrentlytheStrategicLeaderforCPDattheLondonCentreforLeadershipinLearningSheworkswithschoolsalliancesandlocalauthoritiesndashboth locallyandnationallyndash insupportingtheprofessionaldevelopmentoftheschoolworkforceCarolrecentlyco-ledtheNationalCollegeTeachingSchools Research and Development project involving over 60 schools across England She is activelyinvolvedinsupportingschoolsacrossLondontoembedpractitionerresearchandenquiryintopractice

LornaPonambalum isascienceteacherandAssistantHeadteacheratHaverstockSchoolCamdenLondonwheresheisalsoDesignatedSafeguardingOfficerLornahasbeeninvolvedinanumberoflessonstudyprojectsincludingtheprojectcoveredinthispaperwhichexaminedapproachestoimproveprimarytosecondarytransition

London Review of Education 19

Appendix Pupiloutcomesatstartandendofprojectwithevidencefromthetriadastowhytheseassessmentsweremade

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Myanalysisoftheirworkbookandmyknowledgeoftheirin-classcontributions

6 Someimprovementswhenthechildismotivated

4 Under-confidentStruggleswhenworkingwithapartner

7 Moreconfidenceofownabilityandrecognizessupportfrompartner

4 AloofIssuesathome 4 Stillstrugglestopayattentionwhenworkinginpairs

5 Struggleswithusingsomeofthekeywords

7 Usesmorekeywordsinherwrittenwork(almostall)Expressingideasinabetterway

4 Struggleswiththekeywords 6 Bettersentencestructureandbetterlinkingofideas

3 Lacksconfidenceinspeakingandwriting

6 MoreconfidenceinverballyansweringquestionsputshandupmoreoftenWritingcanstillbeaproblem

3 NeverraiseshandsRefusedtospeakinpublicNosentencestructure

6 Leftbeforeendofprojectbutwasdemonstratingimprovedvocabularyconfidenceandwrittenwork

4 Notengagedvocabularyandliteraryworkpoor

9 REALLYengagedandimprovementinvocabularyandliterarysentencesimproved

5 Doesnrsquotusevocabularyaccuratelyandnotableintermsofwrittenwork

9 Vocabularyuseismoreaccurateandismuchmoreableintermsofwrittenwork

4 bull Didnotlistenoncarpetortoteachertalk

bull Firstcycleshowssignsofdisengagementinfeedback

bull Writingdifficulttounderstand

7 bull Morefocusedonthetaskonthecarpet

bull Betterqualityofwritingbetterfeedbackascycleprogressed

6 bull Toochattybull Distractedtalkpartnerbull Forgottocheckthroughand

punctuatebull Couldnotpeerassesswell

8 bull Betterlearningbehaviourbull Moreownershipofown

learningandcanselfandpeerassess

6 bull Pronetodistractionbull Unabletofollowaseriesof

instructions

7 bull Handuptoofferideasmorebull Slowlyandcarefullygetson

withataskbull Knowshowtopeerassess

20 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Textsnotproducedwelldistractedanddistractingothers

6 Useofmetalanguagetextsproducedusingappropriategrammar

4 Paucityofideasworknotalwaysmakingsense

7 Takingcontrolofownlearningorganizingideasaboutgrammareffectivelymoreconfidenttostartwritingandproducingcompletetexts

5 Generallackofconfidencedespitebeingahighachiever

7 Textsproducedfullofideasinterviewswithobserversshowconfidencemoreconfidenceinhisideasprovidedheispartneredwithsomeonewhohefindssupportive

5 LackofinvolvementinlessonsPoorwritingandconfusedbymosttasks

7 HavingestablishedthatheappreciatesbeingprobedchallengedbyteachersIdedicatemoretimetoenablinghimtoprocessinformationthroughquestioningHenowoftenstartstasksquickerandtakesmorerisksHeisstillshyanddoesnrsquotusuallyvolunteer

3 Withdrawnndashnevercontributingandoptingoutoftasks

6 TriestasksndashnotalwayswithoutpromptingBeginningtotakerisksandoccasionallyvolunteersideas

7 VerylowconfidenceConsistentlypoorliteracyReluctancetocontributeWrittenworkwaspoorbutreflectedeffortofstudent

9 TriesreallyhardtocompleteworktothebestofherabilityStillrarelycontributesherideas

3 CompletelydisengagedseesnovalueinschoolNotansweringquestionsandtalkingaboutanythingelse

8 Nowfocusesonthefrontputshanduptalksaboutthetopicmostofthetime

6 Easilydistractedwillputhandupbutoftendoesnrsquothaveananswerwhenasked

8 Morefocusedwillstilloftennotlistenoninputbutisabletoasksomeoneelseratherthananadultorjustsittingthere

1 bull Getsoutofseatbull Shoutsoutbull Disturbsothers

na Pupilleftschool

9 Priorattainmentandclassroomobservations

9 Nodifferenceinliteracyattainmentwasconsistent

London Review of Education 21

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Priorattainmentandclassroomobservations

4 Improvedconfidenceincomprehensionandwriting

3 Priorattainmentandclassroomobservations

4 Norealdifferencepossiblyslightlybetteratverbalizing

3 Effortscorelsquo3rsquoinfirstreportLeaningbackonchairnotfocuseddistracted

6 Morefocusmorelikelytoaskforhelpratherthanmisbehave

3 Effortscorelsquo3rsquoinfirstreportDistractingothers

3 NowrarelyinclassndashexclusionabsenceOnoccasionshowsexcellentprogressandcanworkindependently

4 Disengagedonwhole(althoughbaselineobservationswerecarriedoutonalsquogoodrsquoday)Rudenessnottrying

8 ReadingchallengingtextsandlookingupdifficultvocabularyindictionaryFewerdayswhenrefusestowork

3 Severallearningneedsandhashadtroublewithwriting

4 Increasedconfidenceinspellingandwriting(andenthusiasm)ndashespeciallycreativelyContinuestostrugglewithcomprehensionHasmadeprogressaccordingtoassessedwork

5 Asabovealthoughadisparitybetweenqualityandquantityofspokenandwrittenwork

na Haslefttheschool

3 MorewillingtowritethantalkatlengthWritingpoorqualityPoorattentionandbehaviouralissuesasbarrierstolearning

5 HasimprovedappreciablyintermsofspokencontributionstowrittenworkStillpresentsbehaviouralproblemsasmainbarriertoprogressHasmadetwosub-levelsofprogressthisyear(basedonanalysisofclasswork)

6 Readingfictionpooruseofsciencevocab

6 Nothingverydifferent

5 Noattempttousesciencevocab 7 Tryingtousesciencevocab

3 Verypoorengagementwithlargerwrittentasks

7 Betterengagementwithtaskandproductionofhigherlevelworkwithbettervocab

4 Unwillingtodiscusswithinterviewee

5 Writesmoretriestowriteindetailthoughremainsunwillingtoshareideaswritteninclassndashdependentonwork-partner

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

10 Chris Brown Carol Taylor and Lorna Ponambalum

theseparticipantsworkedthroughaseriesofactivitiesdesignedtohelpthemdecideupononefocusarea(atopicbeingtaughtthatencapsulatedtheissue)andtoalsothinkaboutacommonapproachtoteachingthetopicinrelationtotheconceptthattriadscouldadoptimplementanditerativelyimproveFollowingthisparticipantswereaskedtoidentifythreestudentswithineachschoolwhorepresentedthefocus(vulnerable)studentsandtothencollaborativelyplanthefirstresearchlessonthatwouldbetaughtobserved

Inkeepingwith thenotion that it is expertisewith respect to a given intervention thatenablespractitionerstotailorinterventionstotheirspecificsituationandthatthedevelopmentofexpertiseinvolvesbothaspectsofeffectivelearningandsustainedskillrefinement(iepractice)(seeBryket al2011Penuelet al2012BrownandRogers2015)thepilotphasetheninvolvedthreefulllessonstudydaysTheseinvolvedpractitioners

(1) revisitingthepurposeofthelessonandthefocusareathatitlinkedto(2) beingtalkedthrough(bytheteacherwhowasteachingbeingobserved)eachphaseof

thelessonandwhatitsaimsandgoalswere(3) observinghowthelessonworkedinpractice(withafocusonthecasechildren)(4) interviewingthecasechildrenfortheirperspectivesontheissues(5) undergoingafacilitateddiscussiontoevaluatethelessonbasedonobservationsand

datacollection(6) buildingonwhathadhappened(iecollaborativelyestablishinglsquohowtorsquo)andplanning

forthenextlessonstudyresearchclass

Againbeforethefirst lessonstudydaytheprojectteamspentadaytogethercollaborativelydevelopingprotocolstoolsandanoutlineforthedaytofacilitatethelessonstudyprocessThelessonstudyactivitywasalsoobservedbytheprojectteaminordertogiveusanunderstandingofhowitwasbeingenacted

Collaboratively reviewing and improving lesson study activity

ThroughoutthepilotphasetimeandspacewerecreatedtoenableresearchersandpractitionerstodeliberateanddiscusswhateachhadlearnedandtheirexperiencesinrelationtolessonstudyThroughthisdialogicprocesswewereabletoconstructcommonunderstandingandmeaningwithregardtobothaspectsoftheprocessandintermsoftheuseoftoolsandprotocolstofacilitatetheprocessAsaresultwewerethenabletounderstandwhichaspectsoftheapproachwere successful inhelpingparticipantsdevelop theirpracticeand improveoutcomes for themostvulnerableandwhichappearedtoprovidelimitedvalueInotherwordsasGutierrezandPenuel (201420)suggestlsquo[s]tudying theldquosocial lifeof interventionsrdquo [helpedus]moveawayfromimagininginterventionsasfixedpackagesofstrategieswithreadilymeasurableoutcomesandtowardsmoreopen-endedsocialorsociallyembeddedexperimentsthatinvolveongoing[ieiterative]mutualengagementrsquoToensurethelearningfromthepilotphasewascarriedoverintothemainprojectattheendofthethreelessonstudydaysaone-dayworkshopwasheldsothatthemainphasecouldbecollaborativelydevelopedAspectshereincludedthegroupingandsequencingoflessonstudydaysthroughouttheyear(bearinginmindthedistinctwaysofworkingthateachphaseofschoolinghas)thenature(runningorder)ofeachlessonstudydaythenatureofthetoolsandprotocolstobeemployedaspartofeachmainphaselessonstudysessionandhowimpactshouldbeconceivedofandmeasured(seebelow)

Whatwasalsoviewedas importantbybothparticipantsandtheprojectteamhoweverwasthataswescaledtheprojectupfrompilottomainphasethedialogicprocessthatenabledustounderstandanditerativelyimprovetheoperationoflessonstudycouldcontinueatscale

London Review of Education 11

PerhapsoneofthemainissuesoftheDBRapproachascurrentlyconceivedisthatit isveryresearcher intensive in other words it requires researchers working intensively with smallnumbersofpractitionersWewerethusconcernedwithfindingwaysofexamininghowtheDBRapproachcouldhaveimpactformaximalnumbersofteachersToovercomethispractitionersand researchers jointly agreed on the need for distributed ownership ifDBR at scale is anunmanageabletaskforresearchersalonethenresearcherscannotbetheonlyactorsinvolvedincreatingmeaningndashpractitionersexperiencedinthedeliberativeprocessshouldalsobeabletomovebeyondtheirtraditionalrolesandengage inthiswaytoo(Coburnet al2013)Thisagreeduponapproachtocapacitybuildingthereforemeantthatwewereabletousetheoriginalpilotgroupmembersaspractitioner-researcherswhocouldformnewtriadsandengagewithpractitionersinvolvedintheprojectrsquosmainstageThisfreeduptimefortheresearcherstoworkwithothergroupsoflsquomainstagersquopractitionersndashandbothsetsofresearcherscouldthenmeetperiodically to considerongoing improvements and changes thatneeded tobemade to thelessonstudymethodology

A DBR approach to measuring impact

Vitaltounderstandingtheeffectivenessofourapproachwasameaningfulwaytoassessimpact(Bryket al2011)thatistoseewhetherwemettheaimsoftheprojectOurinitialapproachtomeasuringimpact(whichwastestedduringthepilotproject)involvedpractitionersestablishingcommon understanding and thus alsquobaselinersquo through the analysis of data and insight abouttheir settings current practices and key issues in relation to the teaching of EnglishliteracyandscienceaswellasissuesoftransitioninrelationtothesesubjectsTheyweresubsequentlyinvitedtoestablishwhattheywantedtoachievebytheendoftheprojectandhowtheymightdosondashspecificallyfollowinganapproachsetoutbyEarleyandPorritt(2013)ndashandlsquostartingwiththeendinmindrsquo(thegoaltheywishedtoachieve)practitionerswereaskedhowtheymightdevelopteachingstrategies(basedonacommonfocusarea)thatmightbeobservedandrefinedviaaprocessoflessonstudytoreachadesiredendpoint(ieonethatwouldtackletheseissues)

GutierrezandPenuel (2014) argue thatpartnershipapproaches to impactmeasurementare also likely to result in more robust and nuanced understandings of the differences aninterventionhashadThistooprovedtobethecaseforthisprojectInparticularitbecameclearthatndashbecausepractitionerswereengagingincross-phaseapproachestopedagogyandsohadtodevelopacommonissueanddecideonatopicsubjectmatterthatencapsulatedtheissuebeingtaughtndashinessencealsquonaturalrsquobaselinedatadidnotexistInotherwordsaskingteachersndashwhoteachatdifferentstagesofthecurriculumandwhoteachdifferentagegroupsindifferentschoolsndashtocollaboraterequiredthemtofindalevelofcommonalitythatordinarilydidnotexistThismeantthatbaselinedatacouldnotbeascertainedinadvanceofthelessonstudybuthadtobeascertainedasadirectresultofthelessonstudyprocessthefirstlessonbecamethebaselineforpractitionerone the second study forpractitioner two and soonThis alsomeant thatbothbaselineandpedagogicapproachesalsonecessarilydevelopedasaresultofcollaborativeactivity that ispractitioner tworsquos approach to teaching the lesson studyclass shouldbenefitfromengaginginthelessonstudyrelatedtopractitioneroneandsoonBaselinesandstartingapproaches to implementing the strategywere thus relative Similarly desired endpoints andimprovementstowardsthesecouldonlybesetandorcomparedinabsolutetermsfromeachpractitionerrsquosstartingposition

Inadditionthismeantthattheimpactprocessmovingforwardnecessarilyhadtoinvolvetwostagesthefirststagebeforelessonstudyactivityinvolvedeachtriadestablishinganissueanddecidingonamutualtopicorlessontoteach(andhowitshouldbetaught)Desiredimpact

12 Chris Brown Carol Taylor and Lorna Ponambalum

(the future goal to be aimed at) however couldonly be established after each baseline hadbeenestablishedcorrespondinglyaswiththepilotakeyaspectofthemainstagekick-offwasto ensure that themain stage participants discussed (in their lesson study triads) commondifficultiesandissuesinrelationtotheteachingofEnglishliteracyandscienceinthecontextof transition and that they identified areas for improvementTriads then decided upon onefocusarea(atopicbeingtaughtthatencapsulatedtheissue)andtoalsothinkaboutacommonapproachtoteachingthetopicthatmight inrelationtothe issue leadto improvedteachingpracticesandstudentoutcomesWealsoengagedparticipantswithwaysofunderstandingandmeasuringbothbaselineandimpactspecificallyweintroducedthemtoamyriadofhardandsoftdata types (fromstudentoutcomes toobservationsofpractice) andwaysofmeasuringbaselineandimpactsuchasthelsquoLeuvenrsquoscaleParticipantstheneachidentifiedthreecasestudychildrenandcollaborativelyplannedthefirstlessonstudyclassFollowingkick-offforthefirstthreelessonstudyclassesthemainstageparticipantsobservedpracticeandstudentbehavioursaswellascollectingengagingwithotherpupildata

AfurtherworkshopwasheldafterthefirstthreetoenableparticipantstocometogetherandestablishafirmbaselineforthethreepupilsforeachoftheteachersintheirtrioHavingestablished this baseline they then determinedwhat they would like practice to be (ie toestablishtheir ideal)ParticipantsthenspenttheremainderoftheworkshopcollaboratingtofurtherrefinethepedagogicapproachesthatmightgetthemtothisidealThismeantthatlessonstudysessionsfourtoninewerestructuredusingthesixstepsasdiscussedabovewithlessonstudysessionsusedtoascertainwhetherpracticeandoutcomeswereprogressingtowardstheirideal impact goal inorder todecidewhethercorrectivechanges in approachwererequired(Bryket al2011)

A finalworkshopwas then held to enable trios to bring together the endline data forthe project and so establish a firm impact picture specifically in relation to the aimsof theprojectHereprotocolsweredevelopedbytheprojectteamtocapturedatathatemergedfromthelearningconversationsheldwithintheworkshopsSpecificallyproformaswerecreatedtohelpparticipantsrecordtheirresponsestothefollowingquestions(1)Howhasyourpracticechangedasaresultofthisprojectand(2)WhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticeWealsodevelopedaproformatorecordtheperceiveddifferences inpupiloutcomesbetweenthestartandendoftheproject(alongwithevidencefromthetriadastowhytheseassessmentsweremade)

Results

Asoutlinedabovetheaimsoftheprojectweretoachieve

bull morerobustchallengingandinnovativendashbutalsoconsistentndashpedagogicpracticeatnationalcurriculumlevels1ndash8inEnglishandscience

bull sharedteacherconfidenceusingthesepracticesbull improved rates of progress and attainment for lsquovulnerablersquo pupils within each of

years 3ndash8(ages8throughto13)bull agroupofteachersabletouselessonstudyapproachestoimproveclassroompractice

andimpactonstandardsthusbuildingtransferablecapacity

To understand how successfulwe had been in relation to eachof these in the final impactworkshopweworkedwithparticipantstoaddressthefollowingthreequestions

bull Howhasyourpracticechangedasaresultofthisprojectbull Whatimpacthasthischangedpracticehadonpupils

London Review of Education 13

bull What have you learned about lesson study and how to use it to develop teachingpractice

Impact on teacher practice

Webeganthefinalworkshopbyfirstaskingparticipantstoengageinalearningconversationcentred on how their practice had changed as a result of their participation in the projectAll teachers participated in the exercise andused the pro formaoutlined above to indicatewhethertherehadbeenanychangeintheirpracticeWhenanalysingtheresults itwasclearthatresponsesdividednaturallyinto(1)changesinknowledgeunderstandingintermsofhowfocuspupilslearn(2)changesinpracticeand(3)whychangesinpracticearemakingadifferenceExamplesoftheverbatimresponsesaresetoutinTable2whichencapsulatesthemainthemesthatemergedAcommonfocusacrossallgroupswashowtheymightemploylsquotalkforwritingrsquondashaprocesswherechildrenorallyengagewiththelanguagetheyneedforaparticulartopicbeforereadingandanalysingitthenwritingtheirownversionPotentiallythecommonalityofthisfocusderivedfromlsquotalkforwritingrsquobeingahottopicwithinCamdenduringthetimeoftheprojectAsaresultthiscouldbeareasonwhythemajorityofteacherparticipantshadbroadlyfocusedontalkandthebalancewithintheirlessonsbetweentalkingandwritingaswellasontheuseofpairingandgroupinginordertofacilitatethis

Table 2 ExampleresponsestothequestionlsquoHowhasyourpracticechangedasaresultofthisprojectrsquo

Question Responses

Changesinknowledgeunderstandingintermsofhowfocuspupilslearn

bull lsquoHowdifficultitistounderstandscientifictermsandconceptswithoutcontextrsquo

bull lsquoThebenefitsofusingascriptforpeerfeedbackrsquobull lsquoPupilsneedstructuredtalkwithwell-chosenpartnersrsquobull lsquoPupilfindkeywordsdifficulttouseinapieceofwritingeven

iftheyunderstandthemeaningofthewordsitisdifficulttolinkmorescientificwordstogetherrsquo

bull lsquoGroupingcanmakeabigdifferencetolearningrsquosimilarlylsquoPartnersreallymakeadifferencetotheoutcomersquo

Changesinpractice bull Rehearsalofkeynewscientificvocabularybull Useofspeakingandwritingframesbull Makinglessonsmoreoralandgivingmoreoralscaffoldsbull lsquo[Providing]moretimetotalkandthinkaboutwhatthey

wanttowritersquobull lsquoMixingtalkpartnerssochildrenareworkingwithdifferent

partnersrsquo

Whychangesinpracticearemakingadifference

bull Pupilslikespeakingframesaslsquoitgivesthemastartingpointtostructuretheirspeechrsquo

bull lsquoMakingspeechahighpriorityresultsinmuchbetteroutcomesrsquo

bull lsquoSpendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquo

bull Partneringlowerachievingchildreneitherwithhigherachievingormiddleachievingpupilsreallymakesadifferenceasthehigherabilitychildrenchallengepushandstretchthelowerachievers

14 Chris Brown Carol Taylor and Lorna Ponambalum

Pupil impact

WehavedescribedabovethatinkeepingwiththeDBRunderpinningsoftheprojectparticipantswere able to determinewhat changes theywanted to see in their pupils as a result of theprojectandhowthesemightbemeasuredAssuchavarietyofmetricswereusedtoascertainimpactrangingfromteacherobservationsandmarkingtotheirexpertiseandknowledgeofthechildBecauseparticipantspredominantlychosenottouselsquohardrsquoattainmentdatainordertoexamineimpactacrossallparticipantswehadtofindacommonwayofderivingandpresentingwhatimpactifanyresultedfromtheprojectTodothisweaskedparticipantsworkingintheirtriadstoscoreeachoftheirthreefocuschildren(inrelationtothefocusoraimsoftheirtriadandinrelationtothedatatheyweremeasuring)bothintermsoftheirlsquoperformancersquoatthebeginningoftheprojectandattheendScoresbothatthebeginningandendwereoutoftenandparticipantstriadshadtoprovidesupportingevidenceforselectingtheirscoresAsaresultthisprovidedresearcherswithperceptionsofpupilimpactandreasonsfortheseperceptionsbecauseallpupilimpactperceptionswerescoredinthesamewayhoweverwewerealsoabletonormalizethesescoresbylookingatthepercentagedifferencesinthelsquobeforersquoandlsquoafterrsquoscoresThescoresandrangesofthesedifferencesaresetoutinFigure1whereasTable3providesadistributionofthepercentagescoresAfulltableofresponsesshowingbeforeandafterscoresandreasonsevidencefortheseisprovidedintheAppendix

Figure 1 Pupilsbeforeandafterscoresandpercentagechange

London Review of Education 15

Table 3 Distributionofpercentagechangeinpupilsbeforeandafterscores

Question Number Percentage

Greaterthan100change 3 7

91ndash100change 7 17

81ndash90change 0 0

71ndash80change 4 10

61ndash70change 1 2

51ndash60change 0 0

41ndash50change 6 14

31ndash40change 12 29

21ndash30change 2 5

11ndash20change 1 2

1ndash10change 0 0

Nochange 4 10

Pupilsdroppedout 2 5

Total 42 100

TheblockedareainFigure1representsthestudentperformancescoresatthebeginningoftheprojectwhilethecontinuouslinerepresentstheirscoresatprojectendThedotsmeanwhilerepresentthepercentagedifference(iethechangeinpupilperformancesincethestartoftheproject)Ascanbeseenofthe42focusgrouppupilsforwhomteachersprovideddatateachersreported a change in the behavioursattitudesoutcomes of all but six For some pupils thischangewassubstantiveAssetoutinTable3whichprovidesthedistributionofthesepercentagechangesteacherssuggestthatfortenpupilstheirperformancehadeffectivelydoubledormore(ietherewasa100percent(orgreater)changeintheirscore)Thebiggestsingleimprovementhowevertendedtobebetween30and40percent Inthemainthiswascausedbylsquoaveragersquopupils(scoring5ndash6)nowscoringtwopointshigher(7ndash8)orbyinitiallylowperformingpupilsndashwhooriginallyscored3ndashincreasingtheirperformancescoreto4

Naturallyintheabsenceofhardandobjectiveattainmentdataweneedtobecircumspectin the levelofsignificanceaffordedtowhataresubjectivelydeterminedresultsNonethelesssupportingevidencewasprovidedandthefiguresweretriangulatedwithothermembersofthetriad(whowerethemselvesengagedinprolongedobservationofthesepupils)Inadditionnotallpupilswerereportedashavingbenefitedfromtheproject fourpupils(10percent)werereportedasnotbenefitingatallwhileafurthertwodroppedoutoftheschooltheywereinConsideringLincolnandGubarsquos(1985)criteriaforestablishingthetrustworthinessofsubjectivedatathereforealthoughtheexactchangeinpupilsrsquoperformancescanbedebatedtheresearchteamhaveconfidencethatsomepositiveimpactonpupilshastakenplacendashandthatthisimpactcanbeattributabletotheprojectItshouldalsobenotedthatthisdatarelatestothethreepupils(perclass)representingwidergroupsofinterestsuchasvulnerablechildren(Dudley2011)Intheorythentheimpactoftheprojectshouldstretchbeyondthe42childrenanalysedherebutwedonothavedatatosubstantiatesuchaclaim

16 Chris Brown Carol Taylor and Lorna Ponambalum

Learning about lesson study

FinallyweaskedparticipantstoanswerthefollowingquestionlsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquoResponsesheredividednaturallyintothebenefitsandchallengesofusinglessonstudyandaresetoutinTable4

Table 4 Benefitsandchallengestousinglesson study (responsetoquestionlsquoWhathaveyoulearnedaboutlesson studyandhowtouseittodevelopteachingpracticersquo)

Question Responses

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Benefits)

bull lsquoObservingcolleaguesteachandpickingupideasstrategiessharingpracticeetcinrelationtoprimarytosecondarytransitionsrsquo

bull lsquoSharinggoodpractice[andfacilitateideasgeneration]rsquobull lsquoObservingin[other]schoolsandseeingthedifferencebetween

teachinginprimaryandsecondaryschoolsrsquobull lsquoChancetoseeotherCamdenclassesofthesameagersquobull lsquoIgetabetterunderstandingofhowImightstretchmoreable

year7studentsrsquobull lsquoExposuretootherteachersrsquostylesandpracticesrsquobull lsquoSupportivefeedbackandobservationsfromcolleaguesrsquobull Perspectiveseglsquothatyouwouldnotbeabletopickupabout

yourchildrenrsquoslearningfromthefrontoftheclassrsquoandlsquoafocusonchildrenwhomightslipunderteachersrsquoradarrsquosimilarlylsquohavingothersbeingabletowatchthechildrenhellip[and]noticingsomething[youhadnrsquot]rsquo

bull lsquoBecauseitrsquosplannedcollaborativelyyougettoseeyourworkinactionrsquo

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Challenges)

bull TimeeglsquoLotsoftimeoutofschoolrsquobull TimetablinglsquoFindingdatesthataremutuallyconvenientforthe

triorsquobull lsquoIncreasedworkloadinrelationtoplanningpreparingand

hostingthesessionrsquobull lsquoImmediateprogressnot[always]visiblersquobull lsquoNeedsbuy-infromSLTtohavemaximumimpactrsquosimilarly

lsquoLessonstudyislessimportantinsomeschoolsrsquobull lsquo[Thistypeofprocesscannotbeanadd-on]ifitcouldreplace

[currentprogrammeofobservations]wouldbegreatrsquobull lsquoThereisalreadytoomuchtotryandgetthroughinprimaryrsquo

InconsideringthechallengesitcanbeseethatinkeepingwithGero(2015)forlessonstudytobecarriedoutsuccessfullyrequiresthebuy-inandcommitmentofseniorleadersInparticularlessonstudyndashasa formofschool improvementndashneedstobeprioritizedbyschool leadersover other school improvement initiativeswith time and space given to enable teachers tomeaningfullyengageinlessonstudyactivityAswellasthecommentsinTable4thismessageisalsoreinforcedbythefactthatthreeschools(sixteachers)droppedoutafterthefirstlessonstudy citing competing pressures and priorities as well as involvement in too many schoolimprovementinitiativesInpartthisisbecausethebenefitsofengaginginthisapproachwerenotimmediatelyapparent

London Review of Education 17

Significance

From analysing the results it is clear that our approach has been effective in both changingteacherunderstandingandteachingpracticeandbuildingteachercapacitysothatparticipantsareabletoruntheirownprojectsmovingforwardStartingwiththefirstascanbeseeninTable2teacherswereabletoarticulatealogicalchainndashstartingwithwhattheywerelearningabouttheirpupilsthechangestheyweremakinginresponseandendingwithargumentsformakingthesechangesForexampleoneparticipantnotedlsquohowdifficultitis[forpupils]tounderstandscientifictermsandconceptswithoutcontextrsquoasaconsequencetheywerenowrehearsingnewscientificvocabularybecauselsquospendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquoSimilarlyanotherteacherindicatedthatshenowknowsthatlsquopartnersreallymakeadifferencetotheoutcomersquoThiswasbecausethelessonstudyprocesshadhelpedherseethatpartneringlowerachievingchildrenwitheitherhigherachievingormiddleachievingpupilscanleadtothehigherabilitychildrenchallengingpushingandstretchingthelowerachieversAsaresultshewasmuchmoreactivelylsquomixingtalkpartnerssochildrenareworkingwithdifferentpartnersrsquoItseemsclearthereforethatourapproachtolessonstudydevelopedviaaDBRapproachndashwhichactivelypromotesreflectivedialogueviaaprocessof learningconversationsndashhasbeensuccessful inhelpingpractitionersreflectnotonlyonpupillearningbutalsowhatneedstochangeintermsoftheirteachingtofacilitatethislearning

Intermsofcapacitybuildingitisclearthatparticipantssawnotonlythebenefitsofengagingin lesson study but also the challenges that needed to be overcome in order to ensure itseffectiveoperation(Table4)Havingknowledgeof the former(combinedwithexperienceofa number of cycles of lesson study)means that participants now know how best tomakelessonstudyworkforthemInotherwordsbybuildingontheDBRelementoftheprojecttheteachersinvolvedcanensurethatmovingforwardtheytailorhowtheyfocuslessonstudytoachievemaximalbenefitforthemselvesandtheirpupilsLikewiseintermsofrollingouttheirownprogrammeoflessonstudyparticipantswillalsobeawareofthechallengesthatneedtobemetiftheyaretogetmostvaluefromtheprocessTheseincludeinparticulartherequirementtobuy-infromseniorleadersandtheneedforamodelofleadershipwithintheirschoolwhichpromotes the vision for and ensures the fosteringof a cultureof professional developmentbasedoncollaborativepeer-to-peersupport(includingthepromotionofthevaluesrequiredforlearningcommunitiestooperate)Alsokeywillbetheneedforseniorleaderstoprovidethenecessaryresourceandstructures(egtimeandspace)forsustainedandmeaningfullessonstudytobecomeareality(StollandFink1996Leithwoodet al2006)

Ourrevisedapproach tomeasuring impact toohasbeeneffectiveusing teacher-definedmeasuresofimpactprovidesamoreaccuratewayofunderstandingthedifferencethatlessonstudyactivityhasmadeInotherwordsunlikewithattainmentdatandashwhereitwouldbehardtoattributechangesinpupiloutcomesspecificallytolessonstudyactivity(asopposedtootherchangesincontextorintheteachingandlearningenvironment)ndashourapproachenabledteachersto focuson threepupils andhow they responded tovery specificchanges inapproaches topedagogicpracticebasedonanunderstandingandanassessmentofthesepupilsrsquobehavioursandattitudesbothbeforeandaftertheuseofthepracticeImportantlythisimpactdataisalsolsquotriangulatedrsquosincethepractitionerwhoisteachingaswellasthoseobservingmustcometoanagreementastowhathappenedandwhyLikewisethentheoverallperceptionsofimpactscoreswerediscussedandagreeduponintriadsgivingweighttotheirvalidityGiventhisitisencouragingtonotethatmostscoresprovidedsuggest that the lessonstudyapproachdoesimpactpositivelyonpupilbehavioursandattitudestolearningAscanbeseeninTable385per

18 Chris Brown Carol Taylor and Lorna Ponambalum

centofpupilsbenefitedfromtheirteachersengagingintheprojectwithoverathird(36percent)benefitingbyanincreaseintheirperformancescoreby50percentormore

Summary

FortheHaverstockPrimarytoSecondaryTransitionProjectweemployedaDBRapproachtothedevelopmentand implementationof lessonstudy inordertohelppractitionersexamineandbegintotacklesomeoftheissuesassociatedwithprimarytosecondarytransitionDoingsoenabledtheprojectteamandparticipantstocollaborativelydevelopatheoryofactionfortheprojectwhichenabledustoconsidernotionsoflearningandlearningconversationsaswellasameansofdeliveringlessonstudyinkeepingwiththistheoryofactionAswellasthiswewerealsoabletoestablishawayofmeasuringimpactforsituations(suchaswhenprimaryandsecondaryteachersworkonjointprojects)wherebecausethereisnoday-to-dayinteractionandcollaborationthereisnonaturallyoccurringbaselineandnocommonapproachtopedagogy

InlightoftheaboveweconcludethatusingDBRhasbeenvitalnotonlytothesuccessoftheprojectbutalsotoitslong-termsustainabilityfollowingtheprojectrsquosendHoweverweasresearchershavealsobenefitedfromengaginginDBRforinstancewehavegainedabetterunderstanding of how to engage in lesson study in a cross-phase way In addition the newapproachtomeasuringimpactthatemergedcannowbetriedandtestedinothercontextsascanourrevisedtheoryofactionforandapproachestooperationalizinglessonstudyThatisinkeepingwithAndersonandShattuck(2012)movingforwardwecantakewhatwehavelearnedandcontinuetocollaborativelyanditerativelyrefineourapproachsothatitiseffectiveineachnewcontextweintroduceittothushelpingtoservetoimprovethesystemrsquosoverallcapacityforsustainedchange

Notes on the contributors

ChrisBrown isaSeniorLectureratUCLInstituteofEducationUniversityCollegeLondon(DepartmentforLearningandLeadership) Chrishasextensiveexperienceofleadingarangeoffundedprojectsmanyofwhich seek tohelppractitioners to identify and scaleupbestpractice andwas recently awardedasignificant grant by the Education Endowment Foundation toworkwith over 100 primary schools inEnglandtoincreasetheiruseofresearch

CarolTaylor iscurrentlytheStrategicLeaderforCPDattheLondonCentreforLeadershipinLearningSheworkswithschoolsalliancesandlocalauthoritiesndashboth locallyandnationallyndash insupportingtheprofessionaldevelopmentoftheschoolworkforceCarolrecentlyco-ledtheNationalCollegeTeachingSchools Research and Development project involving over 60 schools across England She is activelyinvolvedinsupportingschoolsacrossLondontoembedpractitionerresearchandenquiryintopractice

LornaPonambalum isascienceteacherandAssistantHeadteacheratHaverstockSchoolCamdenLondonwheresheisalsoDesignatedSafeguardingOfficerLornahasbeeninvolvedinanumberoflessonstudyprojectsincludingtheprojectcoveredinthispaperwhichexaminedapproachestoimproveprimarytosecondarytransition

London Review of Education 19

Appendix Pupiloutcomesatstartandendofprojectwithevidencefromthetriadastowhytheseassessmentsweremade

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Myanalysisoftheirworkbookandmyknowledgeoftheirin-classcontributions

6 Someimprovementswhenthechildismotivated

4 Under-confidentStruggleswhenworkingwithapartner

7 Moreconfidenceofownabilityandrecognizessupportfrompartner

4 AloofIssuesathome 4 Stillstrugglestopayattentionwhenworkinginpairs

5 Struggleswithusingsomeofthekeywords

7 Usesmorekeywordsinherwrittenwork(almostall)Expressingideasinabetterway

4 Struggleswiththekeywords 6 Bettersentencestructureandbetterlinkingofideas

3 Lacksconfidenceinspeakingandwriting

6 MoreconfidenceinverballyansweringquestionsputshandupmoreoftenWritingcanstillbeaproblem

3 NeverraiseshandsRefusedtospeakinpublicNosentencestructure

6 Leftbeforeendofprojectbutwasdemonstratingimprovedvocabularyconfidenceandwrittenwork

4 Notengagedvocabularyandliteraryworkpoor

9 REALLYengagedandimprovementinvocabularyandliterarysentencesimproved

5 Doesnrsquotusevocabularyaccuratelyandnotableintermsofwrittenwork

9 Vocabularyuseismoreaccurateandismuchmoreableintermsofwrittenwork

4 bull Didnotlistenoncarpetortoteachertalk

bull Firstcycleshowssignsofdisengagementinfeedback

bull Writingdifficulttounderstand

7 bull Morefocusedonthetaskonthecarpet

bull Betterqualityofwritingbetterfeedbackascycleprogressed

6 bull Toochattybull Distractedtalkpartnerbull Forgottocheckthroughand

punctuatebull Couldnotpeerassesswell

8 bull Betterlearningbehaviourbull Moreownershipofown

learningandcanselfandpeerassess

6 bull Pronetodistractionbull Unabletofollowaseriesof

instructions

7 bull Handuptoofferideasmorebull Slowlyandcarefullygetson

withataskbull Knowshowtopeerassess

20 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Textsnotproducedwelldistractedanddistractingothers

6 Useofmetalanguagetextsproducedusingappropriategrammar

4 Paucityofideasworknotalwaysmakingsense

7 Takingcontrolofownlearningorganizingideasaboutgrammareffectivelymoreconfidenttostartwritingandproducingcompletetexts

5 Generallackofconfidencedespitebeingahighachiever

7 Textsproducedfullofideasinterviewswithobserversshowconfidencemoreconfidenceinhisideasprovidedheispartneredwithsomeonewhohefindssupportive

5 LackofinvolvementinlessonsPoorwritingandconfusedbymosttasks

7 HavingestablishedthatheappreciatesbeingprobedchallengedbyteachersIdedicatemoretimetoenablinghimtoprocessinformationthroughquestioningHenowoftenstartstasksquickerandtakesmorerisksHeisstillshyanddoesnrsquotusuallyvolunteer

3 Withdrawnndashnevercontributingandoptingoutoftasks

6 TriestasksndashnotalwayswithoutpromptingBeginningtotakerisksandoccasionallyvolunteersideas

7 VerylowconfidenceConsistentlypoorliteracyReluctancetocontributeWrittenworkwaspoorbutreflectedeffortofstudent

9 TriesreallyhardtocompleteworktothebestofherabilityStillrarelycontributesherideas

3 CompletelydisengagedseesnovalueinschoolNotansweringquestionsandtalkingaboutanythingelse

8 Nowfocusesonthefrontputshanduptalksaboutthetopicmostofthetime

6 Easilydistractedwillputhandupbutoftendoesnrsquothaveananswerwhenasked

8 Morefocusedwillstilloftennotlistenoninputbutisabletoasksomeoneelseratherthananadultorjustsittingthere

1 bull Getsoutofseatbull Shoutsoutbull Disturbsothers

na Pupilleftschool

9 Priorattainmentandclassroomobservations

9 Nodifferenceinliteracyattainmentwasconsistent

London Review of Education 21

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Priorattainmentandclassroomobservations

4 Improvedconfidenceincomprehensionandwriting

3 Priorattainmentandclassroomobservations

4 Norealdifferencepossiblyslightlybetteratverbalizing

3 Effortscorelsquo3rsquoinfirstreportLeaningbackonchairnotfocuseddistracted

6 Morefocusmorelikelytoaskforhelpratherthanmisbehave

3 Effortscorelsquo3rsquoinfirstreportDistractingothers

3 NowrarelyinclassndashexclusionabsenceOnoccasionshowsexcellentprogressandcanworkindependently

4 Disengagedonwhole(althoughbaselineobservationswerecarriedoutonalsquogoodrsquoday)Rudenessnottrying

8 ReadingchallengingtextsandlookingupdifficultvocabularyindictionaryFewerdayswhenrefusestowork

3 Severallearningneedsandhashadtroublewithwriting

4 Increasedconfidenceinspellingandwriting(andenthusiasm)ndashespeciallycreativelyContinuestostrugglewithcomprehensionHasmadeprogressaccordingtoassessedwork

5 Asabovealthoughadisparitybetweenqualityandquantityofspokenandwrittenwork

na Haslefttheschool

3 MorewillingtowritethantalkatlengthWritingpoorqualityPoorattentionandbehaviouralissuesasbarrierstolearning

5 HasimprovedappreciablyintermsofspokencontributionstowrittenworkStillpresentsbehaviouralproblemsasmainbarriertoprogressHasmadetwosub-levelsofprogressthisyear(basedonanalysisofclasswork)

6 Readingfictionpooruseofsciencevocab

6 Nothingverydifferent

5 Noattempttousesciencevocab 7 Tryingtousesciencevocab

3 Verypoorengagementwithlargerwrittentasks

7 Betterengagementwithtaskandproductionofhigherlevelworkwithbettervocab

4 Unwillingtodiscusswithinterviewee

5 Writesmoretriestowriteindetailthoughremainsunwillingtoshareideaswritteninclassndashdependentonwork-partner

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

London Review of Education 11

PerhapsoneofthemainissuesoftheDBRapproachascurrentlyconceivedisthatit isveryresearcher intensive in other words it requires researchers working intensively with smallnumbersofpractitionersWewerethusconcernedwithfindingwaysofexamininghowtheDBRapproachcouldhaveimpactformaximalnumbersofteachersToovercomethispractitionersand researchers jointly agreed on the need for distributed ownership ifDBR at scale is anunmanageabletaskforresearchersalonethenresearcherscannotbetheonlyactorsinvolvedincreatingmeaningndashpractitionersexperiencedinthedeliberativeprocessshouldalsobeabletomovebeyondtheirtraditionalrolesandengage inthiswaytoo(Coburnet al2013)Thisagreeduponapproachtocapacitybuildingthereforemeantthatwewereabletousetheoriginalpilotgroupmembersaspractitioner-researcherswhocouldformnewtriadsandengagewithpractitionersinvolvedintheprojectrsquosmainstageThisfreeduptimefortheresearcherstoworkwithothergroupsoflsquomainstagersquopractitionersndashandbothsetsofresearcherscouldthenmeetperiodically to considerongoing improvements and changes thatneeded tobemade to thelessonstudymethodology

A DBR approach to measuring impact

Vitaltounderstandingtheeffectivenessofourapproachwasameaningfulwaytoassessimpact(Bryket al2011)thatistoseewhetherwemettheaimsoftheprojectOurinitialapproachtomeasuringimpact(whichwastestedduringthepilotproject)involvedpractitionersestablishingcommon understanding and thus alsquobaselinersquo through the analysis of data and insight abouttheir settings current practices and key issues in relation to the teaching of EnglishliteracyandscienceaswellasissuesoftransitioninrelationtothesesubjectsTheyweresubsequentlyinvitedtoestablishwhattheywantedtoachievebytheendoftheprojectandhowtheymightdosondashspecificallyfollowinganapproachsetoutbyEarleyandPorritt(2013)ndashandlsquostartingwiththeendinmindrsquo(thegoaltheywishedtoachieve)practitionerswereaskedhowtheymightdevelopteachingstrategies(basedonacommonfocusarea)thatmightbeobservedandrefinedviaaprocessoflessonstudytoreachadesiredendpoint(ieonethatwouldtackletheseissues)

GutierrezandPenuel (2014) argue thatpartnershipapproaches to impactmeasurementare also likely to result in more robust and nuanced understandings of the differences aninterventionhashadThistooprovedtobethecaseforthisprojectInparticularitbecameclearthatndashbecausepractitionerswereengagingincross-phaseapproachestopedagogyandsohadtodevelopacommonissueanddecideonatopicsubjectmatterthatencapsulatedtheissuebeingtaughtndashinessencealsquonaturalrsquobaselinedatadidnotexistInotherwordsaskingteachersndashwhoteachatdifferentstagesofthecurriculumandwhoteachdifferentagegroupsindifferentschoolsndashtocollaboraterequiredthemtofindalevelofcommonalitythatordinarilydidnotexistThismeantthatbaselinedatacouldnotbeascertainedinadvanceofthelessonstudybuthadtobeascertainedasadirectresultofthelessonstudyprocessthefirstlessonbecamethebaselineforpractitionerone the second study forpractitioner two and soonThis alsomeant thatbothbaselineandpedagogicapproachesalsonecessarilydevelopedasaresultofcollaborativeactivity that ispractitioner tworsquos approach to teaching the lesson studyclass shouldbenefitfromengaginginthelessonstudyrelatedtopractitioneroneandsoonBaselinesandstartingapproaches to implementing the strategywere thus relative Similarly desired endpoints andimprovementstowardsthesecouldonlybesetandorcomparedinabsolutetermsfromeachpractitionerrsquosstartingposition

Inadditionthismeantthattheimpactprocessmovingforwardnecessarilyhadtoinvolvetwostagesthefirststagebeforelessonstudyactivityinvolvedeachtriadestablishinganissueanddecidingonamutualtopicorlessontoteach(andhowitshouldbetaught)Desiredimpact

12 Chris Brown Carol Taylor and Lorna Ponambalum

(the future goal to be aimed at) however couldonly be established after each baseline hadbeenestablishedcorrespondinglyaswiththepilotakeyaspectofthemainstagekick-offwasto ensure that themain stage participants discussed (in their lesson study triads) commondifficultiesandissuesinrelationtotheteachingofEnglishliteracyandscienceinthecontextof transition and that they identified areas for improvementTriads then decided upon onefocusarea(atopicbeingtaughtthatencapsulatedtheissue)andtoalsothinkaboutacommonapproachtoteachingthetopicthatmight inrelationtothe issue leadto improvedteachingpracticesandstudentoutcomesWealsoengagedparticipantswithwaysofunderstandingandmeasuringbothbaselineandimpactspecificallyweintroducedthemtoamyriadofhardandsoftdata types (fromstudentoutcomes toobservationsofpractice) andwaysofmeasuringbaselineandimpactsuchasthelsquoLeuvenrsquoscaleParticipantstheneachidentifiedthreecasestudychildrenandcollaborativelyplannedthefirstlessonstudyclassFollowingkick-offforthefirstthreelessonstudyclassesthemainstageparticipantsobservedpracticeandstudentbehavioursaswellascollectingengagingwithotherpupildata

AfurtherworkshopwasheldafterthefirstthreetoenableparticipantstocometogetherandestablishafirmbaselineforthethreepupilsforeachoftheteachersintheirtrioHavingestablished this baseline they then determinedwhat they would like practice to be (ie toestablishtheir ideal)ParticipantsthenspenttheremainderoftheworkshopcollaboratingtofurtherrefinethepedagogicapproachesthatmightgetthemtothisidealThismeantthatlessonstudysessionsfourtoninewerestructuredusingthesixstepsasdiscussedabovewithlessonstudysessionsusedtoascertainwhetherpracticeandoutcomeswereprogressingtowardstheirideal impact goal inorder todecidewhethercorrectivechanges in approachwererequired(Bryket al2011)

A finalworkshopwas then held to enable trios to bring together the endline data forthe project and so establish a firm impact picture specifically in relation to the aimsof theprojectHereprotocolsweredevelopedbytheprojectteamtocapturedatathatemergedfromthelearningconversationsheldwithintheworkshopsSpecificallyproformaswerecreatedtohelpparticipantsrecordtheirresponsestothefollowingquestions(1)Howhasyourpracticechangedasaresultofthisprojectand(2)WhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticeWealsodevelopedaproformatorecordtheperceiveddifferences inpupiloutcomesbetweenthestartandendoftheproject(alongwithevidencefromthetriadastowhytheseassessmentsweremade)

Results

Asoutlinedabovetheaimsoftheprojectweretoachieve

bull morerobustchallengingandinnovativendashbutalsoconsistentndashpedagogicpracticeatnationalcurriculumlevels1ndash8inEnglishandscience

bull sharedteacherconfidenceusingthesepracticesbull improved rates of progress and attainment for lsquovulnerablersquo pupils within each of

years 3ndash8(ages8throughto13)bull agroupofteachersabletouselessonstudyapproachestoimproveclassroompractice

andimpactonstandardsthusbuildingtransferablecapacity

To understand how successfulwe had been in relation to eachof these in the final impactworkshopweworkedwithparticipantstoaddressthefollowingthreequestions

bull Howhasyourpracticechangedasaresultofthisprojectbull Whatimpacthasthischangedpracticehadonpupils

London Review of Education 13

bull What have you learned about lesson study and how to use it to develop teachingpractice

Impact on teacher practice

Webeganthefinalworkshopbyfirstaskingparticipantstoengageinalearningconversationcentred on how their practice had changed as a result of their participation in the projectAll teachers participated in the exercise andused the pro formaoutlined above to indicatewhethertherehadbeenanychangeintheirpracticeWhenanalysingtheresults itwasclearthatresponsesdividednaturallyinto(1)changesinknowledgeunderstandingintermsofhowfocuspupilslearn(2)changesinpracticeand(3)whychangesinpracticearemakingadifferenceExamplesoftheverbatimresponsesaresetoutinTable2whichencapsulatesthemainthemesthatemergedAcommonfocusacrossallgroupswashowtheymightemploylsquotalkforwritingrsquondashaprocesswherechildrenorallyengagewiththelanguagetheyneedforaparticulartopicbeforereadingandanalysingitthenwritingtheirownversionPotentiallythecommonalityofthisfocusderivedfromlsquotalkforwritingrsquobeingahottopicwithinCamdenduringthetimeoftheprojectAsaresultthiscouldbeareasonwhythemajorityofteacherparticipantshadbroadlyfocusedontalkandthebalancewithintheirlessonsbetweentalkingandwritingaswellasontheuseofpairingandgroupinginordertofacilitatethis

Table 2 ExampleresponsestothequestionlsquoHowhasyourpracticechangedasaresultofthisprojectrsquo

Question Responses

Changesinknowledgeunderstandingintermsofhowfocuspupilslearn

bull lsquoHowdifficultitistounderstandscientifictermsandconceptswithoutcontextrsquo

bull lsquoThebenefitsofusingascriptforpeerfeedbackrsquobull lsquoPupilsneedstructuredtalkwithwell-chosenpartnersrsquobull lsquoPupilfindkeywordsdifficulttouseinapieceofwritingeven

iftheyunderstandthemeaningofthewordsitisdifficulttolinkmorescientificwordstogetherrsquo

bull lsquoGroupingcanmakeabigdifferencetolearningrsquosimilarlylsquoPartnersreallymakeadifferencetotheoutcomersquo

Changesinpractice bull Rehearsalofkeynewscientificvocabularybull Useofspeakingandwritingframesbull Makinglessonsmoreoralandgivingmoreoralscaffoldsbull lsquo[Providing]moretimetotalkandthinkaboutwhatthey

wanttowritersquobull lsquoMixingtalkpartnerssochildrenareworkingwithdifferent

partnersrsquo

Whychangesinpracticearemakingadifference

bull Pupilslikespeakingframesaslsquoitgivesthemastartingpointtostructuretheirspeechrsquo

bull lsquoMakingspeechahighpriorityresultsinmuchbetteroutcomesrsquo

bull lsquoSpendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquo

bull Partneringlowerachievingchildreneitherwithhigherachievingormiddleachievingpupilsreallymakesadifferenceasthehigherabilitychildrenchallengepushandstretchthelowerachievers

14 Chris Brown Carol Taylor and Lorna Ponambalum

Pupil impact

WehavedescribedabovethatinkeepingwiththeDBRunderpinningsoftheprojectparticipantswere able to determinewhat changes theywanted to see in their pupils as a result of theprojectandhowthesemightbemeasuredAssuchavarietyofmetricswereusedtoascertainimpactrangingfromteacherobservationsandmarkingtotheirexpertiseandknowledgeofthechildBecauseparticipantspredominantlychosenottouselsquohardrsquoattainmentdatainordertoexamineimpactacrossallparticipantswehadtofindacommonwayofderivingandpresentingwhatimpactifanyresultedfromtheprojectTodothisweaskedparticipantsworkingintheirtriadstoscoreeachoftheirthreefocuschildren(inrelationtothefocusoraimsoftheirtriadandinrelationtothedatatheyweremeasuring)bothintermsoftheirlsquoperformancersquoatthebeginningoftheprojectandattheendScoresbothatthebeginningandendwereoutoftenandparticipantstriadshadtoprovidesupportingevidenceforselectingtheirscoresAsaresultthisprovidedresearcherswithperceptionsofpupilimpactandreasonsfortheseperceptionsbecauseallpupilimpactperceptionswerescoredinthesamewayhoweverwewerealsoabletonormalizethesescoresbylookingatthepercentagedifferencesinthelsquobeforersquoandlsquoafterrsquoscoresThescoresandrangesofthesedifferencesaresetoutinFigure1whereasTable3providesadistributionofthepercentagescoresAfulltableofresponsesshowingbeforeandafterscoresandreasonsevidencefortheseisprovidedintheAppendix

Figure 1 Pupilsbeforeandafterscoresandpercentagechange

London Review of Education 15

Table 3 Distributionofpercentagechangeinpupilsbeforeandafterscores

Question Number Percentage

Greaterthan100change 3 7

91ndash100change 7 17

81ndash90change 0 0

71ndash80change 4 10

61ndash70change 1 2

51ndash60change 0 0

41ndash50change 6 14

31ndash40change 12 29

21ndash30change 2 5

11ndash20change 1 2

1ndash10change 0 0

Nochange 4 10

Pupilsdroppedout 2 5

Total 42 100

TheblockedareainFigure1representsthestudentperformancescoresatthebeginningoftheprojectwhilethecontinuouslinerepresentstheirscoresatprojectendThedotsmeanwhilerepresentthepercentagedifference(iethechangeinpupilperformancesincethestartoftheproject)Ascanbeseenofthe42focusgrouppupilsforwhomteachersprovideddatateachersreported a change in the behavioursattitudesoutcomes of all but six For some pupils thischangewassubstantiveAssetoutinTable3whichprovidesthedistributionofthesepercentagechangesteacherssuggestthatfortenpupilstheirperformancehadeffectivelydoubledormore(ietherewasa100percent(orgreater)changeintheirscore)Thebiggestsingleimprovementhowevertendedtobebetween30and40percent Inthemainthiswascausedbylsquoaveragersquopupils(scoring5ndash6)nowscoringtwopointshigher(7ndash8)orbyinitiallylowperformingpupilsndashwhooriginallyscored3ndashincreasingtheirperformancescoreto4

Naturallyintheabsenceofhardandobjectiveattainmentdataweneedtobecircumspectin the levelofsignificanceaffordedtowhataresubjectivelydeterminedresultsNonethelesssupportingevidencewasprovidedandthefiguresweretriangulatedwithothermembersofthetriad(whowerethemselvesengagedinprolongedobservationofthesepupils)Inadditionnotallpupilswerereportedashavingbenefitedfromtheproject fourpupils(10percent)werereportedasnotbenefitingatallwhileafurthertwodroppedoutoftheschooltheywereinConsideringLincolnandGubarsquos(1985)criteriaforestablishingthetrustworthinessofsubjectivedatathereforealthoughtheexactchangeinpupilsrsquoperformancescanbedebatedtheresearchteamhaveconfidencethatsomepositiveimpactonpupilshastakenplacendashandthatthisimpactcanbeattributabletotheprojectItshouldalsobenotedthatthisdatarelatestothethreepupils(perclass)representingwidergroupsofinterestsuchasvulnerablechildren(Dudley2011)Intheorythentheimpactoftheprojectshouldstretchbeyondthe42childrenanalysedherebutwedonothavedatatosubstantiatesuchaclaim

16 Chris Brown Carol Taylor and Lorna Ponambalum

Learning about lesson study

FinallyweaskedparticipantstoanswerthefollowingquestionlsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquoResponsesheredividednaturallyintothebenefitsandchallengesofusinglessonstudyandaresetoutinTable4

Table 4 Benefitsandchallengestousinglesson study (responsetoquestionlsquoWhathaveyoulearnedaboutlesson studyandhowtouseittodevelopteachingpracticersquo)

Question Responses

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Benefits)

bull lsquoObservingcolleaguesteachandpickingupideasstrategiessharingpracticeetcinrelationtoprimarytosecondarytransitionsrsquo

bull lsquoSharinggoodpractice[andfacilitateideasgeneration]rsquobull lsquoObservingin[other]schoolsandseeingthedifferencebetween

teachinginprimaryandsecondaryschoolsrsquobull lsquoChancetoseeotherCamdenclassesofthesameagersquobull lsquoIgetabetterunderstandingofhowImightstretchmoreable

year7studentsrsquobull lsquoExposuretootherteachersrsquostylesandpracticesrsquobull lsquoSupportivefeedbackandobservationsfromcolleaguesrsquobull Perspectiveseglsquothatyouwouldnotbeabletopickupabout

yourchildrenrsquoslearningfromthefrontoftheclassrsquoandlsquoafocusonchildrenwhomightslipunderteachersrsquoradarrsquosimilarlylsquohavingothersbeingabletowatchthechildrenhellip[and]noticingsomething[youhadnrsquot]rsquo

bull lsquoBecauseitrsquosplannedcollaborativelyyougettoseeyourworkinactionrsquo

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Challenges)

bull TimeeglsquoLotsoftimeoutofschoolrsquobull TimetablinglsquoFindingdatesthataremutuallyconvenientforthe

triorsquobull lsquoIncreasedworkloadinrelationtoplanningpreparingand

hostingthesessionrsquobull lsquoImmediateprogressnot[always]visiblersquobull lsquoNeedsbuy-infromSLTtohavemaximumimpactrsquosimilarly

lsquoLessonstudyislessimportantinsomeschoolsrsquobull lsquo[Thistypeofprocesscannotbeanadd-on]ifitcouldreplace

[currentprogrammeofobservations]wouldbegreatrsquobull lsquoThereisalreadytoomuchtotryandgetthroughinprimaryrsquo

InconsideringthechallengesitcanbeseethatinkeepingwithGero(2015)forlessonstudytobecarriedoutsuccessfullyrequiresthebuy-inandcommitmentofseniorleadersInparticularlessonstudyndashasa formofschool improvementndashneedstobeprioritizedbyschool leadersover other school improvement initiativeswith time and space given to enable teachers tomeaningfullyengageinlessonstudyactivityAswellasthecommentsinTable4thismessageisalsoreinforcedbythefactthatthreeschools(sixteachers)droppedoutafterthefirstlessonstudy citing competing pressures and priorities as well as involvement in too many schoolimprovementinitiativesInpartthisisbecausethebenefitsofengaginginthisapproachwerenotimmediatelyapparent

London Review of Education 17

Significance

From analysing the results it is clear that our approach has been effective in both changingteacherunderstandingandteachingpracticeandbuildingteachercapacitysothatparticipantsareabletoruntheirownprojectsmovingforwardStartingwiththefirstascanbeseeninTable2teacherswereabletoarticulatealogicalchainndashstartingwithwhattheywerelearningabouttheirpupilsthechangestheyweremakinginresponseandendingwithargumentsformakingthesechangesForexampleoneparticipantnotedlsquohowdifficultitis[forpupils]tounderstandscientifictermsandconceptswithoutcontextrsquoasaconsequencetheywerenowrehearsingnewscientificvocabularybecauselsquospendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquoSimilarlyanotherteacherindicatedthatshenowknowsthatlsquopartnersreallymakeadifferencetotheoutcomersquoThiswasbecausethelessonstudyprocesshadhelpedherseethatpartneringlowerachievingchildrenwitheitherhigherachievingormiddleachievingpupilscanleadtothehigherabilitychildrenchallengingpushingandstretchingthelowerachieversAsaresultshewasmuchmoreactivelylsquomixingtalkpartnerssochildrenareworkingwithdifferentpartnersrsquoItseemsclearthereforethatourapproachtolessonstudydevelopedviaaDBRapproachndashwhichactivelypromotesreflectivedialogueviaaprocessof learningconversationsndashhasbeensuccessful inhelpingpractitionersreflectnotonlyonpupillearningbutalsowhatneedstochangeintermsoftheirteachingtofacilitatethislearning

Intermsofcapacitybuildingitisclearthatparticipantssawnotonlythebenefitsofengagingin lesson study but also the challenges that needed to be overcome in order to ensure itseffectiveoperation(Table4)Havingknowledgeof the former(combinedwithexperienceofa number of cycles of lesson study)means that participants now know how best tomakelessonstudyworkforthemInotherwordsbybuildingontheDBRelementoftheprojecttheteachersinvolvedcanensurethatmovingforwardtheytailorhowtheyfocuslessonstudytoachievemaximalbenefitforthemselvesandtheirpupilsLikewiseintermsofrollingouttheirownprogrammeoflessonstudyparticipantswillalsobeawareofthechallengesthatneedtobemetiftheyaretogetmostvaluefromtheprocessTheseincludeinparticulartherequirementtobuy-infromseniorleadersandtheneedforamodelofleadershipwithintheirschoolwhichpromotes the vision for and ensures the fosteringof a cultureof professional developmentbasedoncollaborativepeer-to-peersupport(includingthepromotionofthevaluesrequiredforlearningcommunitiestooperate)Alsokeywillbetheneedforseniorleaderstoprovidethenecessaryresourceandstructures(egtimeandspace)forsustainedandmeaningfullessonstudytobecomeareality(StollandFink1996Leithwoodet al2006)

Ourrevisedapproach tomeasuring impact toohasbeeneffectiveusing teacher-definedmeasuresofimpactprovidesamoreaccuratewayofunderstandingthedifferencethatlessonstudyactivityhasmadeInotherwordsunlikewithattainmentdatandashwhereitwouldbehardtoattributechangesinpupiloutcomesspecificallytolessonstudyactivity(asopposedtootherchangesincontextorintheteachingandlearningenvironment)ndashourapproachenabledteachersto focuson threepupils andhow they responded tovery specificchanges inapproaches topedagogicpracticebasedonanunderstandingandanassessmentofthesepupilsrsquobehavioursandattitudesbothbeforeandaftertheuseofthepracticeImportantlythisimpactdataisalsolsquotriangulatedrsquosincethepractitionerwhoisteachingaswellasthoseobservingmustcometoanagreementastowhathappenedandwhyLikewisethentheoverallperceptionsofimpactscoreswerediscussedandagreeduponintriadsgivingweighttotheirvalidityGiventhisitisencouragingtonotethatmostscoresprovidedsuggest that the lessonstudyapproachdoesimpactpositivelyonpupilbehavioursandattitudestolearningAscanbeseeninTable385per

18 Chris Brown Carol Taylor and Lorna Ponambalum

centofpupilsbenefitedfromtheirteachersengagingintheprojectwithoverathird(36percent)benefitingbyanincreaseintheirperformancescoreby50percentormore

Summary

FortheHaverstockPrimarytoSecondaryTransitionProjectweemployedaDBRapproachtothedevelopmentand implementationof lessonstudy inordertohelppractitionersexamineandbegintotacklesomeoftheissuesassociatedwithprimarytosecondarytransitionDoingsoenabledtheprojectteamandparticipantstocollaborativelydevelopatheoryofactionfortheprojectwhichenabledustoconsidernotionsoflearningandlearningconversationsaswellasameansofdeliveringlessonstudyinkeepingwiththistheoryofactionAswellasthiswewerealsoabletoestablishawayofmeasuringimpactforsituations(suchaswhenprimaryandsecondaryteachersworkonjointprojects)wherebecausethereisnoday-to-dayinteractionandcollaborationthereisnonaturallyoccurringbaselineandnocommonapproachtopedagogy

InlightoftheaboveweconcludethatusingDBRhasbeenvitalnotonlytothesuccessoftheprojectbutalsotoitslong-termsustainabilityfollowingtheprojectrsquosendHoweverweasresearchershavealsobenefitedfromengaginginDBRforinstancewehavegainedabetterunderstanding of how to engage in lesson study in a cross-phase way In addition the newapproachtomeasuringimpactthatemergedcannowbetriedandtestedinothercontextsascanourrevisedtheoryofactionforandapproachestooperationalizinglessonstudyThatisinkeepingwithAndersonandShattuck(2012)movingforwardwecantakewhatwehavelearnedandcontinuetocollaborativelyanditerativelyrefineourapproachsothatitiseffectiveineachnewcontextweintroduceittothushelpingtoservetoimprovethesystemrsquosoverallcapacityforsustainedchange

Notes on the contributors

ChrisBrown isaSeniorLectureratUCLInstituteofEducationUniversityCollegeLondon(DepartmentforLearningandLeadership) Chrishasextensiveexperienceofleadingarangeoffundedprojectsmanyofwhich seek tohelppractitioners to identify and scaleupbestpractice andwas recently awardedasignificant grant by the Education Endowment Foundation toworkwith over 100 primary schools inEnglandtoincreasetheiruseofresearch

CarolTaylor iscurrentlytheStrategicLeaderforCPDattheLondonCentreforLeadershipinLearningSheworkswithschoolsalliancesandlocalauthoritiesndashboth locallyandnationallyndash insupportingtheprofessionaldevelopmentoftheschoolworkforceCarolrecentlyco-ledtheNationalCollegeTeachingSchools Research and Development project involving over 60 schools across England She is activelyinvolvedinsupportingschoolsacrossLondontoembedpractitionerresearchandenquiryintopractice

LornaPonambalum isascienceteacherandAssistantHeadteacheratHaverstockSchoolCamdenLondonwheresheisalsoDesignatedSafeguardingOfficerLornahasbeeninvolvedinanumberoflessonstudyprojectsincludingtheprojectcoveredinthispaperwhichexaminedapproachestoimproveprimarytosecondarytransition

London Review of Education 19

Appendix Pupiloutcomesatstartandendofprojectwithevidencefromthetriadastowhytheseassessmentsweremade

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Myanalysisoftheirworkbookandmyknowledgeoftheirin-classcontributions

6 Someimprovementswhenthechildismotivated

4 Under-confidentStruggleswhenworkingwithapartner

7 Moreconfidenceofownabilityandrecognizessupportfrompartner

4 AloofIssuesathome 4 Stillstrugglestopayattentionwhenworkinginpairs

5 Struggleswithusingsomeofthekeywords

7 Usesmorekeywordsinherwrittenwork(almostall)Expressingideasinabetterway

4 Struggleswiththekeywords 6 Bettersentencestructureandbetterlinkingofideas

3 Lacksconfidenceinspeakingandwriting

6 MoreconfidenceinverballyansweringquestionsputshandupmoreoftenWritingcanstillbeaproblem

3 NeverraiseshandsRefusedtospeakinpublicNosentencestructure

6 Leftbeforeendofprojectbutwasdemonstratingimprovedvocabularyconfidenceandwrittenwork

4 Notengagedvocabularyandliteraryworkpoor

9 REALLYengagedandimprovementinvocabularyandliterarysentencesimproved

5 Doesnrsquotusevocabularyaccuratelyandnotableintermsofwrittenwork

9 Vocabularyuseismoreaccurateandismuchmoreableintermsofwrittenwork

4 bull Didnotlistenoncarpetortoteachertalk

bull Firstcycleshowssignsofdisengagementinfeedback

bull Writingdifficulttounderstand

7 bull Morefocusedonthetaskonthecarpet

bull Betterqualityofwritingbetterfeedbackascycleprogressed

6 bull Toochattybull Distractedtalkpartnerbull Forgottocheckthroughand

punctuatebull Couldnotpeerassesswell

8 bull Betterlearningbehaviourbull Moreownershipofown

learningandcanselfandpeerassess

6 bull Pronetodistractionbull Unabletofollowaseriesof

instructions

7 bull Handuptoofferideasmorebull Slowlyandcarefullygetson

withataskbull Knowshowtopeerassess

20 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Textsnotproducedwelldistractedanddistractingothers

6 Useofmetalanguagetextsproducedusingappropriategrammar

4 Paucityofideasworknotalwaysmakingsense

7 Takingcontrolofownlearningorganizingideasaboutgrammareffectivelymoreconfidenttostartwritingandproducingcompletetexts

5 Generallackofconfidencedespitebeingahighachiever

7 Textsproducedfullofideasinterviewswithobserversshowconfidencemoreconfidenceinhisideasprovidedheispartneredwithsomeonewhohefindssupportive

5 LackofinvolvementinlessonsPoorwritingandconfusedbymosttasks

7 HavingestablishedthatheappreciatesbeingprobedchallengedbyteachersIdedicatemoretimetoenablinghimtoprocessinformationthroughquestioningHenowoftenstartstasksquickerandtakesmorerisksHeisstillshyanddoesnrsquotusuallyvolunteer

3 Withdrawnndashnevercontributingandoptingoutoftasks

6 TriestasksndashnotalwayswithoutpromptingBeginningtotakerisksandoccasionallyvolunteersideas

7 VerylowconfidenceConsistentlypoorliteracyReluctancetocontributeWrittenworkwaspoorbutreflectedeffortofstudent

9 TriesreallyhardtocompleteworktothebestofherabilityStillrarelycontributesherideas

3 CompletelydisengagedseesnovalueinschoolNotansweringquestionsandtalkingaboutanythingelse

8 Nowfocusesonthefrontputshanduptalksaboutthetopicmostofthetime

6 Easilydistractedwillputhandupbutoftendoesnrsquothaveananswerwhenasked

8 Morefocusedwillstilloftennotlistenoninputbutisabletoasksomeoneelseratherthananadultorjustsittingthere

1 bull Getsoutofseatbull Shoutsoutbull Disturbsothers

na Pupilleftschool

9 Priorattainmentandclassroomobservations

9 Nodifferenceinliteracyattainmentwasconsistent

London Review of Education 21

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Priorattainmentandclassroomobservations

4 Improvedconfidenceincomprehensionandwriting

3 Priorattainmentandclassroomobservations

4 Norealdifferencepossiblyslightlybetteratverbalizing

3 Effortscorelsquo3rsquoinfirstreportLeaningbackonchairnotfocuseddistracted

6 Morefocusmorelikelytoaskforhelpratherthanmisbehave

3 Effortscorelsquo3rsquoinfirstreportDistractingothers

3 NowrarelyinclassndashexclusionabsenceOnoccasionshowsexcellentprogressandcanworkindependently

4 Disengagedonwhole(althoughbaselineobservationswerecarriedoutonalsquogoodrsquoday)Rudenessnottrying

8 ReadingchallengingtextsandlookingupdifficultvocabularyindictionaryFewerdayswhenrefusestowork

3 Severallearningneedsandhashadtroublewithwriting

4 Increasedconfidenceinspellingandwriting(andenthusiasm)ndashespeciallycreativelyContinuestostrugglewithcomprehensionHasmadeprogressaccordingtoassessedwork

5 Asabovealthoughadisparitybetweenqualityandquantityofspokenandwrittenwork

na Haslefttheschool

3 MorewillingtowritethantalkatlengthWritingpoorqualityPoorattentionandbehaviouralissuesasbarrierstolearning

5 HasimprovedappreciablyintermsofspokencontributionstowrittenworkStillpresentsbehaviouralproblemsasmainbarriertoprogressHasmadetwosub-levelsofprogressthisyear(basedonanalysisofclasswork)

6 Readingfictionpooruseofsciencevocab

6 Nothingverydifferent

5 Noattempttousesciencevocab 7 Tryingtousesciencevocab

3 Verypoorengagementwithlargerwrittentasks

7 Betterengagementwithtaskandproductionofhigherlevelworkwithbettervocab

4 Unwillingtodiscusswithinterviewee

5 Writesmoretriestowriteindetailthoughremainsunwillingtoshareideaswritteninclassndashdependentonwork-partner

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

12 Chris Brown Carol Taylor and Lorna Ponambalum

(the future goal to be aimed at) however couldonly be established after each baseline hadbeenestablishedcorrespondinglyaswiththepilotakeyaspectofthemainstagekick-offwasto ensure that themain stage participants discussed (in their lesson study triads) commondifficultiesandissuesinrelationtotheteachingofEnglishliteracyandscienceinthecontextof transition and that they identified areas for improvementTriads then decided upon onefocusarea(atopicbeingtaughtthatencapsulatedtheissue)andtoalsothinkaboutacommonapproachtoteachingthetopicthatmight inrelationtothe issue leadto improvedteachingpracticesandstudentoutcomesWealsoengagedparticipantswithwaysofunderstandingandmeasuringbothbaselineandimpactspecificallyweintroducedthemtoamyriadofhardandsoftdata types (fromstudentoutcomes toobservationsofpractice) andwaysofmeasuringbaselineandimpactsuchasthelsquoLeuvenrsquoscaleParticipantstheneachidentifiedthreecasestudychildrenandcollaborativelyplannedthefirstlessonstudyclassFollowingkick-offforthefirstthreelessonstudyclassesthemainstageparticipantsobservedpracticeandstudentbehavioursaswellascollectingengagingwithotherpupildata

AfurtherworkshopwasheldafterthefirstthreetoenableparticipantstocometogetherandestablishafirmbaselineforthethreepupilsforeachoftheteachersintheirtrioHavingestablished this baseline they then determinedwhat they would like practice to be (ie toestablishtheir ideal)ParticipantsthenspenttheremainderoftheworkshopcollaboratingtofurtherrefinethepedagogicapproachesthatmightgetthemtothisidealThismeantthatlessonstudysessionsfourtoninewerestructuredusingthesixstepsasdiscussedabovewithlessonstudysessionsusedtoascertainwhetherpracticeandoutcomeswereprogressingtowardstheirideal impact goal inorder todecidewhethercorrectivechanges in approachwererequired(Bryket al2011)

A finalworkshopwas then held to enable trios to bring together the endline data forthe project and so establish a firm impact picture specifically in relation to the aimsof theprojectHereprotocolsweredevelopedbytheprojectteamtocapturedatathatemergedfromthelearningconversationsheldwithintheworkshopsSpecificallyproformaswerecreatedtohelpparticipantsrecordtheirresponsestothefollowingquestions(1)Howhasyourpracticechangedasaresultofthisprojectand(2)WhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticeWealsodevelopedaproformatorecordtheperceiveddifferences inpupiloutcomesbetweenthestartandendoftheproject(alongwithevidencefromthetriadastowhytheseassessmentsweremade)

Results

Asoutlinedabovetheaimsoftheprojectweretoachieve

bull morerobustchallengingandinnovativendashbutalsoconsistentndashpedagogicpracticeatnationalcurriculumlevels1ndash8inEnglishandscience

bull sharedteacherconfidenceusingthesepracticesbull improved rates of progress and attainment for lsquovulnerablersquo pupils within each of

years 3ndash8(ages8throughto13)bull agroupofteachersabletouselessonstudyapproachestoimproveclassroompractice

andimpactonstandardsthusbuildingtransferablecapacity

To understand how successfulwe had been in relation to eachof these in the final impactworkshopweworkedwithparticipantstoaddressthefollowingthreequestions

bull Howhasyourpracticechangedasaresultofthisprojectbull Whatimpacthasthischangedpracticehadonpupils

London Review of Education 13

bull What have you learned about lesson study and how to use it to develop teachingpractice

Impact on teacher practice

Webeganthefinalworkshopbyfirstaskingparticipantstoengageinalearningconversationcentred on how their practice had changed as a result of their participation in the projectAll teachers participated in the exercise andused the pro formaoutlined above to indicatewhethertherehadbeenanychangeintheirpracticeWhenanalysingtheresults itwasclearthatresponsesdividednaturallyinto(1)changesinknowledgeunderstandingintermsofhowfocuspupilslearn(2)changesinpracticeand(3)whychangesinpracticearemakingadifferenceExamplesoftheverbatimresponsesaresetoutinTable2whichencapsulatesthemainthemesthatemergedAcommonfocusacrossallgroupswashowtheymightemploylsquotalkforwritingrsquondashaprocesswherechildrenorallyengagewiththelanguagetheyneedforaparticulartopicbeforereadingandanalysingitthenwritingtheirownversionPotentiallythecommonalityofthisfocusderivedfromlsquotalkforwritingrsquobeingahottopicwithinCamdenduringthetimeoftheprojectAsaresultthiscouldbeareasonwhythemajorityofteacherparticipantshadbroadlyfocusedontalkandthebalancewithintheirlessonsbetweentalkingandwritingaswellasontheuseofpairingandgroupinginordertofacilitatethis

Table 2 ExampleresponsestothequestionlsquoHowhasyourpracticechangedasaresultofthisprojectrsquo

Question Responses

Changesinknowledgeunderstandingintermsofhowfocuspupilslearn

bull lsquoHowdifficultitistounderstandscientifictermsandconceptswithoutcontextrsquo

bull lsquoThebenefitsofusingascriptforpeerfeedbackrsquobull lsquoPupilsneedstructuredtalkwithwell-chosenpartnersrsquobull lsquoPupilfindkeywordsdifficulttouseinapieceofwritingeven

iftheyunderstandthemeaningofthewordsitisdifficulttolinkmorescientificwordstogetherrsquo

bull lsquoGroupingcanmakeabigdifferencetolearningrsquosimilarlylsquoPartnersreallymakeadifferencetotheoutcomersquo

Changesinpractice bull Rehearsalofkeynewscientificvocabularybull Useofspeakingandwritingframesbull Makinglessonsmoreoralandgivingmoreoralscaffoldsbull lsquo[Providing]moretimetotalkandthinkaboutwhatthey

wanttowritersquobull lsquoMixingtalkpartnerssochildrenareworkingwithdifferent

partnersrsquo

Whychangesinpracticearemakingadifference

bull Pupilslikespeakingframesaslsquoitgivesthemastartingpointtostructuretheirspeechrsquo

bull lsquoMakingspeechahighpriorityresultsinmuchbetteroutcomesrsquo

bull lsquoSpendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquo

bull Partneringlowerachievingchildreneitherwithhigherachievingormiddleachievingpupilsreallymakesadifferenceasthehigherabilitychildrenchallengepushandstretchthelowerachievers

14 Chris Brown Carol Taylor and Lorna Ponambalum

Pupil impact

WehavedescribedabovethatinkeepingwiththeDBRunderpinningsoftheprojectparticipantswere able to determinewhat changes theywanted to see in their pupils as a result of theprojectandhowthesemightbemeasuredAssuchavarietyofmetricswereusedtoascertainimpactrangingfromteacherobservationsandmarkingtotheirexpertiseandknowledgeofthechildBecauseparticipantspredominantlychosenottouselsquohardrsquoattainmentdatainordertoexamineimpactacrossallparticipantswehadtofindacommonwayofderivingandpresentingwhatimpactifanyresultedfromtheprojectTodothisweaskedparticipantsworkingintheirtriadstoscoreeachoftheirthreefocuschildren(inrelationtothefocusoraimsoftheirtriadandinrelationtothedatatheyweremeasuring)bothintermsoftheirlsquoperformancersquoatthebeginningoftheprojectandattheendScoresbothatthebeginningandendwereoutoftenandparticipantstriadshadtoprovidesupportingevidenceforselectingtheirscoresAsaresultthisprovidedresearcherswithperceptionsofpupilimpactandreasonsfortheseperceptionsbecauseallpupilimpactperceptionswerescoredinthesamewayhoweverwewerealsoabletonormalizethesescoresbylookingatthepercentagedifferencesinthelsquobeforersquoandlsquoafterrsquoscoresThescoresandrangesofthesedifferencesaresetoutinFigure1whereasTable3providesadistributionofthepercentagescoresAfulltableofresponsesshowingbeforeandafterscoresandreasonsevidencefortheseisprovidedintheAppendix

Figure 1 Pupilsbeforeandafterscoresandpercentagechange

London Review of Education 15

Table 3 Distributionofpercentagechangeinpupilsbeforeandafterscores

Question Number Percentage

Greaterthan100change 3 7

91ndash100change 7 17

81ndash90change 0 0

71ndash80change 4 10

61ndash70change 1 2

51ndash60change 0 0

41ndash50change 6 14

31ndash40change 12 29

21ndash30change 2 5

11ndash20change 1 2

1ndash10change 0 0

Nochange 4 10

Pupilsdroppedout 2 5

Total 42 100

TheblockedareainFigure1representsthestudentperformancescoresatthebeginningoftheprojectwhilethecontinuouslinerepresentstheirscoresatprojectendThedotsmeanwhilerepresentthepercentagedifference(iethechangeinpupilperformancesincethestartoftheproject)Ascanbeseenofthe42focusgrouppupilsforwhomteachersprovideddatateachersreported a change in the behavioursattitudesoutcomes of all but six For some pupils thischangewassubstantiveAssetoutinTable3whichprovidesthedistributionofthesepercentagechangesteacherssuggestthatfortenpupilstheirperformancehadeffectivelydoubledormore(ietherewasa100percent(orgreater)changeintheirscore)Thebiggestsingleimprovementhowevertendedtobebetween30and40percent Inthemainthiswascausedbylsquoaveragersquopupils(scoring5ndash6)nowscoringtwopointshigher(7ndash8)orbyinitiallylowperformingpupilsndashwhooriginallyscored3ndashincreasingtheirperformancescoreto4

Naturallyintheabsenceofhardandobjectiveattainmentdataweneedtobecircumspectin the levelofsignificanceaffordedtowhataresubjectivelydeterminedresultsNonethelesssupportingevidencewasprovidedandthefiguresweretriangulatedwithothermembersofthetriad(whowerethemselvesengagedinprolongedobservationofthesepupils)Inadditionnotallpupilswerereportedashavingbenefitedfromtheproject fourpupils(10percent)werereportedasnotbenefitingatallwhileafurthertwodroppedoutoftheschooltheywereinConsideringLincolnandGubarsquos(1985)criteriaforestablishingthetrustworthinessofsubjectivedatathereforealthoughtheexactchangeinpupilsrsquoperformancescanbedebatedtheresearchteamhaveconfidencethatsomepositiveimpactonpupilshastakenplacendashandthatthisimpactcanbeattributabletotheprojectItshouldalsobenotedthatthisdatarelatestothethreepupils(perclass)representingwidergroupsofinterestsuchasvulnerablechildren(Dudley2011)Intheorythentheimpactoftheprojectshouldstretchbeyondthe42childrenanalysedherebutwedonothavedatatosubstantiatesuchaclaim

16 Chris Brown Carol Taylor and Lorna Ponambalum

Learning about lesson study

FinallyweaskedparticipantstoanswerthefollowingquestionlsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquoResponsesheredividednaturallyintothebenefitsandchallengesofusinglessonstudyandaresetoutinTable4

Table 4 Benefitsandchallengestousinglesson study (responsetoquestionlsquoWhathaveyoulearnedaboutlesson studyandhowtouseittodevelopteachingpracticersquo)

Question Responses

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Benefits)

bull lsquoObservingcolleaguesteachandpickingupideasstrategiessharingpracticeetcinrelationtoprimarytosecondarytransitionsrsquo

bull lsquoSharinggoodpractice[andfacilitateideasgeneration]rsquobull lsquoObservingin[other]schoolsandseeingthedifferencebetween

teachinginprimaryandsecondaryschoolsrsquobull lsquoChancetoseeotherCamdenclassesofthesameagersquobull lsquoIgetabetterunderstandingofhowImightstretchmoreable

year7studentsrsquobull lsquoExposuretootherteachersrsquostylesandpracticesrsquobull lsquoSupportivefeedbackandobservationsfromcolleaguesrsquobull Perspectiveseglsquothatyouwouldnotbeabletopickupabout

yourchildrenrsquoslearningfromthefrontoftheclassrsquoandlsquoafocusonchildrenwhomightslipunderteachersrsquoradarrsquosimilarlylsquohavingothersbeingabletowatchthechildrenhellip[and]noticingsomething[youhadnrsquot]rsquo

bull lsquoBecauseitrsquosplannedcollaborativelyyougettoseeyourworkinactionrsquo

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Challenges)

bull TimeeglsquoLotsoftimeoutofschoolrsquobull TimetablinglsquoFindingdatesthataremutuallyconvenientforthe

triorsquobull lsquoIncreasedworkloadinrelationtoplanningpreparingand

hostingthesessionrsquobull lsquoImmediateprogressnot[always]visiblersquobull lsquoNeedsbuy-infromSLTtohavemaximumimpactrsquosimilarly

lsquoLessonstudyislessimportantinsomeschoolsrsquobull lsquo[Thistypeofprocesscannotbeanadd-on]ifitcouldreplace

[currentprogrammeofobservations]wouldbegreatrsquobull lsquoThereisalreadytoomuchtotryandgetthroughinprimaryrsquo

InconsideringthechallengesitcanbeseethatinkeepingwithGero(2015)forlessonstudytobecarriedoutsuccessfullyrequiresthebuy-inandcommitmentofseniorleadersInparticularlessonstudyndashasa formofschool improvementndashneedstobeprioritizedbyschool leadersover other school improvement initiativeswith time and space given to enable teachers tomeaningfullyengageinlessonstudyactivityAswellasthecommentsinTable4thismessageisalsoreinforcedbythefactthatthreeschools(sixteachers)droppedoutafterthefirstlessonstudy citing competing pressures and priorities as well as involvement in too many schoolimprovementinitiativesInpartthisisbecausethebenefitsofengaginginthisapproachwerenotimmediatelyapparent

London Review of Education 17

Significance

From analysing the results it is clear that our approach has been effective in both changingteacherunderstandingandteachingpracticeandbuildingteachercapacitysothatparticipantsareabletoruntheirownprojectsmovingforwardStartingwiththefirstascanbeseeninTable2teacherswereabletoarticulatealogicalchainndashstartingwithwhattheywerelearningabouttheirpupilsthechangestheyweremakinginresponseandendingwithargumentsformakingthesechangesForexampleoneparticipantnotedlsquohowdifficultitis[forpupils]tounderstandscientifictermsandconceptswithoutcontextrsquoasaconsequencetheywerenowrehearsingnewscientificvocabularybecauselsquospendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquoSimilarlyanotherteacherindicatedthatshenowknowsthatlsquopartnersreallymakeadifferencetotheoutcomersquoThiswasbecausethelessonstudyprocesshadhelpedherseethatpartneringlowerachievingchildrenwitheitherhigherachievingormiddleachievingpupilscanleadtothehigherabilitychildrenchallengingpushingandstretchingthelowerachieversAsaresultshewasmuchmoreactivelylsquomixingtalkpartnerssochildrenareworkingwithdifferentpartnersrsquoItseemsclearthereforethatourapproachtolessonstudydevelopedviaaDBRapproachndashwhichactivelypromotesreflectivedialogueviaaprocessof learningconversationsndashhasbeensuccessful inhelpingpractitionersreflectnotonlyonpupillearningbutalsowhatneedstochangeintermsoftheirteachingtofacilitatethislearning

Intermsofcapacitybuildingitisclearthatparticipantssawnotonlythebenefitsofengagingin lesson study but also the challenges that needed to be overcome in order to ensure itseffectiveoperation(Table4)Havingknowledgeof the former(combinedwithexperienceofa number of cycles of lesson study)means that participants now know how best tomakelessonstudyworkforthemInotherwordsbybuildingontheDBRelementoftheprojecttheteachersinvolvedcanensurethatmovingforwardtheytailorhowtheyfocuslessonstudytoachievemaximalbenefitforthemselvesandtheirpupilsLikewiseintermsofrollingouttheirownprogrammeoflessonstudyparticipantswillalsobeawareofthechallengesthatneedtobemetiftheyaretogetmostvaluefromtheprocessTheseincludeinparticulartherequirementtobuy-infromseniorleadersandtheneedforamodelofleadershipwithintheirschoolwhichpromotes the vision for and ensures the fosteringof a cultureof professional developmentbasedoncollaborativepeer-to-peersupport(includingthepromotionofthevaluesrequiredforlearningcommunitiestooperate)Alsokeywillbetheneedforseniorleaderstoprovidethenecessaryresourceandstructures(egtimeandspace)forsustainedandmeaningfullessonstudytobecomeareality(StollandFink1996Leithwoodet al2006)

Ourrevisedapproach tomeasuring impact toohasbeeneffectiveusing teacher-definedmeasuresofimpactprovidesamoreaccuratewayofunderstandingthedifferencethatlessonstudyactivityhasmadeInotherwordsunlikewithattainmentdatandashwhereitwouldbehardtoattributechangesinpupiloutcomesspecificallytolessonstudyactivity(asopposedtootherchangesincontextorintheteachingandlearningenvironment)ndashourapproachenabledteachersto focuson threepupils andhow they responded tovery specificchanges inapproaches topedagogicpracticebasedonanunderstandingandanassessmentofthesepupilsrsquobehavioursandattitudesbothbeforeandaftertheuseofthepracticeImportantlythisimpactdataisalsolsquotriangulatedrsquosincethepractitionerwhoisteachingaswellasthoseobservingmustcometoanagreementastowhathappenedandwhyLikewisethentheoverallperceptionsofimpactscoreswerediscussedandagreeduponintriadsgivingweighttotheirvalidityGiventhisitisencouragingtonotethatmostscoresprovidedsuggest that the lessonstudyapproachdoesimpactpositivelyonpupilbehavioursandattitudestolearningAscanbeseeninTable385per

18 Chris Brown Carol Taylor and Lorna Ponambalum

centofpupilsbenefitedfromtheirteachersengagingintheprojectwithoverathird(36percent)benefitingbyanincreaseintheirperformancescoreby50percentormore

Summary

FortheHaverstockPrimarytoSecondaryTransitionProjectweemployedaDBRapproachtothedevelopmentand implementationof lessonstudy inordertohelppractitionersexamineandbegintotacklesomeoftheissuesassociatedwithprimarytosecondarytransitionDoingsoenabledtheprojectteamandparticipantstocollaborativelydevelopatheoryofactionfortheprojectwhichenabledustoconsidernotionsoflearningandlearningconversationsaswellasameansofdeliveringlessonstudyinkeepingwiththistheoryofactionAswellasthiswewerealsoabletoestablishawayofmeasuringimpactforsituations(suchaswhenprimaryandsecondaryteachersworkonjointprojects)wherebecausethereisnoday-to-dayinteractionandcollaborationthereisnonaturallyoccurringbaselineandnocommonapproachtopedagogy

InlightoftheaboveweconcludethatusingDBRhasbeenvitalnotonlytothesuccessoftheprojectbutalsotoitslong-termsustainabilityfollowingtheprojectrsquosendHoweverweasresearchershavealsobenefitedfromengaginginDBRforinstancewehavegainedabetterunderstanding of how to engage in lesson study in a cross-phase way In addition the newapproachtomeasuringimpactthatemergedcannowbetriedandtestedinothercontextsascanourrevisedtheoryofactionforandapproachestooperationalizinglessonstudyThatisinkeepingwithAndersonandShattuck(2012)movingforwardwecantakewhatwehavelearnedandcontinuetocollaborativelyanditerativelyrefineourapproachsothatitiseffectiveineachnewcontextweintroduceittothushelpingtoservetoimprovethesystemrsquosoverallcapacityforsustainedchange

Notes on the contributors

ChrisBrown isaSeniorLectureratUCLInstituteofEducationUniversityCollegeLondon(DepartmentforLearningandLeadership) Chrishasextensiveexperienceofleadingarangeoffundedprojectsmanyofwhich seek tohelppractitioners to identify and scaleupbestpractice andwas recently awardedasignificant grant by the Education Endowment Foundation toworkwith over 100 primary schools inEnglandtoincreasetheiruseofresearch

CarolTaylor iscurrentlytheStrategicLeaderforCPDattheLondonCentreforLeadershipinLearningSheworkswithschoolsalliancesandlocalauthoritiesndashboth locallyandnationallyndash insupportingtheprofessionaldevelopmentoftheschoolworkforceCarolrecentlyco-ledtheNationalCollegeTeachingSchools Research and Development project involving over 60 schools across England She is activelyinvolvedinsupportingschoolsacrossLondontoembedpractitionerresearchandenquiryintopractice

LornaPonambalum isascienceteacherandAssistantHeadteacheratHaverstockSchoolCamdenLondonwheresheisalsoDesignatedSafeguardingOfficerLornahasbeeninvolvedinanumberoflessonstudyprojectsincludingtheprojectcoveredinthispaperwhichexaminedapproachestoimproveprimarytosecondarytransition

London Review of Education 19

Appendix Pupiloutcomesatstartandendofprojectwithevidencefromthetriadastowhytheseassessmentsweremade

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Myanalysisoftheirworkbookandmyknowledgeoftheirin-classcontributions

6 Someimprovementswhenthechildismotivated

4 Under-confidentStruggleswhenworkingwithapartner

7 Moreconfidenceofownabilityandrecognizessupportfrompartner

4 AloofIssuesathome 4 Stillstrugglestopayattentionwhenworkinginpairs

5 Struggleswithusingsomeofthekeywords

7 Usesmorekeywordsinherwrittenwork(almostall)Expressingideasinabetterway

4 Struggleswiththekeywords 6 Bettersentencestructureandbetterlinkingofideas

3 Lacksconfidenceinspeakingandwriting

6 MoreconfidenceinverballyansweringquestionsputshandupmoreoftenWritingcanstillbeaproblem

3 NeverraiseshandsRefusedtospeakinpublicNosentencestructure

6 Leftbeforeendofprojectbutwasdemonstratingimprovedvocabularyconfidenceandwrittenwork

4 Notengagedvocabularyandliteraryworkpoor

9 REALLYengagedandimprovementinvocabularyandliterarysentencesimproved

5 Doesnrsquotusevocabularyaccuratelyandnotableintermsofwrittenwork

9 Vocabularyuseismoreaccurateandismuchmoreableintermsofwrittenwork

4 bull Didnotlistenoncarpetortoteachertalk

bull Firstcycleshowssignsofdisengagementinfeedback

bull Writingdifficulttounderstand

7 bull Morefocusedonthetaskonthecarpet

bull Betterqualityofwritingbetterfeedbackascycleprogressed

6 bull Toochattybull Distractedtalkpartnerbull Forgottocheckthroughand

punctuatebull Couldnotpeerassesswell

8 bull Betterlearningbehaviourbull Moreownershipofown

learningandcanselfandpeerassess

6 bull Pronetodistractionbull Unabletofollowaseriesof

instructions

7 bull Handuptoofferideasmorebull Slowlyandcarefullygetson

withataskbull Knowshowtopeerassess

20 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Textsnotproducedwelldistractedanddistractingothers

6 Useofmetalanguagetextsproducedusingappropriategrammar

4 Paucityofideasworknotalwaysmakingsense

7 Takingcontrolofownlearningorganizingideasaboutgrammareffectivelymoreconfidenttostartwritingandproducingcompletetexts

5 Generallackofconfidencedespitebeingahighachiever

7 Textsproducedfullofideasinterviewswithobserversshowconfidencemoreconfidenceinhisideasprovidedheispartneredwithsomeonewhohefindssupportive

5 LackofinvolvementinlessonsPoorwritingandconfusedbymosttasks

7 HavingestablishedthatheappreciatesbeingprobedchallengedbyteachersIdedicatemoretimetoenablinghimtoprocessinformationthroughquestioningHenowoftenstartstasksquickerandtakesmorerisksHeisstillshyanddoesnrsquotusuallyvolunteer

3 Withdrawnndashnevercontributingandoptingoutoftasks

6 TriestasksndashnotalwayswithoutpromptingBeginningtotakerisksandoccasionallyvolunteersideas

7 VerylowconfidenceConsistentlypoorliteracyReluctancetocontributeWrittenworkwaspoorbutreflectedeffortofstudent

9 TriesreallyhardtocompleteworktothebestofherabilityStillrarelycontributesherideas

3 CompletelydisengagedseesnovalueinschoolNotansweringquestionsandtalkingaboutanythingelse

8 Nowfocusesonthefrontputshanduptalksaboutthetopicmostofthetime

6 Easilydistractedwillputhandupbutoftendoesnrsquothaveananswerwhenasked

8 Morefocusedwillstilloftennotlistenoninputbutisabletoasksomeoneelseratherthananadultorjustsittingthere

1 bull Getsoutofseatbull Shoutsoutbull Disturbsothers

na Pupilleftschool

9 Priorattainmentandclassroomobservations

9 Nodifferenceinliteracyattainmentwasconsistent

London Review of Education 21

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Priorattainmentandclassroomobservations

4 Improvedconfidenceincomprehensionandwriting

3 Priorattainmentandclassroomobservations

4 Norealdifferencepossiblyslightlybetteratverbalizing

3 Effortscorelsquo3rsquoinfirstreportLeaningbackonchairnotfocuseddistracted

6 Morefocusmorelikelytoaskforhelpratherthanmisbehave

3 Effortscorelsquo3rsquoinfirstreportDistractingothers

3 NowrarelyinclassndashexclusionabsenceOnoccasionshowsexcellentprogressandcanworkindependently

4 Disengagedonwhole(althoughbaselineobservationswerecarriedoutonalsquogoodrsquoday)Rudenessnottrying

8 ReadingchallengingtextsandlookingupdifficultvocabularyindictionaryFewerdayswhenrefusestowork

3 Severallearningneedsandhashadtroublewithwriting

4 Increasedconfidenceinspellingandwriting(andenthusiasm)ndashespeciallycreativelyContinuestostrugglewithcomprehensionHasmadeprogressaccordingtoassessedwork

5 Asabovealthoughadisparitybetweenqualityandquantityofspokenandwrittenwork

na Haslefttheschool

3 MorewillingtowritethantalkatlengthWritingpoorqualityPoorattentionandbehaviouralissuesasbarrierstolearning

5 HasimprovedappreciablyintermsofspokencontributionstowrittenworkStillpresentsbehaviouralproblemsasmainbarriertoprogressHasmadetwosub-levelsofprogressthisyear(basedonanalysisofclasswork)

6 Readingfictionpooruseofsciencevocab

6 Nothingverydifferent

5 Noattempttousesciencevocab 7 Tryingtousesciencevocab

3 Verypoorengagementwithlargerwrittentasks

7 Betterengagementwithtaskandproductionofhigherlevelworkwithbettervocab

4 Unwillingtodiscusswithinterviewee

5 Writesmoretriestowriteindetailthoughremainsunwillingtoshareideaswritteninclassndashdependentonwork-partner

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

London Review of Education 13

bull What have you learned about lesson study and how to use it to develop teachingpractice

Impact on teacher practice

Webeganthefinalworkshopbyfirstaskingparticipantstoengageinalearningconversationcentred on how their practice had changed as a result of their participation in the projectAll teachers participated in the exercise andused the pro formaoutlined above to indicatewhethertherehadbeenanychangeintheirpracticeWhenanalysingtheresults itwasclearthatresponsesdividednaturallyinto(1)changesinknowledgeunderstandingintermsofhowfocuspupilslearn(2)changesinpracticeand(3)whychangesinpracticearemakingadifferenceExamplesoftheverbatimresponsesaresetoutinTable2whichencapsulatesthemainthemesthatemergedAcommonfocusacrossallgroupswashowtheymightemploylsquotalkforwritingrsquondashaprocesswherechildrenorallyengagewiththelanguagetheyneedforaparticulartopicbeforereadingandanalysingitthenwritingtheirownversionPotentiallythecommonalityofthisfocusderivedfromlsquotalkforwritingrsquobeingahottopicwithinCamdenduringthetimeoftheprojectAsaresultthiscouldbeareasonwhythemajorityofteacherparticipantshadbroadlyfocusedontalkandthebalancewithintheirlessonsbetweentalkingandwritingaswellasontheuseofpairingandgroupinginordertofacilitatethis

Table 2 ExampleresponsestothequestionlsquoHowhasyourpracticechangedasaresultofthisprojectrsquo

Question Responses

Changesinknowledgeunderstandingintermsofhowfocuspupilslearn

bull lsquoHowdifficultitistounderstandscientifictermsandconceptswithoutcontextrsquo

bull lsquoThebenefitsofusingascriptforpeerfeedbackrsquobull lsquoPupilsneedstructuredtalkwithwell-chosenpartnersrsquobull lsquoPupilfindkeywordsdifficulttouseinapieceofwritingeven

iftheyunderstandthemeaningofthewordsitisdifficulttolinkmorescientificwordstogetherrsquo

bull lsquoGroupingcanmakeabigdifferencetolearningrsquosimilarlylsquoPartnersreallymakeadifferencetotheoutcomersquo

Changesinpractice bull Rehearsalofkeynewscientificvocabularybull Useofspeakingandwritingframesbull Makinglessonsmoreoralandgivingmoreoralscaffoldsbull lsquo[Providing]moretimetotalkandthinkaboutwhatthey

wanttowritersquobull lsquoMixingtalkpartnerssochildrenareworkingwithdifferent

partnersrsquo

Whychangesinpracticearemakingadifference

bull Pupilslikespeakingframesaslsquoitgivesthemastartingpointtostructuretheirspeechrsquo

bull lsquoMakingspeechahighpriorityresultsinmuchbetteroutcomesrsquo

bull lsquoSpendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquo

bull Partneringlowerachievingchildreneitherwithhigherachievingormiddleachievingpupilsreallymakesadifferenceasthehigherabilitychildrenchallengepushandstretchthelowerachievers

14 Chris Brown Carol Taylor and Lorna Ponambalum

Pupil impact

WehavedescribedabovethatinkeepingwiththeDBRunderpinningsoftheprojectparticipantswere able to determinewhat changes theywanted to see in their pupils as a result of theprojectandhowthesemightbemeasuredAssuchavarietyofmetricswereusedtoascertainimpactrangingfromteacherobservationsandmarkingtotheirexpertiseandknowledgeofthechildBecauseparticipantspredominantlychosenottouselsquohardrsquoattainmentdatainordertoexamineimpactacrossallparticipantswehadtofindacommonwayofderivingandpresentingwhatimpactifanyresultedfromtheprojectTodothisweaskedparticipantsworkingintheirtriadstoscoreeachoftheirthreefocuschildren(inrelationtothefocusoraimsoftheirtriadandinrelationtothedatatheyweremeasuring)bothintermsoftheirlsquoperformancersquoatthebeginningoftheprojectandattheendScoresbothatthebeginningandendwereoutoftenandparticipantstriadshadtoprovidesupportingevidenceforselectingtheirscoresAsaresultthisprovidedresearcherswithperceptionsofpupilimpactandreasonsfortheseperceptionsbecauseallpupilimpactperceptionswerescoredinthesamewayhoweverwewerealsoabletonormalizethesescoresbylookingatthepercentagedifferencesinthelsquobeforersquoandlsquoafterrsquoscoresThescoresandrangesofthesedifferencesaresetoutinFigure1whereasTable3providesadistributionofthepercentagescoresAfulltableofresponsesshowingbeforeandafterscoresandreasonsevidencefortheseisprovidedintheAppendix

Figure 1 Pupilsbeforeandafterscoresandpercentagechange

London Review of Education 15

Table 3 Distributionofpercentagechangeinpupilsbeforeandafterscores

Question Number Percentage

Greaterthan100change 3 7

91ndash100change 7 17

81ndash90change 0 0

71ndash80change 4 10

61ndash70change 1 2

51ndash60change 0 0

41ndash50change 6 14

31ndash40change 12 29

21ndash30change 2 5

11ndash20change 1 2

1ndash10change 0 0

Nochange 4 10

Pupilsdroppedout 2 5

Total 42 100

TheblockedareainFigure1representsthestudentperformancescoresatthebeginningoftheprojectwhilethecontinuouslinerepresentstheirscoresatprojectendThedotsmeanwhilerepresentthepercentagedifference(iethechangeinpupilperformancesincethestartoftheproject)Ascanbeseenofthe42focusgrouppupilsforwhomteachersprovideddatateachersreported a change in the behavioursattitudesoutcomes of all but six For some pupils thischangewassubstantiveAssetoutinTable3whichprovidesthedistributionofthesepercentagechangesteacherssuggestthatfortenpupilstheirperformancehadeffectivelydoubledormore(ietherewasa100percent(orgreater)changeintheirscore)Thebiggestsingleimprovementhowevertendedtobebetween30and40percent Inthemainthiswascausedbylsquoaveragersquopupils(scoring5ndash6)nowscoringtwopointshigher(7ndash8)orbyinitiallylowperformingpupilsndashwhooriginallyscored3ndashincreasingtheirperformancescoreto4

Naturallyintheabsenceofhardandobjectiveattainmentdataweneedtobecircumspectin the levelofsignificanceaffordedtowhataresubjectivelydeterminedresultsNonethelesssupportingevidencewasprovidedandthefiguresweretriangulatedwithothermembersofthetriad(whowerethemselvesengagedinprolongedobservationofthesepupils)Inadditionnotallpupilswerereportedashavingbenefitedfromtheproject fourpupils(10percent)werereportedasnotbenefitingatallwhileafurthertwodroppedoutoftheschooltheywereinConsideringLincolnandGubarsquos(1985)criteriaforestablishingthetrustworthinessofsubjectivedatathereforealthoughtheexactchangeinpupilsrsquoperformancescanbedebatedtheresearchteamhaveconfidencethatsomepositiveimpactonpupilshastakenplacendashandthatthisimpactcanbeattributabletotheprojectItshouldalsobenotedthatthisdatarelatestothethreepupils(perclass)representingwidergroupsofinterestsuchasvulnerablechildren(Dudley2011)Intheorythentheimpactoftheprojectshouldstretchbeyondthe42childrenanalysedherebutwedonothavedatatosubstantiatesuchaclaim

16 Chris Brown Carol Taylor and Lorna Ponambalum

Learning about lesson study

FinallyweaskedparticipantstoanswerthefollowingquestionlsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquoResponsesheredividednaturallyintothebenefitsandchallengesofusinglessonstudyandaresetoutinTable4

Table 4 Benefitsandchallengestousinglesson study (responsetoquestionlsquoWhathaveyoulearnedaboutlesson studyandhowtouseittodevelopteachingpracticersquo)

Question Responses

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Benefits)

bull lsquoObservingcolleaguesteachandpickingupideasstrategiessharingpracticeetcinrelationtoprimarytosecondarytransitionsrsquo

bull lsquoSharinggoodpractice[andfacilitateideasgeneration]rsquobull lsquoObservingin[other]schoolsandseeingthedifferencebetween

teachinginprimaryandsecondaryschoolsrsquobull lsquoChancetoseeotherCamdenclassesofthesameagersquobull lsquoIgetabetterunderstandingofhowImightstretchmoreable

year7studentsrsquobull lsquoExposuretootherteachersrsquostylesandpracticesrsquobull lsquoSupportivefeedbackandobservationsfromcolleaguesrsquobull Perspectiveseglsquothatyouwouldnotbeabletopickupabout

yourchildrenrsquoslearningfromthefrontoftheclassrsquoandlsquoafocusonchildrenwhomightslipunderteachersrsquoradarrsquosimilarlylsquohavingothersbeingabletowatchthechildrenhellip[and]noticingsomething[youhadnrsquot]rsquo

bull lsquoBecauseitrsquosplannedcollaborativelyyougettoseeyourworkinactionrsquo

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Challenges)

bull TimeeglsquoLotsoftimeoutofschoolrsquobull TimetablinglsquoFindingdatesthataremutuallyconvenientforthe

triorsquobull lsquoIncreasedworkloadinrelationtoplanningpreparingand

hostingthesessionrsquobull lsquoImmediateprogressnot[always]visiblersquobull lsquoNeedsbuy-infromSLTtohavemaximumimpactrsquosimilarly

lsquoLessonstudyislessimportantinsomeschoolsrsquobull lsquo[Thistypeofprocesscannotbeanadd-on]ifitcouldreplace

[currentprogrammeofobservations]wouldbegreatrsquobull lsquoThereisalreadytoomuchtotryandgetthroughinprimaryrsquo

InconsideringthechallengesitcanbeseethatinkeepingwithGero(2015)forlessonstudytobecarriedoutsuccessfullyrequiresthebuy-inandcommitmentofseniorleadersInparticularlessonstudyndashasa formofschool improvementndashneedstobeprioritizedbyschool leadersover other school improvement initiativeswith time and space given to enable teachers tomeaningfullyengageinlessonstudyactivityAswellasthecommentsinTable4thismessageisalsoreinforcedbythefactthatthreeschools(sixteachers)droppedoutafterthefirstlessonstudy citing competing pressures and priorities as well as involvement in too many schoolimprovementinitiativesInpartthisisbecausethebenefitsofengaginginthisapproachwerenotimmediatelyapparent

London Review of Education 17

Significance

From analysing the results it is clear that our approach has been effective in both changingteacherunderstandingandteachingpracticeandbuildingteachercapacitysothatparticipantsareabletoruntheirownprojectsmovingforwardStartingwiththefirstascanbeseeninTable2teacherswereabletoarticulatealogicalchainndashstartingwithwhattheywerelearningabouttheirpupilsthechangestheyweremakinginresponseandendingwithargumentsformakingthesechangesForexampleoneparticipantnotedlsquohowdifficultitis[forpupils]tounderstandscientifictermsandconceptswithoutcontextrsquoasaconsequencetheywerenowrehearsingnewscientificvocabularybecauselsquospendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquoSimilarlyanotherteacherindicatedthatshenowknowsthatlsquopartnersreallymakeadifferencetotheoutcomersquoThiswasbecausethelessonstudyprocesshadhelpedherseethatpartneringlowerachievingchildrenwitheitherhigherachievingormiddleachievingpupilscanleadtothehigherabilitychildrenchallengingpushingandstretchingthelowerachieversAsaresultshewasmuchmoreactivelylsquomixingtalkpartnerssochildrenareworkingwithdifferentpartnersrsquoItseemsclearthereforethatourapproachtolessonstudydevelopedviaaDBRapproachndashwhichactivelypromotesreflectivedialogueviaaprocessof learningconversationsndashhasbeensuccessful inhelpingpractitionersreflectnotonlyonpupillearningbutalsowhatneedstochangeintermsoftheirteachingtofacilitatethislearning

Intermsofcapacitybuildingitisclearthatparticipantssawnotonlythebenefitsofengagingin lesson study but also the challenges that needed to be overcome in order to ensure itseffectiveoperation(Table4)Havingknowledgeof the former(combinedwithexperienceofa number of cycles of lesson study)means that participants now know how best tomakelessonstudyworkforthemInotherwordsbybuildingontheDBRelementoftheprojecttheteachersinvolvedcanensurethatmovingforwardtheytailorhowtheyfocuslessonstudytoachievemaximalbenefitforthemselvesandtheirpupilsLikewiseintermsofrollingouttheirownprogrammeoflessonstudyparticipantswillalsobeawareofthechallengesthatneedtobemetiftheyaretogetmostvaluefromtheprocessTheseincludeinparticulartherequirementtobuy-infromseniorleadersandtheneedforamodelofleadershipwithintheirschoolwhichpromotes the vision for and ensures the fosteringof a cultureof professional developmentbasedoncollaborativepeer-to-peersupport(includingthepromotionofthevaluesrequiredforlearningcommunitiestooperate)Alsokeywillbetheneedforseniorleaderstoprovidethenecessaryresourceandstructures(egtimeandspace)forsustainedandmeaningfullessonstudytobecomeareality(StollandFink1996Leithwoodet al2006)

Ourrevisedapproach tomeasuring impact toohasbeeneffectiveusing teacher-definedmeasuresofimpactprovidesamoreaccuratewayofunderstandingthedifferencethatlessonstudyactivityhasmadeInotherwordsunlikewithattainmentdatandashwhereitwouldbehardtoattributechangesinpupiloutcomesspecificallytolessonstudyactivity(asopposedtootherchangesincontextorintheteachingandlearningenvironment)ndashourapproachenabledteachersto focuson threepupils andhow they responded tovery specificchanges inapproaches topedagogicpracticebasedonanunderstandingandanassessmentofthesepupilsrsquobehavioursandattitudesbothbeforeandaftertheuseofthepracticeImportantlythisimpactdataisalsolsquotriangulatedrsquosincethepractitionerwhoisteachingaswellasthoseobservingmustcometoanagreementastowhathappenedandwhyLikewisethentheoverallperceptionsofimpactscoreswerediscussedandagreeduponintriadsgivingweighttotheirvalidityGiventhisitisencouragingtonotethatmostscoresprovidedsuggest that the lessonstudyapproachdoesimpactpositivelyonpupilbehavioursandattitudestolearningAscanbeseeninTable385per

18 Chris Brown Carol Taylor and Lorna Ponambalum

centofpupilsbenefitedfromtheirteachersengagingintheprojectwithoverathird(36percent)benefitingbyanincreaseintheirperformancescoreby50percentormore

Summary

FortheHaverstockPrimarytoSecondaryTransitionProjectweemployedaDBRapproachtothedevelopmentand implementationof lessonstudy inordertohelppractitionersexamineandbegintotacklesomeoftheissuesassociatedwithprimarytosecondarytransitionDoingsoenabledtheprojectteamandparticipantstocollaborativelydevelopatheoryofactionfortheprojectwhichenabledustoconsidernotionsoflearningandlearningconversationsaswellasameansofdeliveringlessonstudyinkeepingwiththistheoryofactionAswellasthiswewerealsoabletoestablishawayofmeasuringimpactforsituations(suchaswhenprimaryandsecondaryteachersworkonjointprojects)wherebecausethereisnoday-to-dayinteractionandcollaborationthereisnonaturallyoccurringbaselineandnocommonapproachtopedagogy

InlightoftheaboveweconcludethatusingDBRhasbeenvitalnotonlytothesuccessoftheprojectbutalsotoitslong-termsustainabilityfollowingtheprojectrsquosendHoweverweasresearchershavealsobenefitedfromengaginginDBRforinstancewehavegainedabetterunderstanding of how to engage in lesson study in a cross-phase way In addition the newapproachtomeasuringimpactthatemergedcannowbetriedandtestedinothercontextsascanourrevisedtheoryofactionforandapproachestooperationalizinglessonstudyThatisinkeepingwithAndersonandShattuck(2012)movingforwardwecantakewhatwehavelearnedandcontinuetocollaborativelyanditerativelyrefineourapproachsothatitiseffectiveineachnewcontextweintroduceittothushelpingtoservetoimprovethesystemrsquosoverallcapacityforsustainedchange

Notes on the contributors

ChrisBrown isaSeniorLectureratUCLInstituteofEducationUniversityCollegeLondon(DepartmentforLearningandLeadership) Chrishasextensiveexperienceofleadingarangeoffundedprojectsmanyofwhich seek tohelppractitioners to identify and scaleupbestpractice andwas recently awardedasignificant grant by the Education Endowment Foundation toworkwith over 100 primary schools inEnglandtoincreasetheiruseofresearch

CarolTaylor iscurrentlytheStrategicLeaderforCPDattheLondonCentreforLeadershipinLearningSheworkswithschoolsalliancesandlocalauthoritiesndashboth locallyandnationallyndash insupportingtheprofessionaldevelopmentoftheschoolworkforceCarolrecentlyco-ledtheNationalCollegeTeachingSchools Research and Development project involving over 60 schools across England She is activelyinvolvedinsupportingschoolsacrossLondontoembedpractitionerresearchandenquiryintopractice

LornaPonambalum isascienceteacherandAssistantHeadteacheratHaverstockSchoolCamdenLondonwheresheisalsoDesignatedSafeguardingOfficerLornahasbeeninvolvedinanumberoflessonstudyprojectsincludingtheprojectcoveredinthispaperwhichexaminedapproachestoimproveprimarytosecondarytransition

London Review of Education 19

Appendix Pupiloutcomesatstartandendofprojectwithevidencefromthetriadastowhytheseassessmentsweremade

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Myanalysisoftheirworkbookandmyknowledgeoftheirin-classcontributions

6 Someimprovementswhenthechildismotivated

4 Under-confidentStruggleswhenworkingwithapartner

7 Moreconfidenceofownabilityandrecognizessupportfrompartner

4 AloofIssuesathome 4 Stillstrugglestopayattentionwhenworkinginpairs

5 Struggleswithusingsomeofthekeywords

7 Usesmorekeywordsinherwrittenwork(almostall)Expressingideasinabetterway

4 Struggleswiththekeywords 6 Bettersentencestructureandbetterlinkingofideas

3 Lacksconfidenceinspeakingandwriting

6 MoreconfidenceinverballyansweringquestionsputshandupmoreoftenWritingcanstillbeaproblem

3 NeverraiseshandsRefusedtospeakinpublicNosentencestructure

6 Leftbeforeendofprojectbutwasdemonstratingimprovedvocabularyconfidenceandwrittenwork

4 Notengagedvocabularyandliteraryworkpoor

9 REALLYengagedandimprovementinvocabularyandliterarysentencesimproved

5 Doesnrsquotusevocabularyaccuratelyandnotableintermsofwrittenwork

9 Vocabularyuseismoreaccurateandismuchmoreableintermsofwrittenwork

4 bull Didnotlistenoncarpetortoteachertalk

bull Firstcycleshowssignsofdisengagementinfeedback

bull Writingdifficulttounderstand

7 bull Morefocusedonthetaskonthecarpet

bull Betterqualityofwritingbetterfeedbackascycleprogressed

6 bull Toochattybull Distractedtalkpartnerbull Forgottocheckthroughand

punctuatebull Couldnotpeerassesswell

8 bull Betterlearningbehaviourbull Moreownershipofown

learningandcanselfandpeerassess

6 bull Pronetodistractionbull Unabletofollowaseriesof

instructions

7 bull Handuptoofferideasmorebull Slowlyandcarefullygetson

withataskbull Knowshowtopeerassess

20 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Textsnotproducedwelldistractedanddistractingothers

6 Useofmetalanguagetextsproducedusingappropriategrammar

4 Paucityofideasworknotalwaysmakingsense

7 Takingcontrolofownlearningorganizingideasaboutgrammareffectivelymoreconfidenttostartwritingandproducingcompletetexts

5 Generallackofconfidencedespitebeingahighachiever

7 Textsproducedfullofideasinterviewswithobserversshowconfidencemoreconfidenceinhisideasprovidedheispartneredwithsomeonewhohefindssupportive

5 LackofinvolvementinlessonsPoorwritingandconfusedbymosttasks

7 HavingestablishedthatheappreciatesbeingprobedchallengedbyteachersIdedicatemoretimetoenablinghimtoprocessinformationthroughquestioningHenowoftenstartstasksquickerandtakesmorerisksHeisstillshyanddoesnrsquotusuallyvolunteer

3 Withdrawnndashnevercontributingandoptingoutoftasks

6 TriestasksndashnotalwayswithoutpromptingBeginningtotakerisksandoccasionallyvolunteersideas

7 VerylowconfidenceConsistentlypoorliteracyReluctancetocontributeWrittenworkwaspoorbutreflectedeffortofstudent

9 TriesreallyhardtocompleteworktothebestofherabilityStillrarelycontributesherideas

3 CompletelydisengagedseesnovalueinschoolNotansweringquestionsandtalkingaboutanythingelse

8 Nowfocusesonthefrontputshanduptalksaboutthetopicmostofthetime

6 Easilydistractedwillputhandupbutoftendoesnrsquothaveananswerwhenasked

8 Morefocusedwillstilloftennotlistenoninputbutisabletoasksomeoneelseratherthananadultorjustsittingthere

1 bull Getsoutofseatbull Shoutsoutbull Disturbsothers

na Pupilleftschool

9 Priorattainmentandclassroomobservations

9 Nodifferenceinliteracyattainmentwasconsistent

London Review of Education 21

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Priorattainmentandclassroomobservations

4 Improvedconfidenceincomprehensionandwriting

3 Priorattainmentandclassroomobservations

4 Norealdifferencepossiblyslightlybetteratverbalizing

3 Effortscorelsquo3rsquoinfirstreportLeaningbackonchairnotfocuseddistracted

6 Morefocusmorelikelytoaskforhelpratherthanmisbehave

3 Effortscorelsquo3rsquoinfirstreportDistractingothers

3 NowrarelyinclassndashexclusionabsenceOnoccasionshowsexcellentprogressandcanworkindependently

4 Disengagedonwhole(althoughbaselineobservationswerecarriedoutonalsquogoodrsquoday)Rudenessnottrying

8 ReadingchallengingtextsandlookingupdifficultvocabularyindictionaryFewerdayswhenrefusestowork

3 Severallearningneedsandhashadtroublewithwriting

4 Increasedconfidenceinspellingandwriting(andenthusiasm)ndashespeciallycreativelyContinuestostrugglewithcomprehensionHasmadeprogressaccordingtoassessedwork

5 Asabovealthoughadisparitybetweenqualityandquantityofspokenandwrittenwork

na Haslefttheschool

3 MorewillingtowritethantalkatlengthWritingpoorqualityPoorattentionandbehaviouralissuesasbarrierstolearning

5 HasimprovedappreciablyintermsofspokencontributionstowrittenworkStillpresentsbehaviouralproblemsasmainbarriertoprogressHasmadetwosub-levelsofprogressthisyear(basedonanalysisofclasswork)

6 Readingfictionpooruseofsciencevocab

6 Nothingverydifferent

5 Noattempttousesciencevocab 7 Tryingtousesciencevocab

3 Verypoorengagementwithlargerwrittentasks

7 Betterengagementwithtaskandproductionofhigherlevelworkwithbettervocab

4 Unwillingtodiscusswithinterviewee

5 Writesmoretriestowriteindetailthoughremainsunwillingtoshareideaswritteninclassndashdependentonwork-partner

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

14 Chris Brown Carol Taylor and Lorna Ponambalum

Pupil impact

WehavedescribedabovethatinkeepingwiththeDBRunderpinningsoftheprojectparticipantswere able to determinewhat changes theywanted to see in their pupils as a result of theprojectandhowthesemightbemeasuredAssuchavarietyofmetricswereusedtoascertainimpactrangingfromteacherobservationsandmarkingtotheirexpertiseandknowledgeofthechildBecauseparticipantspredominantlychosenottouselsquohardrsquoattainmentdatainordertoexamineimpactacrossallparticipantswehadtofindacommonwayofderivingandpresentingwhatimpactifanyresultedfromtheprojectTodothisweaskedparticipantsworkingintheirtriadstoscoreeachoftheirthreefocuschildren(inrelationtothefocusoraimsoftheirtriadandinrelationtothedatatheyweremeasuring)bothintermsoftheirlsquoperformancersquoatthebeginningoftheprojectandattheendScoresbothatthebeginningandendwereoutoftenandparticipantstriadshadtoprovidesupportingevidenceforselectingtheirscoresAsaresultthisprovidedresearcherswithperceptionsofpupilimpactandreasonsfortheseperceptionsbecauseallpupilimpactperceptionswerescoredinthesamewayhoweverwewerealsoabletonormalizethesescoresbylookingatthepercentagedifferencesinthelsquobeforersquoandlsquoafterrsquoscoresThescoresandrangesofthesedifferencesaresetoutinFigure1whereasTable3providesadistributionofthepercentagescoresAfulltableofresponsesshowingbeforeandafterscoresandreasonsevidencefortheseisprovidedintheAppendix

Figure 1 Pupilsbeforeandafterscoresandpercentagechange

London Review of Education 15

Table 3 Distributionofpercentagechangeinpupilsbeforeandafterscores

Question Number Percentage

Greaterthan100change 3 7

91ndash100change 7 17

81ndash90change 0 0

71ndash80change 4 10

61ndash70change 1 2

51ndash60change 0 0

41ndash50change 6 14

31ndash40change 12 29

21ndash30change 2 5

11ndash20change 1 2

1ndash10change 0 0

Nochange 4 10

Pupilsdroppedout 2 5

Total 42 100

TheblockedareainFigure1representsthestudentperformancescoresatthebeginningoftheprojectwhilethecontinuouslinerepresentstheirscoresatprojectendThedotsmeanwhilerepresentthepercentagedifference(iethechangeinpupilperformancesincethestartoftheproject)Ascanbeseenofthe42focusgrouppupilsforwhomteachersprovideddatateachersreported a change in the behavioursattitudesoutcomes of all but six For some pupils thischangewassubstantiveAssetoutinTable3whichprovidesthedistributionofthesepercentagechangesteacherssuggestthatfortenpupilstheirperformancehadeffectivelydoubledormore(ietherewasa100percent(orgreater)changeintheirscore)Thebiggestsingleimprovementhowevertendedtobebetween30and40percent Inthemainthiswascausedbylsquoaveragersquopupils(scoring5ndash6)nowscoringtwopointshigher(7ndash8)orbyinitiallylowperformingpupilsndashwhooriginallyscored3ndashincreasingtheirperformancescoreto4

Naturallyintheabsenceofhardandobjectiveattainmentdataweneedtobecircumspectin the levelofsignificanceaffordedtowhataresubjectivelydeterminedresultsNonethelesssupportingevidencewasprovidedandthefiguresweretriangulatedwithothermembersofthetriad(whowerethemselvesengagedinprolongedobservationofthesepupils)Inadditionnotallpupilswerereportedashavingbenefitedfromtheproject fourpupils(10percent)werereportedasnotbenefitingatallwhileafurthertwodroppedoutoftheschooltheywereinConsideringLincolnandGubarsquos(1985)criteriaforestablishingthetrustworthinessofsubjectivedatathereforealthoughtheexactchangeinpupilsrsquoperformancescanbedebatedtheresearchteamhaveconfidencethatsomepositiveimpactonpupilshastakenplacendashandthatthisimpactcanbeattributabletotheprojectItshouldalsobenotedthatthisdatarelatestothethreepupils(perclass)representingwidergroupsofinterestsuchasvulnerablechildren(Dudley2011)Intheorythentheimpactoftheprojectshouldstretchbeyondthe42childrenanalysedherebutwedonothavedatatosubstantiatesuchaclaim

16 Chris Brown Carol Taylor and Lorna Ponambalum

Learning about lesson study

FinallyweaskedparticipantstoanswerthefollowingquestionlsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquoResponsesheredividednaturallyintothebenefitsandchallengesofusinglessonstudyandaresetoutinTable4

Table 4 Benefitsandchallengestousinglesson study (responsetoquestionlsquoWhathaveyoulearnedaboutlesson studyandhowtouseittodevelopteachingpracticersquo)

Question Responses

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Benefits)

bull lsquoObservingcolleaguesteachandpickingupideasstrategiessharingpracticeetcinrelationtoprimarytosecondarytransitionsrsquo

bull lsquoSharinggoodpractice[andfacilitateideasgeneration]rsquobull lsquoObservingin[other]schoolsandseeingthedifferencebetween

teachinginprimaryandsecondaryschoolsrsquobull lsquoChancetoseeotherCamdenclassesofthesameagersquobull lsquoIgetabetterunderstandingofhowImightstretchmoreable

year7studentsrsquobull lsquoExposuretootherteachersrsquostylesandpracticesrsquobull lsquoSupportivefeedbackandobservationsfromcolleaguesrsquobull Perspectiveseglsquothatyouwouldnotbeabletopickupabout

yourchildrenrsquoslearningfromthefrontoftheclassrsquoandlsquoafocusonchildrenwhomightslipunderteachersrsquoradarrsquosimilarlylsquohavingothersbeingabletowatchthechildrenhellip[and]noticingsomething[youhadnrsquot]rsquo

bull lsquoBecauseitrsquosplannedcollaborativelyyougettoseeyourworkinactionrsquo

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Challenges)

bull TimeeglsquoLotsoftimeoutofschoolrsquobull TimetablinglsquoFindingdatesthataremutuallyconvenientforthe

triorsquobull lsquoIncreasedworkloadinrelationtoplanningpreparingand

hostingthesessionrsquobull lsquoImmediateprogressnot[always]visiblersquobull lsquoNeedsbuy-infromSLTtohavemaximumimpactrsquosimilarly

lsquoLessonstudyislessimportantinsomeschoolsrsquobull lsquo[Thistypeofprocesscannotbeanadd-on]ifitcouldreplace

[currentprogrammeofobservations]wouldbegreatrsquobull lsquoThereisalreadytoomuchtotryandgetthroughinprimaryrsquo

InconsideringthechallengesitcanbeseethatinkeepingwithGero(2015)forlessonstudytobecarriedoutsuccessfullyrequiresthebuy-inandcommitmentofseniorleadersInparticularlessonstudyndashasa formofschool improvementndashneedstobeprioritizedbyschool leadersover other school improvement initiativeswith time and space given to enable teachers tomeaningfullyengageinlessonstudyactivityAswellasthecommentsinTable4thismessageisalsoreinforcedbythefactthatthreeschools(sixteachers)droppedoutafterthefirstlessonstudy citing competing pressures and priorities as well as involvement in too many schoolimprovementinitiativesInpartthisisbecausethebenefitsofengaginginthisapproachwerenotimmediatelyapparent

London Review of Education 17

Significance

From analysing the results it is clear that our approach has been effective in both changingteacherunderstandingandteachingpracticeandbuildingteachercapacitysothatparticipantsareabletoruntheirownprojectsmovingforwardStartingwiththefirstascanbeseeninTable2teacherswereabletoarticulatealogicalchainndashstartingwithwhattheywerelearningabouttheirpupilsthechangestheyweremakinginresponseandendingwithargumentsformakingthesechangesForexampleoneparticipantnotedlsquohowdifficultitis[forpupils]tounderstandscientifictermsandconceptswithoutcontextrsquoasaconsequencetheywerenowrehearsingnewscientificvocabularybecauselsquospendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquoSimilarlyanotherteacherindicatedthatshenowknowsthatlsquopartnersreallymakeadifferencetotheoutcomersquoThiswasbecausethelessonstudyprocesshadhelpedherseethatpartneringlowerachievingchildrenwitheitherhigherachievingormiddleachievingpupilscanleadtothehigherabilitychildrenchallengingpushingandstretchingthelowerachieversAsaresultshewasmuchmoreactivelylsquomixingtalkpartnerssochildrenareworkingwithdifferentpartnersrsquoItseemsclearthereforethatourapproachtolessonstudydevelopedviaaDBRapproachndashwhichactivelypromotesreflectivedialogueviaaprocessof learningconversationsndashhasbeensuccessful inhelpingpractitionersreflectnotonlyonpupillearningbutalsowhatneedstochangeintermsoftheirteachingtofacilitatethislearning

Intermsofcapacitybuildingitisclearthatparticipantssawnotonlythebenefitsofengagingin lesson study but also the challenges that needed to be overcome in order to ensure itseffectiveoperation(Table4)Havingknowledgeof the former(combinedwithexperienceofa number of cycles of lesson study)means that participants now know how best tomakelessonstudyworkforthemInotherwordsbybuildingontheDBRelementoftheprojecttheteachersinvolvedcanensurethatmovingforwardtheytailorhowtheyfocuslessonstudytoachievemaximalbenefitforthemselvesandtheirpupilsLikewiseintermsofrollingouttheirownprogrammeoflessonstudyparticipantswillalsobeawareofthechallengesthatneedtobemetiftheyaretogetmostvaluefromtheprocessTheseincludeinparticulartherequirementtobuy-infromseniorleadersandtheneedforamodelofleadershipwithintheirschoolwhichpromotes the vision for and ensures the fosteringof a cultureof professional developmentbasedoncollaborativepeer-to-peersupport(includingthepromotionofthevaluesrequiredforlearningcommunitiestooperate)Alsokeywillbetheneedforseniorleaderstoprovidethenecessaryresourceandstructures(egtimeandspace)forsustainedandmeaningfullessonstudytobecomeareality(StollandFink1996Leithwoodet al2006)

Ourrevisedapproach tomeasuring impact toohasbeeneffectiveusing teacher-definedmeasuresofimpactprovidesamoreaccuratewayofunderstandingthedifferencethatlessonstudyactivityhasmadeInotherwordsunlikewithattainmentdatandashwhereitwouldbehardtoattributechangesinpupiloutcomesspecificallytolessonstudyactivity(asopposedtootherchangesincontextorintheteachingandlearningenvironment)ndashourapproachenabledteachersto focuson threepupils andhow they responded tovery specificchanges inapproaches topedagogicpracticebasedonanunderstandingandanassessmentofthesepupilsrsquobehavioursandattitudesbothbeforeandaftertheuseofthepracticeImportantlythisimpactdataisalsolsquotriangulatedrsquosincethepractitionerwhoisteachingaswellasthoseobservingmustcometoanagreementastowhathappenedandwhyLikewisethentheoverallperceptionsofimpactscoreswerediscussedandagreeduponintriadsgivingweighttotheirvalidityGiventhisitisencouragingtonotethatmostscoresprovidedsuggest that the lessonstudyapproachdoesimpactpositivelyonpupilbehavioursandattitudestolearningAscanbeseeninTable385per

18 Chris Brown Carol Taylor and Lorna Ponambalum

centofpupilsbenefitedfromtheirteachersengagingintheprojectwithoverathird(36percent)benefitingbyanincreaseintheirperformancescoreby50percentormore

Summary

FortheHaverstockPrimarytoSecondaryTransitionProjectweemployedaDBRapproachtothedevelopmentand implementationof lessonstudy inordertohelppractitionersexamineandbegintotacklesomeoftheissuesassociatedwithprimarytosecondarytransitionDoingsoenabledtheprojectteamandparticipantstocollaborativelydevelopatheoryofactionfortheprojectwhichenabledustoconsidernotionsoflearningandlearningconversationsaswellasameansofdeliveringlessonstudyinkeepingwiththistheoryofactionAswellasthiswewerealsoabletoestablishawayofmeasuringimpactforsituations(suchaswhenprimaryandsecondaryteachersworkonjointprojects)wherebecausethereisnoday-to-dayinteractionandcollaborationthereisnonaturallyoccurringbaselineandnocommonapproachtopedagogy

InlightoftheaboveweconcludethatusingDBRhasbeenvitalnotonlytothesuccessoftheprojectbutalsotoitslong-termsustainabilityfollowingtheprojectrsquosendHoweverweasresearchershavealsobenefitedfromengaginginDBRforinstancewehavegainedabetterunderstanding of how to engage in lesson study in a cross-phase way In addition the newapproachtomeasuringimpactthatemergedcannowbetriedandtestedinothercontextsascanourrevisedtheoryofactionforandapproachestooperationalizinglessonstudyThatisinkeepingwithAndersonandShattuck(2012)movingforwardwecantakewhatwehavelearnedandcontinuetocollaborativelyanditerativelyrefineourapproachsothatitiseffectiveineachnewcontextweintroduceittothushelpingtoservetoimprovethesystemrsquosoverallcapacityforsustainedchange

Notes on the contributors

ChrisBrown isaSeniorLectureratUCLInstituteofEducationUniversityCollegeLondon(DepartmentforLearningandLeadership) Chrishasextensiveexperienceofleadingarangeoffundedprojectsmanyofwhich seek tohelppractitioners to identify and scaleupbestpractice andwas recently awardedasignificant grant by the Education Endowment Foundation toworkwith over 100 primary schools inEnglandtoincreasetheiruseofresearch

CarolTaylor iscurrentlytheStrategicLeaderforCPDattheLondonCentreforLeadershipinLearningSheworkswithschoolsalliancesandlocalauthoritiesndashboth locallyandnationallyndash insupportingtheprofessionaldevelopmentoftheschoolworkforceCarolrecentlyco-ledtheNationalCollegeTeachingSchools Research and Development project involving over 60 schools across England She is activelyinvolvedinsupportingschoolsacrossLondontoembedpractitionerresearchandenquiryintopractice

LornaPonambalum isascienceteacherandAssistantHeadteacheratHaverstockSchoolCamdenLondonwheresheisalsoDesignatedSafeguardingOfficerLornahasbeeninvolvedinanumberoflessonstudyprojectsincludingtheprojectcoveredinthispaperwhichexaminedapproachestoimproveprimarytosecondarytransition

London Review of Education 19

Appendix Pupiloutcomesatstartandendofprojectwithevidencefromthetriadastowhytheseassessmentsweremade

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Myanalysisoftheirworkbookandmyknowledgeoftheirin-classcontributions

6 Someimprovementswhenthechildismotivated

4 Under-confidentStruggleswhenworkingwithapartner

7 Moreconfidenceofownabilityandrecognizessupportfrompartner

4 AloofIssuesathome 4 Stillstrugglestopayattentionwhenworkinginpairs

5 Struggleswithusingsomeofthekeywords

7 Usesmorekeywordsinherwrittenwork(almostall)Expressingideasinabetterway

4 Struggleswiththekeywords 6 Bettersentencestructureandbetterlinkingofideas

3 Lacksconfidenceinspeakingandwriting

6 MoreconfidenceinverballyansweringquestionsputshandupmoreoftenWritingcanstillbeaproblem

3 NeverraiseshandsRefusedtospeakinpublicNosentencestructure

6 Leftbeforeendofprojectbutwasdemonstratingimprovedvocabularyconfidenceandwrittenwork

4 Notengagedvocabularyandliteraryworkpoor

9 REALLYengagedandimprovementinvocabularyandliterarysentencesimproved

5 Doesnrsquotusevocabularyaccuratelyandnotableintermsofwrittenwork

9 Vocabularyuseismoreaccurateandismuchmoreableintermsofwrittenwork

4 bull Didnotlistenoncarpetortoteachertalk

bull Firstcycleshowssignsofdisengagementinfeedback

bull Writingdifficulttounderstand

7 bull Morefocusedonthetaskonthecarpet

bull Betterqualityofwritingbetterfeedbackascycleprogressed

6 bull Toochattybull Distractedtalkpartnerbull Forgottocheckthroughand

punctuatebull Couldnotpeerassesswell

8 bull Betterlearningbehaviourbull Moreownershipofown

learningandcanselfandpeerassess

6 bull Pronetodistractionbull Unabletofollowaseriesof

instructions

7 bull Handuptoofferideasmorebull Slowlyandcarefullygetson

withataskbull Knowshowtopeerassess

20 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Textsnotproducedwelldistractedanddistractingothers

6 Useofmetalanguagetextsproducedusingappropriategrammar

4 Paucityofideasworknotalwaysmakingsense

7 Takingcontrolofownlearningorganizingideasaboutgrammareffectivelymoreconfidenttostartwritingandproducingcompletetexts

5 Generallackofconfidencedespitebeingahighachiever

7 Textsproducedfullofideasinterviewswithobserversshowconfidencemoreconfidenceinhisideasprovidedheispartneredwithsomeonewhohefindssupportive

5 LackofinvolvementinlessonsPoorwritingandconfusedbymosttasks

7 HavingestablishedthatheappreciatesbeingprobedchallengedbyteachersIdedicatemoretimetoenablinghimtoprocessinformationthroughquestioningHenowoftenstartstasksquickerandtakesmorerisksHeisstillshyanddoesnrsquotusuallyvolunteer

3 Withdrawnndashnevercontributingandoptingoutoftasks

6 TriestasksndashnotalwayswithoutpromptingBeginningtotakerisksandoccasionallyvolunteersideas

7 VerylowconfidenceConsistentlypoorliteracyReluctancetocontributeWrittenworkwaspoorbutreflectedeffortofstudent

9 TriesreallyhardtocompleteworktothebestofherabilityStillrarelycontributesherideas

3 CompletelydisengagedseesnovalueinschoolNotansweringquestionsandtalkingaboutanythingelse

8 Nowfocusesonthefrontputshanduptalksaboutthetopicmostofthetime

6 Easilydistractedwillputhandupbutoftendoesnrsquothaveananswerwhenasked

8 Morefocusedwillstilloftennotlistenoninputbutisabletoasksomeoneelseratherthananadultorjustsittingthere

1 bull Getsoutofseatbull Shoutsoutbull Disturbsothers

na Pupilleftschool

9 Priorattainmentandclassroomobservations

9 Nodifferenceinliteracyattainmentwasconsistent

London Review of Education 21

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Priorattainmentandclassroomobservations

4 Improvedconfidenceincomprehensionandwriting

3 Priorattainmentandclassroomobservations

4 Norealdifferencepossiblyslightlybetteratverbalizing

3 Effortscorelsquo3rsquoinfirstreportLeaningbackonchairnotfocuseddistracted

6 Morefocusmorelikelytoaskforhelpratherthanmisbehave

3 Effortscorelsquo3rsquoinfirstreportDistractingothers

3 NowrarelyinclassndashexclusionabsenceOnoccasionshowsexcellentprogressandcanworkindependently

4 Disengagedonwhole(althoughbaselineobservationswerecarriedoutonalsquogoodrsquoday)Rudenessnottrying

8 ReadingchallengingtextsandlookingupdifficultvocabularyindictionaryFewerdayswhenrefusestowork

3 Severallearningneedsandhashadtroublewithwriting

4 Increasedconfidenceinspellingandwriting(andenthusiasm)ndashespeciallycreativelyContinuestostrugglewithcomprehensionHasmadeprogressaccordingtoassessedwork

5 Asabovealthoughadisparitybetweenqualityandquantityofspokenandwrittenwork

na Haslefttheschool

3 MorewillingtowritethantalkatlengthWritingpoorqualityPoorattentionandbehaviouralissuesasbarrierstolearning

5 HasimprovedappreciablyintermsofspokencontributionstowrittenworkStillpresentsbehaviouralproblemsasmainbarriertoprogressHasmadetwosub-levelsofprogressthisyear(basedonanalysisofclasswork)

6 Readingfictionpooruseofsciencevocab

6 Nothingverydifferent

5 Noattempttousesciencevocab 7 Tryingtousesciencevocab

3 Verypoorengagementwithlargerwrittentasks

7 Betterengagementwithtaskandproductionofhigherlevelworkwithbettervocab

4 Unwillingtodiscusswithinterviewee

5 Writesmoretriestowriteindetailthoughremainsunwillingtoshareideaswritteninclassndashdependentonwork-partner

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

London Review of Education 15

Table 3 Distributionofpercentagechangeinpupilsbeforeandafterscores

Question Number Percentage

Greaterthan100change 3 7

91ndash100change 7 17

81ndash90change 0 0

71ndash80change 4 10

61ndash70change 1 2

51ndash60change 0 0

41ndash50change 6 14

31ndash40change 12 29

21ndash30change 2 5

11ndash20change 1 2

1ndash10change 0 0

Nochange 4 10

Pupilsdroppedout 2 5

Total 42 100

TheblockedareainFigure1representsthestudentperformancescoresatthebeginningoftheprojectwhilethecontinuouslinerepresentstheirscoresatprojectendThedotsmeanwhilerepresentthepercentagedifference(iethechangeinpupilperformancesincethestartoftheproject)Ascanbeseenofthe42focusgrouppupilsforwhomteachersprovideddatateachersreported a change in the behavioursattitudesoutcomes of all but six For some pupils thischangewassubstantiveAssetoutinTable3whichprovidesthedistributionofthesepercentagechangesteacherssuggestthatfortenpupilstheirperformancehadeffectivelydoubledormore(ietherewasa100percent(orgreater)changeintheirscore)Thebiggestsingleimprovementhowevertendedtobebetween30and40percent Inthemainthiswascausedbylsquoaveragersquopupils(scoring5ndash6)nowscoringtwopointshigher(7ndash8)orbyinitiallylowperformingpupilsndashwhooriginallyscored3ndashincreasingtheirperformancescoreto4

Naturallyintheabsenceofhardandobjectiveattainmentdataweneedtobecircumspectin the levelofsignificanceaffordedtowhataresubjectivelydeterminedresultsNonethelesssupportingevidencewasprovidedandthefiguresweretriangulatedwithothermembersofthetriad(whowerethemselvesengagedinprolongedobservationofthesepupils)Inadditionnotallpupilswerereportedashavingbenefitedfromtheproject fourpupils(10percent)werereportedasnotbenefitingatallwhileafurthertwodroppedoutoftheschooltheywereinConsideringLincolnandGubarsquos(1985)criteriaforestablishingthetrustworthinessofsubjectivedatathereforealthoughtheexactchangeinpupilsrsquoperformancescanbedebatedtheresearchteamhaveconfidencethatsomepositiveimpactonpupilshastakenplacendashandthatthisimpactcanbeattributabletotheprojectItshouldalsobenotedthatthisdatarelatestothethreepupils(perclass)representingwidergroupsofinterestsuchasvulnerablechildren(Dudley2011)Intheorythentheimpactoftheprojectshouldstretchbeyondthe42childrenanalysedherebutwedonothavedatatosubstantiatesuchaclaim

16 Chris Brown Carol Taylor and Lorna Ponambalum

Learning about lesson study

FinallyweaskedparticipantstoanswerthefollowingquestionlsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquoResponsesheredividednaturallyintothebenefitsandchallengesofusinglessonstudyandaresetoutinTable4

Table 4 Benefitsandchallengestousinglesson study (responsetoquestionlsquoWhathaveyoulearnedaboutlesson studyandhowtouseittodevelopteachingpracticersquo)

Question Responses

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Benefits)

bull lsquoObservingcolleaguesteachandpickingupideasstrategiessharingpracticeetcinrelationtoprimarytosecondarytransitionsrsquo

bull lsquoSharinggoodpractice[andfacilitateideasgeneration]rsquobull lsquoObservingin[other]schoolsandseeingthedifferencebetween

teachinginprimaryandsecondaryschoolsrsquobull lsquoChancetoseeotherCamdenclassesofthesameagersquobull lsquoIgetabetterunderstandingofhowImightstretchmoreable

year7studentsrsquobull lsquoExposuretootherteachersrsquostylesandpracticesrsquobull lsquoSupportivefeedbackandobservationsfromcolleaguesrsquobull Perspectiveseglsquothatyouwouldnotbeabletopickupabout

yourchildrenrsquoslearningfromthefrontoftheclassrsquoandlsquoafocusonchildrenwhomightslipunderteachersrsquoradarrsquosimilarlylsquohavingothersbeingabletowatchthechildrenhellip[and]noticingsomething[youhadnrsquot]rsquo

bull lsquoBecauseitrsquosplannedcollaborativelyyougettoseeyourworkinactionrsquo

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Challenges)

bull TimeeglsquoLotsoftimeoutofschoolrsquobull TimetablinglsquoFindingdatesthataremutuallyconvenientforthe

triorsquobull lsquoIncreasedworkloadinrelationtoplanningpreparingand

hostingthesessionrsquobull lsquoImmediateprogressnot[always]visiblersquobull lsquoNeedsbuy-infromSLTtohavemaximumimpactrsquosimilarly

lsquoLessonstudyislessimportantinsomeschoolsrsquobull lsquo[Thistypeofprocesscannotbeanadd-on]ifitcouldreplace

[currentprogrammeofobservations]wouldbegreatrsquobull lsquoThereisalreadytoomuchtotryandgetthroughinprimaryrsquo

InconsideringthechallengesitcanbeseethatinkeepingwithGero(2015)forlessonstudytobecarriedoutsuccessfullyrequiresthebuy-inandcommitmentofseniorleadersInparticularlessonstudyndashasa formofschool improvementndashneedstobeprioritizedbyschool leadersover other school improvement initiativeswith time and space given to enable teachers tomeaningfullyengageinlessonstudyactivityAswellasthecommentsinTable4thismessageisalsoreinforcedbythefactthatthreeschools(sixteachers)droppedoutafterthefirstlessonstudy citing competing pressures and priorities as well as involvement in too many schoolimprovementinitiativesInpartthisisbecausethebenefitsofengaginginthisapproachwerenotimmediatelyapparent

London Review of Education 17

Significance

From analysing the results it is clear that our approach has been effective in both changingteacherunderstandingandteachingpracticeandbuildingteachercapacitysothatparticipantsareabletoruntheirownprojectsmovingforwardStartingwiththefirstascanbeseeninTable2teacherswereabletoarticulatealogicalchainndashstartingwithwhattheywerelearningabouttheirpupilsthechangestheyweremakinginresponseandendingwithargumentsformakingthesechangesForexampleoneparticipantnotedlsquohowdifficultitis[forpupils]tounderstandscientifictermsandconceptswithoutcontextrsquoasaconsequencetheywerenowrehearsingnewscientificvocabularybecauselsquospendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquoSimilarlyanotherteacherindicatedthatshenowknowsthatlsquopartnersreallymakeadifferencetotheoutcomersquoThiswasbecausethelessonstudyprocesshadhelpedherseethatpartneringlowerachievingchildrenwitheitherhigherachievingormiddleachievingpupilscanleadtothehigherabilitychildrenchallengingpushingandstretchingthelowerachieversAsaresultshewasmuchmoreactivelylsquomixingtalkpartnerssochildrenareworkingwithdifferentpartnersrsquoItseemsclearthereforethatourapproachtolessonstudydevelopedviaaDBRapproachndashwhichactivelypromotesreflectivedialogueviaaprocessof learningconversationsndashhasbeensuccessful inhelpingpractitionersreflectnotonlyonpupillearningbutalsowhatneedstochangeintermsoftheirteachingtofacilitatethislearning

Intermsofcapacitybuildingitisclearthatparticipantssawnotonlythebenefitsofengagingin lesson study but also the challenges that needed to be overcome in order to ensure itseffectiveoperation(Table4)Havingknowledgeof the former(combinedwithexperienceofa number of cycles of lesson study)means that participants now know how best tomakelessonstudyworkforthemInotherwordsbybuildingontheDBRelementoftheprojecttheteachersinvolvedcanensurethatmovingforwardtheytailorhowtheyfocuslessonstudytoachievemaximalbenefitforthemselvesandtheirpupilsLikewiseintermsofrollingouttheirownprogrammeoflessonstudyparticipantswillalsobeawareofthechallengesthatneedtobemetiftheyaretogetmostvaluefromtheprocessTheseincludeinparticulartherequirementtobuy-infromseniorleadersandtheneedforamodelofleadershipwithintheirschoolwhichpromotes the vision for and ensures the fosteringof a cultureof professional developmentbasedoncollaborativepeer-to-peersupport(includingthepromotionofthevaluesrequiredforlearningcommunitiestooperate)Alsokeywillbetheneedforseniorleaderstoprovidethenecessaryresourceandstructures(egtimeandspace)forsustainedandmeaningfullessonstudytobecomeareality(StollandFink1996Leithwoodet al2006)

Ourrevisedapproach tomeasuring impact toohasbeeneffectiveusing teacher-definedmeasuresofimpactprovidesamoreaccuratewayofunderstandingthedifferencethatlessonstudyactivityhasmadeInotherwordsunlikewithattainmentdatandashwhereitwouldbehardtoattributechangesinpupiloutcomesspecificallytolessonstudyactivity(asopposedtootherchangesincontextorintheteachingandlearningenvironment)ndashourapproachenabledteachersto focuson threepupils andhow they responded tovery specificchanges inapproaches topedagogicpracticebasedonanunderstandingandanassessmentofthesepupilsrsquobehavioursandattitudesbothbeforeandaftertheuseofthepracticeImportantlythisimpactdataisalsolsquotriangulatedrsquosincethepractitionerwhoisteachingaswellasthoseobservingmustcometoanagreementastowhathappenedandwhyLikewisethentheoverallperceptionsofimpactscoreswerediscussedandagreeduponintriadsgivingweighttotheirvalidityGiventhisitisencouragingtonotethatmostscoresprovidedsuggest that the lessonstudyapproachdoesimpactpositivelyonpupilbehavioursandattitudestolearningAscanbeseeninTable385per

18 Chris Brown Carol Taylor and Lorna Ponambalum

centofpupilsbenefitedfromtheirteachersengagingintheprojectwithoverathird(36percent)benefitingbyanincreaseintheirperformancescoreby50percentormore

Summary

FortheHaverstockPrimarytoSecondaryTransitionProjectweemployedaDBRapproachtothedevelopmentand implementationof lessonstudy inordertohelppractitionersexamineandbegintotacklesomeoftheissuesassociatedwithprimarytosecondarytransitionDoingsoenabledtheprojectteamandparticipantstocollaborativelydevelopatheoryofactionfortheprojectwhichenabledustoconsidernotionsoflearningandlearningconversationsaswellasameansofdeliveringlessonstudyinkeepingwiththistheoryofactionAswellasthiswewerealsoabletoestablishawayofmeasuringimpactforsituations(suchaswhenprimaryandsecondaryteachersworkonjointprojects)wherebecausethereisnoday-to-dayinteractionandcollaborationthereisnonaturallyoccurringbaselineandnocommonapproachtopedagogy

InlightoftheaboveweconcludethatusingDBRhasbeenvitalnotonlytothesuccessoftheprojectbutalsotoitslong-termsustainabilityfollowingtheprojectrsquosendHoweverweasresearchershavealsobenefitedfromengaginginDBRforinstancewehavegainedabetterunderstanding of how to engage in lesson study in a cross-phase way In addition the newapproachtomeasuringimpactthatemergedcannowbetriedandtestedinothercontextsascanourrevisedtheoryofactionforandapproachestooperationalizinglessonstudyThatisinkeepingwithAndersonandShattuck(2012)movingforwardwecantakewhatwehavelearnedandcontinuetocollaborativelyanditerativelyrefineourapproachsothatitiseffectiveineachnewcontextweintroduceittothushelpingtoservetoimprovethesystemrsquosoverallcapacityforsustainedchange

Notes on the contributors

ChrisBrown isaSeniorLectureratUCLInstituteofEducationUniversityCollegeLondon(DepartmentforLearningandLeadership) Chrishasextensiveexperienceofleadingarangeoffundedprojectsmanyofwhich seek tohelppractitioners to identify and scaleupbestpractice andwas recently awardedasignificant grant by the Education Endowment Foundation toworkwith over 100 primary schools inEnglandtoincreasetheiruseofresearch

CarolTaylor iscurrentlytheStrategicLeaderforCPDattheLondonCentreforLeadershipinLearningSheworkswithschoolsalliancesandlocalauthoritiesndashboth locallyandnationallyndash insupportingtheprofessionaldevelopmentoftheschoolworkforceCarolrecentlyco-ledtheNationalCollegeTeachingSchools Research and Development project involving over 60 schools across England She is activelyinvolvedinsupportingschoolsacrossLondontoembedpractitionerresearchandenquiryintopractice

LornaPonambalum isascienceteacherandAssistantHeadteacheratHaverstockSchoolCamdenLondonwheresheisalsoDesignatedSafeguardingOfficerLornahasbeeninvolvedinanumberoflessonstudyprojectsincludingtheprojectcoveredinthispaperwhichexaminedapproachestoimproveprimarytosecondarytransition

London Review of Education 19

Appendix Pupiloutcomesatstartandendofprojectwithevidencefromthetriadastowhytheseassessmentsweremade

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Myanalysisoftheirworkbookandmyknowledgeoftheirin-classcontributions

6 Someimprovementswhenthechildismotivated

4 Under-confidentStruggleswhenworkingwithapartner

7 Moreconfidenceofownabilityandrecognizessupportfrompartner

4 AloofIssuesathome 4 Stillstrugglestopayattentionwhenworkinginpairs

5 Struggleswithusingsomeofthekeywords

7 Usesmorekeywordsinherwrittenwork(almostall)Expressingideasinabetterway

4 Struggleswiththekeywords 6 Bettersentencestructureandbetterlinkingofideas

3 Lacksconfidenceinspeakingandwriting

6 MoreconfidenceinverballyansweringquestionsputshandupmoreoftenWritingcanstillbeaproblem

3 NeverraiseshandsRefusedtospeakinpublicNosentencestructure

6 Leftbeforeendofprojectbutwasdemonstratingimprovedvocabularyconfidenceandwrittenwork

4 Notengagedvocabularyandliteraryworkpoor

9 REALLYengagedandimprovementinvocabularyandliterarysentencesimproved

5 Doesnrsquotusevocabularyaccuratelyandnotableintermsofwrittenwork

9 Vocabularyuseismoreaccurateandismuchmoreableintermsofwrittenwork

4 bull Didnotlistenoncarpetortoteachertalk

bull Firstcycleshowssignsofdisengagementinfeedback

bull Writingdifficulttounderstand

7 bull Morefocusedonthetaskonthecarpet

bull Betterqualityofwritingbetterfeedbackascycleprogressed

6 bull Toochattybull Distractedtalkpartnerbull Forgottocheckthroughand

punctuatebull Couldnotpeerassesswell

8 bull Betterlearningbehaviourbull Moreownershipofown

learningandcanselfandpeerassess

6 bull Pronetodistractionbull Unabletofollowaseriesof

instructions

7 bull Handuptoofferideasmorebull Slowlyandcarefullygetson

withataskbull Knowshowtopeerassess

20 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Textsnotproducedwelldistractedanddistractingothers

6 Useofmetalanguagetextsproducedusingappropriategrammar

4 Paucityofideasworknotalwaysmakingsense

7 Takingcontrolofownlearningorganizingideasaboutgrammareffectivelymoreconfidenttostartwritingandproducingcompletetexts

5 Generallackofconfidencedespitebeingahighachiever

7 Textsproducedfullofideasinterviewswithobserversshowconfidencemoreconfidenceinhisideasprovidedheispartneredwithsomeonewhohefindssupportive

5 LackofinvolvementinlessonsPoorwritingandconfusedbymosttasks

7 HavingestablishedthatheappreciatesbeingprobedchallengedbyteachersIdedicatemoretimetoenablinghimtoprocessinformationthroughquestioningHenowoftenstartstasksquickerandtakesmorerisksHeisstillshyanddoesnrsquotusuallyvolunteer

3 Withdrawnndashnevercontributingandoptingoutoftasks

6 TriestasksndashnotalwayswithoutpromptingBeginningtotakerisksandoccasionallyvolunteersideas

7 VerylowconfidenceConsistentlypoorliteracyReluctancetocontributeWrittenworkwaspoorbutreflectedeffortofstudent

9 TriesreallyhardtocompleteworktothebestofherabilityStillrarelycontributesherideas

3 CompletelydisengagedseesnovalueinschoolNotansweringquestionsandtalkingaboutanythingelse

8 Nowfocusesonthefrontputshanduptalksaboutthetopicmostofthetime

6 Easilydistractedwillputhandupbutoftendoesnrsquothaveananswerwhenasked

8 Morefocusedwillstilloftennotlistenoninputbutisabletoasksomeoneelseratherthananadultorjustsittingthere

1 bull Getsoutofseatbull Shoutsoutbull Disturbsothers

na Pupilleftschool

9 Priorattainmentandclassroomobservations

9 Nodifferenceinliteracyattainmentwasconsistent

London Review of Education 21

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Priorattainmentandclassroomobservations

4 Improvedconfidenceincomprehensionandwriting

3 Priorattainmentandclassroomobservations

4 Norealdifferencepossiblyslightlybetteratverbalizing

3 Effortscorelsquo3rsquoinfirstreportLeaningbackonchairnotfocuseddistracted

6 Morefocusmorelikelytoaskforhelpratherthanmisbehave

3 Effortscorelsquo3rsquoinfirstreportDistractingothers

3 NowrarelyinclassndashexclusionabsenceOnoccasionshowsexcellentprogressandcanworkindependently

4 Disengagedonwhole(althoughbaselineobservationswerecarriedoutonalsquogoodrsquoday)Rudenessnottrying

8 ReadingchallengingtextsandlookingupdifficultvocabularyindictionaryFewerdayswhenrefusestowork

3 Severallearningneedsandhashadtroublewithwriting

4 Increasedconfidenceinspellingandwriting(andenthusiasm)ndashespeciallycreativelyContinuestostrugglewithcomprehensionHasmadeprogressaccordingtoassessedwork

5 Asabovealthoughadisparitybetweenqualityandquantityofspokenandwrittenwork

na Haslefttheschool

3 MorewillingtowritethantalkatlengthWritingpoorqualityPoorattentionandbehaviouralissuesasbarrierstolearning

5 HasimprovedappreciablyintermsofspokencontributionstowrittenworkStillpresentsbehaviouralproblemsasmainbarriertoprogressHasmadetwosub-levelsofprogressthisyear(basedonanalysisofclasswork)

6 Readingfictionpooruseofsciencevocab

6 Nothingverydifferent

5 Noattempttousesciencevocab 7 Tryingtousesciencevocab

3 Verypoorengagementwithlargerwrittentasks

7 Betterengagementwithtaskandproductionofhigherlevelworkwithbettervocab

4 Unwillingtodiscusswithinterviewee

5 Writesmoretriestowriteindetailthoughremainsunwillingtoshareideaswritteninclassndashdependentonwork-partner

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

16 Chris Brown Carol Taylor and Lorna Ponambalum

Learning about lesson study

FinallyweaskedparticipantstoanswerthefollowingquestionlsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquoResponsesheredividednaturallyintothebenefitsandchallengesofusinglessonstudyandaresetoutinTable4

Table 4 Benefitsandchallengestousinglesson study (responsetoquestionlsquoWhathaveyoulearnedaboutlesson studyandhowtouseittodevelopteachingpracticersquo)

Question Responses

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Benefits)

bull lsquoObservingcolleaguesteachandpickingupideasstrategiessharingpracticeetcinrelationtoprimarytosecondarytransitionsrsquo

bull lsquoSharinggoodpractice[andfacilitateideasgeneration]rsquobull lsquoObservingin[other]schoolsandseeingthedifferencebetween

teachinginprimaryandsecondaryschoolsrsquobull lsquoChancetoseeotherCamdenclassesofthesameagersquobull lsquoIgetabetterunderstandingofhowImightstretchmoreable

year7studentsrsquobull lsquoExposuretootherteachersrsquostylesandpracticesrsquobull lsquoSupportivefeedbackandobservationsfromcolleaguesrsquobull Perspectiveseglsquothatyouwouldnotbeabletopickupabout

yourchildrenrsquoslearningfromthefrontoftheclassrsquoandlsquoafocusonchildrenwhomightslipunderteachersrsquoradarrsquosimilarlylsquohavingothersbeingabletowatchthechildrenhellip[and]noticingsomething[youhadnrsquot]rsquo

bull lsquoBecauseitrsquosplannedcollaborativelyyougettoseeyourworkinactionrsquo

lsquoWhathaveyoulearnedaboutlessonstudyandhowtouseittodevelopteachingpracticersquo(Challenges)

bull TimeeglsquoLotsoftimeoutofschoolrsquobull TimetablinglsquoFindingdatesthataremutuallyconvenientforthe

triorsquobull lsquoIncreasedworkloadinrelationtoplanningpreparingand

hostingthesessionrsquobull lsquoImmediateprogressnot[always]visiblersquobull lsquoNeedsbuy-infromSLTtohavemaximumimpactrsquosimilarly

lsquoLessonstudyislessimportantinsomeschoolsrsquobull lsquo[Thistypeofprocesscannotbeanadd-on]ifitcouldreplace

[currentprogrammeofobservations]wouldbegreatrsquobull lsquoThereisalreadytoomuchtotryandgetthroughinprimaryrsquo

InconsideringthechallengesitcanbeseethatinkeepingwithGero(2015)forlessonstudytobecarriedoutsuccessfullyrequiresthebuy-inandcommitmentofseniorleadersInparticularlessonstudyndashasa formofschool improvementndashneedstobeprioritizedbyschool leadersover other school improvement initiativeswith time and space given to enable teachers tomeaningfullyengageinlessonstudyactivityAswellasthecommentsinTable4thismessageisalsoreinforcedbythefactthatthreeschools(sixteachers)droppedoutafterthefirstlessonstudy citing competing pressures and priorities as well as involvement in too many schoolimprovementinitiativesInpartthisisbecausethebenefitsofengaginginthisapproachwerenotimmediatelyapparent

London Review of Education 17

Significance

From analysing the results it is clear that our approach has been effective in both changingteacherunderstandingandteachingpracticeandbuildingteachercapacitysothatparticipantsareabletoruntheirownprojectsmovingforwardStartingwiththefirstascanbeseeninTable2teacherswereabletoarticulatealogicalchainndashstartingwithwhattheywerelearningabouttheirpupilsthechangestheyweremakinginresponseandendingwithargumentsformakingthesechangesForexampleoneparticipantnotedlsquohowdifficultitis[forpupils]tounderstandscientifictermsandconceptswithoutcontextrsquoasaconsequencetheywerenowrehearsingnewscientificvocabularybecauselsquospendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquoSimilarlyanotherteacherindicatedthatshenowknowsthatlsquopartnersreallymakeadifferencetotheoutcomersquoThiswasbecausethelessonstudyprocesshadhelpedherseethatpartneringlowerachievingchildrenwitheitherhigherachievingormiddleachievingpupilscanleadtothehigherabilitychildrenchallengingpushingandstretchingthelowerachieversAsaresultshewasmuchmoreactivelylsquomixingtalkpartnerssochildrenareworkingwithdifferentpartnersrsquoItseemsclearthereforethatourapproachtolessonstudydevelopedviaaDBRapproachndashwhichactivelypromotesreflectivedialogueviaaprocessof learningconversationsndashhasbeensuccessful inhelpingpractitionersreflectnotonlyonpupillearningbutalsowhatneedstochangeintermsoftheirteachingtofacilitatethislearning

Intermsofcapacitybuildingitisclearthatparticipantssawnotonlythebenefitsofengagingin lesson study but also the challenges that needed to be overcome in order to ensure itseffectiveoperation(Table4)Havingknowledgeof the former(combinedwithexperienceofa number of cycles of lesson study)means that participants now know how best tomakelessonstudyworkforthemInotherwordsbybuildingontheDBRelementoftheprojecttheteachersinvolvedcanensurethatmovingforwardtheytailorhowtheyfocuslessonstudytoachievemaximalbenefitforthemselvesandtheirpupilsLikewiseintermsofrollingouttheirownprogrammeoflessonstudyparticipantswillalsobeawareofthechallengesthatneedtobemetiftheyaretogetmostvaluefromtheprocessTheseincludeinparticulartherequirementtobuy-infromseniorleadersandtheneedforamodelofleadershipwithintheirschoolwhichpromotes the vision for and ensures the fosteringof a cultureof professional developmentbasedoncollaborativepeer-to-peersupport(includingthepromotionofthevaluesrequiredforlearningcommunitiestooperate)Alsokeywillbetheneedforseniorleaderstoprovidethenecessaryresourceandstructures(egtimeandspace)forsustainedandmeaningfullessonstudytobecomeareality(StollandFink1996Leithwoodet al2006)

Ourrevisedapproach tomeasuring impact toohasbeeneffectiveusing teacher-definedmeasuresofimpactprovidesamoreaccuratewayofunderstandingthedifferencethatlessonstudyactivityhasmadeInotherwordsunlikewithattainmentdatandashwhereitwouldbehardtoattributechangesinpupiloutcomesspecificallytolessonstudyactivity(asopposedtootherchangesincontextorintheteachingandlearningenvironment)ndashourapproachenabledteachersto focuson threepupils andhow they responded tovery specificchanges inapproaches topedagogicpracticebasedonanunderstandingandanassessmentofthesepupilsrsquobehavioursandattitudesbothbeforeandaftertheuseofthepracticeImportantlythisimpactdataisalsolsquotriangulatedrsquosincethepractitionerwhoisteachingaswellasthoseobservingmustcometoanagreementastowhathappenedandwhyLikewisethentheoverallperceptionsofimpactscoreswerediscussedandagreeduponintriadsgivingweighttotheirvalidityGiventhisitisencouragingtonotethatmostscoresprovidedsuggest that the lessonstudyapproachdoesimpactpositivelyonpupilbehavioursandattitudestolearningAscanbeseeninTable385per

18 Chris Brown Carol Taylor and Lorna Ponambalum

centofpupilsbenefitedfromtheirteachersengagingintheprojectwithoverathird(36percent)benefitingbyanincreaseintheirperformancescoreby50percentormore

Summary

FortheHaverstockPrimarytoSecondaryTransitionProjectweemployedaDBRapproachtothedevelopmentand implementationof lessonstudy inordertohelppractitionersexamineandbegintotacklesomeoftheissuesassociatedwithprimarytosecondarytransitionDoingsoenabledtheprojectteamandparticipantstocollaborativelydevelopatheoryofactionfortheprojectwhichenabledustoconsidernotionsoflearningandlearningconversationsaswellasameansofdeliveringlessonstudyinkeepingwiththistheoryofactionAswellasthiswewerealsoabletoestablishawayofmeasuringimpactforsituations(suchaswhenprimaryandsecondaryteachersworkonjointprojects)wherebecausethereisnoday-to-dayinteractionandcollaborationthereisnonaturallyoccurringbaselineandnocommonapproachtopedagogy

InlightoftheaboveweconcludethatusingDBRhasbeenvitalnotonlytothesuccessoftheprojectbutalsotoitslong-termsustainabilityfollowingtheprojectrsquosendHoweverweasresearchershavealsobenefitedfromengaginginDBRforinstancewehavegainedabetterunderstanding of how to engage in lesson study in a cross-phase way In addition the newapproachtomeasuringimpactthatemergedcannowbetriedandtestedinothercontextsascanourrevisedtheoryofactionforandapproachestooperationalizinglessonstudyThatisinkeepingwithAndersonandShattuck(2012)movingforwardwecantakewhatwehavelearnedandcontinuetocollaborativelyanditerativelyrefineourapproachsothatitiseffectiveineachnewcontextweintroduceittothushelpingtoservetoimprovethesystemrsquosoverallcapacityforsustainedchange

Notes on the contributors

ChrisBrown isaSeniorLectureratUCLInstituteofEducationUniversityCollegeLondon(DepartmentforLearningandLeadership) Chrishasextensiveexperienceofleadingarangeoffundedprojectsmanyofwhich seek tohelppractitioners to identify and scaleupbestpractice andwas recently awardedasignificant grant by the Education Endowment Foundation toworkwith over 100 primary schools inEnglandtoincreasetheiruseofresearch

CarolTaylor iscurrentlytheStrategicLeaderforCPDattheLondonCentreforLeadershipinLearningSheworkswithschoolsalliancesandlocalauthoritiesndashboth locallyandnationallyndash insupportingtheprofessionaldevelopmentoftheschoolworkforceCarolrecentlyco-ledtheNationalCollegeTeachingSchools Research and Development project involving over 60 schools across England She is activelyinvolvedinsupportingschoolsacrossLondontoembedpractitionerresearchandenquiryintopractice

LornaPonambalum isascienceteacherandAssistantHeadteacheratHaverstockSchoolCamdenLondonwheresheisalsoDesignatedSafeguardingOfficerLornahasbeeninvolvedinanumberoflessonstudyprojectsincludingtheprojectcoveredinthispaperwhichexaminedapproachestoimproveprimarytosecondarytransition

London Review of Education 19

Appendix Pupiloutcomesatstartandendofprojectwithevidencefromthetriadastowhytheseassessmentsweremade

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Myanalysisoftheirworkbookandmyknowledgeoftheirin-classcontributions

6 Someimprovementswhenthechildismotivated

4 Under-confidentStruggleswhenworkingwithapartner

7 Moreconfidenceofownabilityandrecognizessupportfrompartner

4 AloofIssuesathome 4 Stillstrugglestopayattentionwhenworkinginpairs

5 Struggleswithusingsomeofthekeywords

7 Usesmorekeywordsinherwrittenwork(almostall)Expressingideasinabetterway

4 Struggleswiththekeywords 6 Bettersentencestructureandbetterlinkingofideas

3 Lacksconfidenceinspeakingandwriting

6 MoreconfidenceinverballyansweringquestionsputshandupmoreoftenWritingcanstillbeaproblem

3 NeverraiseshandsRefusedtospeakinpublicNosentencestructure

6 Leftbeforeendofprojectbutwasdemonstratingimprovedvocabularyconfidenceandwrittenwork

4 Notengagedvocabularyandliteraryworkpoor

9 REALLYengagedandimprovementinvocabularyandliterarysentencesimproved

5 Doesnrsquotusevocabularyaccuratelyandnotableintermsofwrittenwork

9 Vocabularyuseismoreaccurateandismuchmoreableintermsofwrittenwork

4 bull Didnotlistenoncarpetortoteachertalk

bull Firstcycleshowssignsofdisengagementinfeedback

bull Writingdifficulttounderstand

7 bull Morefocusedonthetaskonthecarpet

bull Betterqualityofwritingbetterfeedbackascycleprogressed

6 bull Toochattybull Distractedtalkpartnerbull Forgottocheckthroughand

punctuatebull Couldnotpeerassesswell

8 bull Betterlearningbehaviourbull Moreownershipofown

learningandcanselfandpeerassess

6 bull Pronetodistractionbull Unabletofollowaseriesof

instructions

7 bull Handuptoofferideasmorebull Slowlyandcarefullygetson

withataskbull Knowshowtopeerassess

20 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Textsnotproducedwelldistractedanddistractingothers

6 Useofmetalanguagetextsproducedusingappropriategrammar

4 Paucityofideasworknotalwaysmakingsense

7 Takingcontrolofownlearningorganizingideasaboutgrammareffectivelymoreconfidenttostartwritingandproducingcompletetexts

5 Generallackofconfidencedespitebeingahighachiever

7 Textsproducedfullofideasinterviewswithobserversshowconfidencemoreconfidenceinhisideasprovidedheispartneredwithsomeonewhohefindssupportive

5 LackofinvolvementinlessonsPoorwritingandconfusedbymosttasks

7 HavingestablishedthatheappreciatesbeingprobedchallengedbyteachersIdedicatemoretimetoenablinghimtoprocessinformationthroughquestioningHenowoftenstartstasksquickerandtakesmorerisksHeisstillshyanddoesnrsquotusuallyvolunteer

3 Withdrawnndashnevercontributingandoptingoutoftasks

6 TriestasksndashnotalwayswithoutpromptingBeginningtotakerisksandoccasionallyvolunteersideas

7 VerylowconfidenceConsistentlypoorliteracyReluctancetocontributeWrittenworkwaspoorbutreflectedeffortofstudent

9 TriesreallyhardtocompleteworktothebestofherabilityStillrarelycontributesherideas

3 CompletelydisengagedseesnovalueinschoolNotansweringquestionsandtalkingaboutanythingelse

8 Nowfocusesonthefrontputshanduptalksaboutthetopicmostofthetime

6 Easilydistractedwillputhandupbutoftendoesnrsquothaveananswerwhenasked

8 Morefocusedwillstilloftennotlistenoninputbutisabletoasksomeoneelseratherthananadultorjustsittingthere

1 bull Getsoutofseatbull Shoutsoutbull Disturbsothers

na Pupilleftschool

9 Priorattainmentandclassroomobservations

9 Nodifferenceinliteracyattainmentwasconsistent

London Review of Education 21

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Priorattainmentandclassroomobservations

4 Improvedconfidenceincomprehensionandwriting

3 Priorattainmentandclassroomobservations

4 Norealdifferencepossiblyslightlybetteratverbalizing

3 Effortscorelsquo3rsquoinfirstreportLeaningbackonchairnotfocuseddistracted

6 Morefocusmorelikelytoaskforhelpratherthanmisbehave

3 Effortscorelsquo3rsquoinfirstreportDistractingothers

3 NowrarelyinclassndashexclusionabsenceOnoccasionshowsexcellentprogressandcanworkindependently

4 Disengagedonwhole(althoughbaselineobservationswerecarriedoutonalsquogoodrsquoday)Rudenessnottrying

8 ReadingchallengingtextsandlookingupdifficultvocabularyindictionaryFewerdayswhenrefusestowork

3 Severallearningneedsandhashadtroublewithwriting

4 Increasedconfidenceinspellingandwriting(andenthusiasm)ndashespeciallycreativelyContinuestostrugglewithcomprehensionHasmadeprogressaccordingtoassessedwork

5 Asabovealthoughadisparitybetweenqualityandquantityofspokenandwrittenwork

na Haslefttheschool

3 MorewillingtowritethantalkatlengthWritingpoorqualityPoorattentionandbehaviouralissuesasbarrierstolearning

5 HasimprovedappreciablyintermsofspokencontributionstowrittenworkStillpresentsbehaviouralproblemsasmainbarriertoprogressHasmadetwosub-levelsofprogressthisyear(basedonanalysisofclasswork)

6 Readingfictionpooruseofsciencevocab

6 Nothingverydifferent

5 Noattempttousesciencevocab 7 Tryingtousesciencevocab

3 Verypoorengagementwithlargerwrittentasks

7 Betterengagementwithtaskandproductionofhigherlevelworkwithbettervocab

4 Unwillingtodiscusswithinterviewee

5 Writesmoretriestowriteindetailthoughremainsunwillingtoshareideaswritteninclassndashdependentonwork-partner

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

London Review of Education 17

Significance

From analysing the results it is clear that our approach has been effective in both changingteacherunderstandingandteachingpracticeandbuildingteachercapacitysothatparticipantsareabletoruntheirownprojectsmovingforwardStartingwiththefirstascanbeseeninTable2teacherswereabletoarticulatealogicalchainndashstartingwithwhattheywerelearningabouttheirpupilsthechangestheyweremakinginresponseandendingwithargumentsformakingthesechangesForexampleoneparticipantnotedlsquohowdifficultitis[forpupils]tounderstandscientifictermsandconceptswithoutcontextrsquoasaconsequencetheywerenowrehearsingnewscientificvocabularybecauselsquospendingmoretimelearningnewvocabulary[meansthatpupilsarebetterat]unpickingmeaningsandprocessesrsquoSimilarlyanotherteacherindicatedthatshenowknowsthatlsquopartnersreallymakeadifferencetotheoutcomersquoThiswasbecausethelessonstudyprocesshadhelpedherseethatpartneringlowerachievingchildrenwitheitherhigherachievingormiddleachievingpupilscanleadtothehigherabilitychildrenchallengingpushingandstretchingthelowerachieversAsaresultshewasmuchmoreactivelylsquomixingtalkpartnerssochildrenareworkingwithdifferentpartnersrsquoItseemsclearthereforethatourapproachtolessonstudydevelopedviaaDBRapproachndashwhichactivelypromotesreflectivedialogueviaaprocessof learningconversationsndashhasbeensuccessful inhelpingpractitionersreflectnotonlyonpupillearningbutalsowhatneedstochangeintermsoftheirteachingtofacilitatethislearning

Intermsofcapacitybuildingitisclearthatparticipantssawnotonlythebenefitsofengagingin lesson study but also the challenges that needed to be overcome in order to ensure itseffectiveoperation(Table4)Havingknowledgeof the former(combinedwithexperienceofa number of cycles of lesson study)means that participants now know how best tomakelessonstudyworkforthemInotherwordsbybuildingontheDBRelementoftheprojecttheteachersinvolvedcanensurethatmovingforwardtheytailorhowtheyfocuslessonstudytoachievemaximalbenefitforthemselvesandtheirpupilsLikewiseintermsofrollingouttheirownprogrammeoflessonstudyparticipantswillalsobeawareofthechallengesthatneedtobemetiftheyaretogetmostvaluefromtheprocessTheseincludeinparticulartherequirementtobuy-infromseniorleadersandtheneedforamodelofleadershipwithintheirschoolwhichpromotes the vision for and ensures the fosteringof a cultureof professional developmentbasedoncollaborativepeer-to-peersupport(includingthepromotionofthevaluesrequiredforlearningcommunitiestooperate)Alsokeywillbetheneedforseniorleaderstoprovidethenecessaryresourceandstructures(egtimeandspace)forsustainedandmeaningfullessonstudytobecomeareality(StollandFink1996Leithwoodet al2006)

Ourrevisedapproach tomeasuring impact toohasbeeneffectiveusing teacher-definedmeasuresofimpactprovidesamoreaccuratewayofunderstandingthedifferencethatlessonstudyactivityhasmadeInotherwordsunlikewithattainmentdatandashwhereitwouldbehardtoattributechangesinpupiloutcomesspecificallytolessonstudyactivity(asopposedtootherchangesincontextorintheteachingandlearningenvironment)ndashourapproachenabledteachersto focuson threepupils andhow they responded tovery specificchanges inapproaches topedagogicpracticebasedonanunderstandingandanassessmentofthesepupilsrsquobehavioursandattitudesbothbeforeandaftertheuseofthepracticeImportantlythisimpactdataisalsolsquotriangulatedrsquosincethepractitionerwhoisteachingaswellasthoseobservingmustcometoanagreementastowhathappenedandwhyLikewisethentheoverallperceptionsofimpactscoreswerediscussedandagreeduponintriadsgivingweighttotheirvalidityGiventhisitisencouragingtonotethatmostscoresprovidedsuggest that the lessonstudyapproachdoesimpactpositivelyonpupilbehavioursandattitudestolearningAscanbeseeninTable385per

18 Chris Brown Carol Taylor and Lorna Ponambalum

centofpupilsbenefitedfromtheirteachersengagingintheprojectwithoverathird(36percent)benefitingbyanincreaseintheirperformancescoreby50percentormore

Summary

FortheHaverstockPrimarytoSecondaryTransitionProjectweemployedaDBRapproachtothedevelopmentand implementationof lessonstudy inordertohelppractitionersexamineandbegintotacklesomeoftheissuesassociatedwithprimarytosecondarytransitionDoingsoenabledtheprojectteamandparticipantstocollaborativelydevelopatheoryofactionfortheprojectwhichenabledustoconsidernotionsoflearningandlearningconversationsaswellasameansofdeliveringlessonstudyinkeepingwiththistheoryofactionAswellasthiswewerealsoabletoestablishawayofmeasuringimpactforsituations(suchaswhenprimaryandsecondaryteachersworkonjointprojects)wherebecausethereisnoday-to-dayinteractionandcollaborationthereisnonaturallyoccurringbaselineandnocommonapproachtopedagogy

InlightoftheaboveweconcludethatusingDBRhasbeenvitalnotonlytothesuccessoftheprojectbutalsotoitslong-termsustainabilityfollowingtheprojectrsquosendHoweverweasresearchershavealsobenefitedfromengaginginDBRforinstancewehavegainedabetterunderstanding of how to engage in lesson study in a cross-phase way In addition the newapproachtomeasuringimpactthatemergedcannowbetriedandtestedinothercontextsascanourrevisedtheoryofactionforandapproachestooperationalizinglessonstudyThatisinkeepingwithAndersonandShattuck(2012)movingforwardwecantakewhatwehavelearnedandcontinuetocollaborativelyanditerativelyrefineourapproachsothatitiseffectiveineachnewcontextweintroduceittothushelpingtoservetoimprovethesystemrsquosoverallcapacityforsustainedchange

Notes on the contributors

ChrisBrown isaSeniorLectureratUCLInstituteofEducationUniversityCollegeLondon(DepartmentforLearningandLeadership) Chrishasextensiveexperienceofleadingarangeoffundedprojectsmanyofwhich seek tohelppractitioners to identify and scaleupbestpractice andwas recently awardedasignificant grant by the Education Endowment Foundation toworkwith over 100 primary schools inEnglandtoincreasetheiruseofresearch

CarolTaylor iscurrentlytheStrategicLeaderforCPDattheLondonCentreforLeadershipinLearningSheworkswithschoolsalliancesandlocalauthoritiesndashboth locallyandnationallyndash insupportingtheprofessionaldevelopmentoftheschoolworkforceCarolrecentlyco-ledtheNationalCollegeTeachingSchools Research and Development project involving over 60 schools across England She is activelyinvolvedinsupportingschoolsacrossLondontoembedpractitionerresearchandenquiryintopractice

LornaPonambalum isascienceteacherandAssistantHeadteacheratHaverstockSchoolCamdenLondonwheresheisalsoDesignatedSafeguardingOfficerLornahasbeeninvolvedinanumberoflessonstudyprojectsincludingtheprojectcoveredinthispaperwhichexaminedapproachestoimproveprimarytosecondarytransition

London Review of Education 19

Appendix Pupiloutcomesatstartandendofprojectwithevidencefromthetriadastowhytheseassessmentsweremade

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Myanalysisoftheirworkbookandmyknowledgeoftheirin-classcontributions

6 Someimprovementswhenthechildismotivated

4 Under-confidentStruggleswhenworkingwithapartner

7 Moreconfidenceofownabilityandrecognizessupportfrompartner

4 AloofIssuesathome 4 Stillstrugglestopayattentionwhenworkinginpairs

5 Struggleswithusingsomeofthekeywords

7 Usesmorekeywordsinherwrittenwork(almostall)Expressingideasinabetterway

4 Struggleswiththekeywords 6 Bettersentencestructureandbetterlinkingofideas

3 Lacksconfidenceinspeakingandwriting

6 MoreconfidenceinverballyansweringquestionsputshandupmoreoftenWritingcanstillbeaproblem

3 NeverraiseshandsRefusedtospeakinpublicNosentencestructure

6 Leftbeforeendofprojectbutwasdemonstratingimprovedvocabularyconfidenceandwrittenwork

4 Notengagedvocabularyandliteraryworkpoor

9 REALLYengagedandimprovementinvocabularyandliterarysentencesimproved

5 Doesnrsquotusevocabularyaccuratelyandnotableintermsofwrittenwork

9 Vocabularyuseismoreaccurateandismuchmoreableintermsofwrittenwork

4 bull Didnotlistenoncarpetortoteachertalk

bull Firstcycleshowssignsofdisengagementinfeedback

bull Writingdifficulttounderstand

7 bull Morefocusedonthetaskonthecarpet

bull Betterqualityofwritingbetterfeedbackascycleprogressed

6 bull Toochattybull Distractedtalkpartnerbull Forgottocheckthroughand

punctuatebull Couldnotpeerassesswell

8 bull Betterlearningbehaviourbull Moreownershipofown

learningandcanselfandpeerassess

6 bull Pronetodistractionbull Unabletofollowaseriesof

instructions

7 bull Handuptoofferideasmorebull Slowlyandcarefullygetson

withataskbull Knowshowtopeerassess

20 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Textsnotproducedwelldistractedanddistractingothers

6 Useofmetalanguagetextsproducedusingappropriategrammar

4 Paucityofideasworknotalwaysmakingsense

7 Takingcontrolofownlearningorganizingideasaboutgrammareffectivelymoreconfidenttostartwritingandproducingcompletetexts

5 Generallackofconfidencedespitebeingahighachiever

7 Textsproducedfullofideasinterviewswithobserversshowconfidencemoreconfidenceinhisideasprovidedheispartneredwithsomeonewhohefindssupportive

5 LackofinvolvementinlessonsPoorwritingandconfusedbymosttasks

7 HavingestablishedthatheappreciatesbeingprobedchallengedbyteachersIdedicatemoretimetoenablinghimtoprocessinformationthroughquestioningHenowoftenstartstasksquickerandtakesmorerisksHeisstillshyanddoesnrsquotusuallyvolunteer

3 Withdrawnndashnevercontributingandoptingoutoftasks

6 TriestasksndashnotalwayswithoutpromptingBeginningtotakerisksandoccasionallyvolunteersideas

7 VerylowconfidenceConsistentlypoorliteracyReluctancetocontributeWrittenworkwaspoorbutreflectedeffortofstudent

9 TriesreallyhardtocompleteworktothebestofherabilityStillrarelycontributesherideas

3 CompletelydisengagedseesnovalueinschoolNotansweringquestionsandtalkingaboutanythingelse

8 Nowfocusesonthefrontputshanduptalksaboutthetopicmostofthetime

6 Easilydistractedwillputhandupbutoftendoesnrsquothaveananswerwhenasked

8 Morefocusedwillstilloftennotlistenoninputbutisabletoasksomeoneelseratherthananadultorjustsittingthere

1 bull Getsoutofseatbull Shoutsoutbull Disturbsothers

na Pupilleftschool

9 Priorattainmentandclassroomobservations

9 Nodifferenceinliteracyattainmentwasconsistent

London Review of Education 21

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Priorattainmentandclassroomobservations

4 Improvedconfidenceincomprehensionandwriting

3 Priorattainmentandclassroomobservations

4 Norealdifferencepossiblyslightlybetteratverbalizing

3 Effortscorelsquo3rsquoinfirstreportLeaningbackonchairnotfocuseddistracted

6 Morefocusmorelikelytoaskforhelpratherthanmisbehave

3 Effortscorelsquo3rsquoinfirstreportDistractingothers

3 NowrarelyinclassndashexclusionabsenceOnoccasionshowsexcellentprogressandcanworkindependently

4 Disengagedonwhole(althoughbaselineobservationswerecarriedoutonalsquogoodrsquoday)Rudenessnottrying

8 ReadingchallengingtextsandlookingupdifficultvocabularyindictionaryFewerdayswhenrefusestowork

3 Severallearningneedsandhashadtroublewithwriting

4 Increasedconfidenceinspellingandwriting(andenthusiasm)ndashespeciallycreativelyContinuestostrugglewithcomprehensionHasmadeprogressaccordingtoassessedwork

5 Asabovealthoughadisparitybetweenqualityandquantityofspokenandwrittenwork

na Haslefttheschool

3 MorewillingtowritethantalkatlengthWritingpoorqualityPoorattentionandbehaviouralissuesasbarrierstolearning

5 HasimprovedappreciablyintermsofspokencontributionstowrittenworkStillpresentsbehaviouralproblemsasmainbarriertoprogressHasmadetwosub-levelsofprogressthisyear(basedonanalysisofclasswork)

6 Readingfictionpooruseofsciencevocab

6 Nothingverydifferent

5 Noattempttousesciencevocab 7 Tryingtousesciencevocab

3 Verypoorengagementwithlargerwrittentasks

7 Betterengagementwithtaskandproductionofhigherlevelworkwithbettervocab

4 Unwillingtodiscusswithinterviewee

5 Writesmoretriestowriteindetailthoughremainsunwillingtoshareideaswritteninclassndashdependentonwork-partner

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

18 Chris Brown Carol Taylor and Lorna Ponambalum

centofpupilsbenefitedfromtheirteachersengagingintheprojectwithoverathird(36percent)benefitingbyanincreaseintheirperformancescoreby50percentormore

Summary

FortheHaverstockPrimarytoSecondaryTransitionProjectweemployedaDBRapproachtothedevelopmentand implementationof lessonstudy inordertohelppractitionersexamineandbegintotacklesomeoftheissuesassociatedwithprimarytosecondarytransitionDoingsoenabledtheprojectteamandparticipantstocollaborativelydevelopatheoryofactionfortheprojectwhichenabledustoconsidernotionsoflearningandlearningconversationsaswellasameansofdeliveringlessonstudyinkeepingwiththistheoryofactionAswellasthiswewerealsoabletoestablishawayofmeasuringimpactforsituations(suchaswhenprimaryandsecondaryteachersworkonjointprojects)wherebecausethereisnoday-to-dayinteractionandcollaborationthereisnonaturallyoccurringbaselineandnocommonapproachtopedagogy

InlightoftheaboveweconcludethatusingDBRhasbeenvitalnotonlytothesuccessoftheprojectbutalsotoitslong-termsustainabilityfollowingtheprojectrsquosendHoweverweasresearchershavealsobenefitedfromengaginginDBRforinstancewehavegainedabetterunderstanding of how to engage in lesson study in a cross-phase way In addition the newapproachtomeasuringimpactthatemergedcannowbetriedandtestedinothercontextsascanourrevisedtheoryofactionforandapproachestooperationalizinglessonstudyThatisinkeepingwithAndersonandShattuck(2012)movingforwardwecantakewhatwehavelearnedandcontinuetocollaborativelyanditerativelyrefineourapproachsothatitiseffectiveineachnewcontextweintroduceittothushelpingtoservetoimprovethesystemrsquosoverallcapacityforsustainedchange

Notes on the contributors

ChrisBrown isaSeniorLectureratUCLInstituteofEducationUniversityCollegeLondon(DepartmentforLearningandLeadership) Chrishasextensiveexperienceofleadingarangeoffundedprojectsmanyofwhich seek tohelppractitioners to identify and scaleupbestpractice andwas recently awardedasignificant grant by the Education Endowment Foundation toworkwith over 100 primary schools inEnglandtoincreasetheiruseofresearch

CarolTaylor iscurrentlytheStrategicLeaderforCPDattheLondonCentreforLeadershipinLearningSheworkswithschoolsalliancesandlocalauthoritiesndashboth locallyandnationallyndash insupportingtheprofessionaldevelopmentoftheschoolworkforceCarolrecentlyco-ledtheNationalCollegeTeachingSchools Research and Development project involving over 60 schools across England She is activelyinvolvedinsupportingschoolsacrossLondontoembedpractitionerresearchandenquiryintopractice

LornaPonambalum isascienceteacherandAssistantHeadteacheratHaverstockSchoolCamdenLondonwheresheisalsoDesignatedSafeguardingOfficerLornahasbeeninvolvedinanumberoflessonstudyprojectsincludingtheprojectcoveredinthispaperwhichexaminedapproachestoimproveprimarytosecondarytransition

London Review of Education 19

Appendix Pupiloutcomesatstartandendofprojectwithevidencefromthetriadastowhytheseassessmentsweremade

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Myanalysisoftheirworkbookandmyknowledgeoftheirin-classcontributions

6 Someimprovementswhenthechildismotivated

4 Under-confidentStruggleswhenworkingwithapartner

7 Moreconfidenceofownabilityandrecognizessupportfrompartner

4 AloofIssuesathome 4 Stillstrugglestopayattentionwhenworkinginpairs

5 Struggleswithusingsomeofthekeywords

7 Usesmorekeywordsinherwrittenwork(almostall)Expressingideasinabetterway

4 Struggleswiththekeywords 6 Bettersentencestructureandbetterlinkingofideas

3 Lacksconfidenceinspeakingandwriting

6 MoreconfidenceinverballyansweringquestionsputshandupmoreoftenWritingcanstillbeaproblem

3 NeverraiseshandsRefusedtospeakinpublicNosentencestructure

6 Leftbeforeendofprojectbutwasdemonstratingimprovedvocabularyconfidenceandwrittenwork

4 Notengagedvocabularyandliteraryworkpoor

9 REALLYengagedandimprovementinvocabularyandliterarysentencesimproved

5 Doesnrsquotusevocabularyaccuratelyandnotableintermsofwrittenwork

9 Vocabularyuseismoreaccurateandismuchmoreableintermsofwrittenwork

4 bull Didnotlistenoncarpetortoteachertalk

bull Firstcycleshowssignsofdisengagementinfeedback

bull Writingdifficulttounderstand

7 bull Morefocusedonthetaskonthecarpet

bull Betterqualityofwritingbetterfeedbackascycleprogressed

6 bull Toochattybull Distractedtalkpartnerbull Forgottocheckthroughand

punctuatebull Couldnotpeerassesswell

8 bull Betterlearningbehaviourbull Moreownershipofown

learningandcanselfandpeerassess

6 bull Pronetodistractionbull Unabletofollowaseriesof

instructions

7 bull Handuptoofferideasmorebull Slowlyandcarefullygetson

withataskbull Knowshowtopeerassess

20 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Textsnotproducedwelldistractedanddistractingothers

6 Useofmetalanguagetextsproducedusingappropriategrammar

4 Paucityofideasworknotalwaysmakingsense

7 Takingcontrolofownlearningorganizingideasaboutgrammareffectivelymoreconfidenttostartwritingandproducingcompletetexts

5 Generallackofconfidencedespitebeingahighachiever

7 Textsproducedfullofideasinterviewswithobserversshowconfidencemoreconfidenceinhisideasprovidedheispartneredwithsomeonewhohefindssupportive

5 LackofinvolvementinlessonsPoorwritingandconfusedbymosttasks

7 HavingestablishedthatheappreciatesbeingprobedchallengedbyteachersIdedicatemoretimetoenablinghimtoprocessinformationthroughquestioningHenowoftenstartstasksquickerandtakesmorerisksHeisstillshyanddoesnrsquotusuallyvolunteer

3 Withdrawnndashnevercontributingandoptingoutoftasks

6 TriestasksndashnotalwayswithoutpromptingBeginningtotakerisksandoccasionallyvolunteersideas

7 VerylowconfidenceConsistentlypoorliteracyReluctancetocontributeWrittenworkwaspoorbutreflectedeffortofstudent

9 TriesreallyhardtocompleteworktothebestofherabilityStillrarelycontributesherideas

3 CompletelydisengagedseesnovalueinschoolNotansweringquestionsandtalkingaboutanythingelse

8 Nowfocusesonthefrontputshanduptalksaboutthetopicmostofthetime

6 Easilydistractedwillputhandupbutoftendoesnrsquothaveananswerwhenasked

8 Morefocusedwillstilloftennotlistenoninputbutisabletoasksomeoneelseratherthananadultorjustsittingthere

1 bull Getsoutofseatbull Shoutsoutbull Disturbsothers

na Pupilleftschool

9 Priorattainmentandclassroomobservations

9 Nodifferenceinliteracyattainmentwasconsistent

London Review of Education 21

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Priorattainmentandclassroomobservations

4 Improvedconfidenceincomprehensionandwriting

3 Priorattainmentandclassroomobservations

4 Norealdifferencepossiblyslightlybetteratverbalizing

3 Effortscorelsquo3rsquoinfirstreportLeaningbackonchairnotfocuseddistracted

6 Morefocusmorelikelytoaskforhelpratherthanmisbehave

3 Effortscorelsquo3rsquoinfirstreportDistractingothers

3 NowrarelyinclassndashexclusionabsenceOnoccasionshowsexcellentprogressandcanworkindependently

4 Disengagedonwhole(althoughbaselineobservationswerecarriedoutonalsquogoodrsquoday)Rudenessnottrying

8 ReadingchallengingtextsandlookingupdifficultvocabularyindictionaryFewerdayswhenrefusestowork

3 Severallearningneedsandhashadtroublewithwriting

4 Increasedconfidenceinspellingandwriting(andenthusiasm)ndashespeciallycreativelyContinuestostrugglewithcomprehensionHasmadeprogressaccordingtoassessedwork

5 Asabovealthoughadisparitybetweenqualityandquantityofspokenandwrittenwork

na Haslefttheschool

3 MorewillingtowritethantalkatlengthWritingpoorqualityPoorattentionandbehaviouralissuesasbarrierstolearning

5 HasimprovedappreciablyintermsofspokencontributionstowrittenworkStillpresentsbehaviouralproblemsasmainbarriertoprogressHasmadetwosub-levelsofprogressthisyear(basedonanalysisofclasswork)

6 Readingfictionpooruseofsciencevocab

6 Nothingverydifferent

5 Noattempttousesciencevocab 7 Tryingtousesciencevocab

3 Verypoorengagementwithlargerwrittentasks

7 Betterengagementwithtaskandproductionofhigherlevelworkwithbettervocab

4 Unwillingtodiscusswithinterviewee

5 Writesmoretriestowriteindetailthoughremainsunwillingtoshareideaswritteninclassndashdependentonwork-partner

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

London Review of Education 19

Appendix Pupiloutcomesatstartandendofprojectwithevidencefromthetriadastowhytheseassessmentsweremade

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Myanalysisoftheirworkbookandmyknowledgeoftheirin-classcontributions

6 Someimprovementswhenthechildismotivated

4 Under-confidentStruggleswhenworkingwithapartner

7 Moreconfidenceofownabilityandrecognizessupportfrompartner

4 AloofIssuesathome 4 Stillstrugglestopayattentionwhenworkinginpairs

5 Struggleswithusingsomeofthekeywords

7 Usesmorekeywordsinherwrittenwork(almostall)Expressingideasinabetterway

4 Struggleswiththekeywords 6 Bettersentencestructureandbetterlinkingofideas

3 Lacksconfidenceinspeakingandwriting

6 MoreconfidenceinverballyansweringquestionsputshandupmoreoftenWritingcanstillbeaproblem

3 NeverraiseshandsRefusedtospeakinpublicNosentencestructure

6 Leftbeforeendofprojectbutwasdemonstratingimprovedvocabularyconfidenceandwrittenwork

4 Notengagedvocabularyandliteraryworkpoor

9 REALLYengagedandimprovementinvocabularyandliterarysentencesimproved

5 Doesnrsquotusevocabularyaccuratelyandnotableintermsofwrittenwork

9 Vocabularyuseismoreaccurateandismuchmoreableintermsofwrittenwork

4 bull Didnotlistenoncarpetortoteachertalk

bull Firstcycleshowssignsofdisengagementinfeedback

bull Writingdifficulttounderstand

7 bull Morefocusedonthetaskonthecarpet

bull Betterqualityofwritingbetterfeedbackascycleprogressed

6 bull Toochattybull Distractedtalkpartnerbull Forgottocheckthroughand

punctuatebull Couldnotpeerassesswell

8 bull Betterlearningbehaviourbull Moreownershipofown

learningandcanselfandpeerassess

6 bull Pronetodistractionbull Unabletofollowaseriesof

instructions

7 bull Handuptoofferideasmorebull Slowlyandcarefullygetson

withataskbull Knowshowtopeerassess

20 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Textsnotproducedwelldistractedanddistractingothers

6 Useofmetalanguagetextsproducedusingappropriategrammar

4 Paucityofideasworknotalwaysmakingsense

7 Takingcontrolofownlearningorganizingideasaboutgrammareffectivelymoreconfidenttostartwritingandproducingcompletetexts

5 Generallackofconfidencedespitebeingahighachiever

7 Textsproducedfullofideasinterviewswithobserversshowconfidencemoreconfidenceinhisideasprovidedheispartneredwithsomeonewhohefindssupportive

5 LackofinvolvementinlessonsPoorwritingandconfusedbymosttasks

7 HavingestablishedthatheappreciatesbeingprobedchallengedbyteachersIdedicatemoretimetoenablinghimtoprocessinformationthroughquestioningHenowoftenstartstasksquickerandtakesmorerisksHeisstillshyanddoesnrsquotusuallyvolunteer

3 Withdrawnndashnevercontributingandoptingoutoftasks

6 TriestasksndashnotalwayswithoutpromptingBeginningtotakerisksandoccasionallyvolunteersideas

7 VerylowconfidenceConsistentlypoorliteracyReluctancetocontributeWrittenworkwaspoorbutreflectedeffortofstudent

9 TriesreallyhardtocompleteworktothebestofherabilityStillrarelycontributesherideas

3 CompletelydisengagedseesnovalueinschoolNotansweringquestionsandtalkingaboutanythingelse

8 Nowfocusesonthefrontputshanduptalksaboutthetopicmostofthetime

6 Easilydistractedwillputhandupbutoftendoesnrsquothaveananswerwhenasked

8 Morefocusedwillstilloftennotlistenoninputbutisabletoasksomeoneelseratherthananadultorjustsittingthere

1 bull Getsoutofseatbull Shoutsoutbull Disturbsothers

na Pupilleftschool

9 Priorattainmentandclassroomobservations

9 Nodifferenceinliteracyattainmentwasconsistent

London Review of Education 21

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Priorattainmentandclassroomobservations

4 Improvedconfidenceincomprehensionandwriting

3 Priorattainmentandclassroomobservations

4 Norealdifferencepossiblyslightlybetteratverbalizing

3 Effortscorelsquo3rsquoinfirstreportLeaningbackonchairnotfocuseddistracted

6 Morefocusmorelikelytoaskforhelpratherthanmisbehave

3 Effortscorelsquo3rsquoinfirstreportDistractingothers

3 NowrarelyinclassndashexclusionabsenceOnoccasionshowsexcellentprogressandcanworkindependently

4 Disengagedonwhole(althoughbaselineobservationswerecarriedoutonalsquogoodrsquoday)Rudenessnottrying

8 ReadingchallengingtextsandlookingupdifficultvocabularyindictionaryFewerdayswhenrefusestowork

3 Severallearningneedsandhashadtroublewithwriting

4 Increasedconfidenceinspellingandwriting(andenthusiasm)ndashespeciallycreativelyContinuestostrugglewithcomprehensionHasmadeprogressaccordingtoassessedwork

5 Asabovealthoughadisparitybetweenqualityandquantityofspokenandwrittenwork

na Haslefttheschool

3 MorewillingtowritethantalkatlengthWritingpoorqualityPoorattentionandbehaviouralissuesasbarrierstolearning

5 HasimprovedappreciablyintermsofspokencontributionstowrittenworkStillpresentsbehaviouralproblemsasmainbarriertoprogressHasmadetwosub-levelsofprogressthisyear(basedonanalysisofclasswork)

6 Readingfictionpooruseofsciencevocab

6 Nothingverydifferent

5 Noattempttousesciencevocab 7 Tryingtousesciencevocab

3 Verypoorengagementwithlargerwrittentasks

7 Betterengagementwithtaskandproductionofhigherlevelworkwithbettervocab

4 Unwillingtodiscusswithinterviewee

5 Writesmoretriestowriteindetailthoughremainsunwillingtoshareideaswritteninclassndashdependentonwork-partner

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

20 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Textsnotproducedwelldistractedanddistractingothers

6 Useofmetalanguagetextsproducedusingappropriategrammar

4 Paucityofideasworknotalwaysmakingsense

7 Takingcontrolofownlearningorganizingideasaboutgrammareffectivelymoreconfidenttostartwritingandproducingcompletetexts

5 Generallackofconfidencedespitebeingahighachiever

7 Textsproducedfullofideasinterviewswithobserversshowconfidencemoreconfidenceinhisideasprovidedheispartneredwithsomeonewhohefindssupportive

5 LackofinvolvementinlessonsPoorwritingandconfusedbymosttasks

7 HavingestablishedthatheappreciatesbeingprobedchallengedbyteachersIdedicatemoretimetoenablinghimtoprocessinformationthroughquestioningHenowoftenstartstasksquickerandtakesmorerisksHeisstillshyanddoesnrsquotusuallyvolunteer

3 Withdrawnndashnevercontributingandoptingoutoftasks

6 TriestasksndashnotalwayswithoutpromptingBeginningtotakerisksandoccasionallyvolunteersideas

7 VerylowconfidenceConsistentlypoorliteracyReluctancetocontributeWrittenworkwaspoorbutreflectedeffortofstudent

9 TriesreallyhardtocompleteworktothebestofherabilityStillrarelycontributesherideas

3 CompletelydisengagedseesnovalueinschoolNotansweringquestionsandtalkingaboutanythingelse

8 Nowfocusesonthefrontputshanduptalksaboutthetopicmostofthetime

6 Easilydistractedwillputhandupbutoftendoesnrsquothaveananswerwhenasked

8 Morefocusedwillstilloftennotlistenoninputbutisabletoasksomeoneelseratherthananadultorjustsittingthere

1 bull Getsoutofseatbull Shoutsoutbull Disturbsothers

na Pupilleftschool

9 Priorattainmentandclassroomobservations

9 Nodifferenceinliteracyattainmentwasconsistent

London Review of Education 21

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Priorattainmentandclassroomobservations

4 Improvedconfidenceincomprehensionandwriting

3 Priorattainmentandclassroomobservations

4 Norealdifferencepossiblyslightlybetteratverbalizing

3 Effortscorelsquo3rsquoinfirstreportLeaningbackonchairnotfocuseddistracted

6 Morefocusmorelikelytoaskforhelpratherthanmisbehave

3 Effortscorelsquo3rsquoinfirstreportDistractingothers

3 NowrarelyinclassndashexclusionabsenceOnoccasionshowsexcellentprogressandcanworkindependently

4 Disengagedonwhole(althoughbaselineobservationswerecarriedoutonalsquogoodrsquoday)Rudenessnottrying

8 ReadingchallengingtextsandlookingupdifficultvocabularyindictionaryFewerdayswhenrefusestowork

3 Severallearningneedsandhashadtroublewithwriting

4 Increasedconfidenceinspellingandwriting(andenthusiasm)ndashespeciallycreativelyContinuestostrugglewithcomprehensionHasmadeprogressaccordingtoassessedwork

5 Asabovealthoughadisparitybetweenqualityandquantityofspokenandwrittenwork

na Haslefttheschool

3 MorewillingtowritethantalkatlengthWritingpoorqualityPoorattentionandbehaviouralissuesasbarrierstolearning

5 HasimprovedappreciablyintermsofspokencontributionstowrittenworkStillpresentsbehaviouralproblemsasmainbarriertoprogressHasmadetwosub-levelsofprogressthisyear(basedonanalysisofclasswork)

6 Readingfictionpooruseofsciencevocab

6 Nothingverydifferent

5 Noattempttousesciencevocab 7 Tryingtousesciencevocab

3 Verypoorengagementwithlargerwrittentasks

7 Betterengagementwithtaskandproductionofhigherlevelworkwithbettervocab

4 Unwillingtodiscusswithinterviewee

5 Writesmoretriestowriteindetailthoughremainsunwillingtoshareideaswritteninclassndashdependentonwork-partner

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

London Review of Education 21

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

3 Priorattainmentandclassroomobservations

4 Improvedconfidenceincomprehensionandwriting

3 Priorattainmentandclassroomobservations

4 Norealdifferencepossiblyslightlybetteratverbalizing

3 Effortscorelsquo3rsquoinfirstreportLeaningbackonchairnotfocuseddistracted

6 Morefocusmorelikelytoaskforhelpratherthanmisbehave

3 Effortscorelsquo3rsquoinfirstreportDistractingothers

3 NowrarelyinclassndashexclusionabsenceOnoccasionshowsexcellentprogressandcanworkindependently

4 Disengagedonwhole(althoughbaselineobservationswerecarriedoutonalsquogoodrsquoday)Rudenessnottrying

8 ReadingchallengingtextsandlookingupdifficultvocabularyindictionaryFewerdayswhenrefusestowork

3 Severallearningneedsandhashadtroublewithwriting

4 Increasedconfidenceinspellingandwriting(andenthusiasm)ndashespeciallycreativelyContinuestostrugglewithcomprehensionHasmadeprogressaccordingtoassessedwork

5 Asabovealthoughadisparitybetweenqualityandquantityofspokenandwrittenwork

na Haslefttheschool

3 MorewillingtowritethantalkatlengthWritingpoorqualityPoorattentionandbehaviouralissuesasbarrierstolearning

5 HasimprovedappreciablyintermsofspokencontributionstowrittenworkStillpresentsbehaviouralproblemsasmainbarriertoprogressHasmadetwosub-levelsofprogressthisyear(basedonanalysisofclasswork)

6 Readingfictionpooruseofsciencevocab

6 Nothingverydifferent

5 Noattempttousesciencevocab 7 Tryingtousesciencevocab

3 Verypoorengagementwithlargerwrittentasks

7 Betterengagementwithtaskandproductionofhigherlevelworkwithbettervocab

4 Unwillingtodiscusswithinterviewee

5 Writesmoretriestowriteindetailthoughremainsunwillingtoshareideaswritteninclassndashdependentonwork-partner

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

22 Chris Brown Carol Taylor and Lorna Ponambalum

Rating of pupil at start of

year

Do you have evidence for making this assessment

What did you seehear that makes you give this score

Rating of pupil at endline of year

What are you now seeing that is different In other

words what evidence do you have for giving this score

4 Willanswerquestionsifverysureofanswer

6 Stillunwillingtoshareideasinclassbutwilluseconnectvocabularyifithasbeenembeddedstronglywithinlesson

4 Notinitiallywillingtoshareknowledgethoughdidcometothefrontofclassandshareideas

6 AbletodiscusswithintervieweeindetailinformationaboutexperimentStillsomewhatunwillingtoshare

5 Hesitanttoshareideasoranswerquestionsunlessspecificallyasked

7 Taskdependent

6 Alwayswillingtoshareideasalthoughnotnecessarilyaccurateformalscientificlanguage

8 Attemptstochoosehiswordswhenansweringquestionswhichisgreateffortfromthisstudent

2 Performancedependingonwhoshepartneredwith

3 Moreefforttotalkingroupshoweverthisisonlyasmallstepstillveryhesitantandseeksreassurancefromothers

3 Quietlyengagedndashlistensbutrarelysharesideas

6 MakingalargerefforttotalkwithinagroupStillhesitanttoshareinfrontofclassunlesssheknowsitrsquosright

6 Veryengagedandwillgenerallytalkandshareideasalthoughnotalwaysusingaccuratelanguage

8 Activelysharingandtalkingideasndashbacksupherstatementsusingreasonscanrejectothersrsquoopinionsandjustifywhy

6 AppearsdisengagedhoweverwithprobingdoesknowtheanswersNotalwaystalkingaboutthesubjectndashdependsonpersonwhoheispartneredwith

9 LovessharingideasconstantlyputtinghandupTriestousescientificlanguagendashnotasengagedinwrittentasks

References

AndersonTandShattuckJ(2012)lsquoDesign-basedresearchAdecadeofprogressineducationresearchrsquoEducational Researcher41(1)16ndash25

ArgyrisCandSchoumlnD(1996)Organizational Learning II Theory method and practice ReadingMAAddison-WesleyPublishingCompany

BrownC andRogers S (2015)lsquoKnowledge creation as an approach to facilitating evidence-informedpracticeExaminingwaystomeasurethesuccessofusingthismethodwithearlyyearspractitionersinCamden(London)rsquoJournal of Educational Change16(1)79ndash99

BrykAGomezL andGrunowA (2011)lsquoGetting ideas intoactionBuildingnetworked improvementcommunitiesineducationrsquoInHallinanM(ed)Frontiers in Sociology of Education Frontiers in Sociology and Social ResearchDordrechtNetherlandsSpringer127ndash62

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

London Review of Education 23

CamdenCouncil(2016)lsquoCamdenpartnershipforeducationalexcellencersquoOnlinewwwcamdengovukccmcontenteducationschoolscamden-partnership-for-educational-excellenceen(accessed1April2016)

Camden Education Commission (2011) Camden Education Commission Final report London CamdenChildrenrsquosTrustPartnershipBoardandLondonBoroughofCamden

CheungWMandWongWY(2014)lsquoDoeslessonstudyworkAsystematicreviewontheeffectsoflessonstudyandlearningstudyonteachersandstudentsrsquo International Journal for Lesson and Learning Studies3(2)137ndash49

CoburnCPenuelWandGeilK(2013)Research-Practice Partnerships A strategy for leveraging research for educational improvement in school districtsNewYorkWilliamTGrantFoundation

Cohen-Vogel LTichnor-WagnerAAllenD Harrison C Kainz K SocolAR andWangQ (2015)lsquoImplementingeducationalinnovationsatscaleTransformingresearchersintocontinuousimprovementscientistsrsquoEducational Policy29(1)257ndash77

Department for Children Schools and Families (DCSF) (2008) The National Strategies Strengthening transfers and transitions Partnerships for progressOnlinehttpderaioeacuk74641str_tt_prtnshp_prgrss08308pdf(requiressubscriptionaccessed5September2013)

DepartmentforEducation(2011)How do Pupils Progress During Key Stages 2 and 3ResearchreportDFE-RR096 Online wwwgovukgovernmentuploadssystemuploadsattachment_datafile182413DFE-RR096pdf(accessed1April2013)

Dudley P (2011) lsquoLesson study development in England From school networks to national policyrsquoInternational Journal for Lesson and Learning Studies1(1)85ndash100

ndashndash (2014) Lesson Study A handbook Online httplessonstudycoukwp-contentuploads201401new-handbook-early-years-edition2014-versionpdf(accessed21July2014)

EarleyPandPorrittV(2013)lsquoEvaluatingtheimpactofprofessionaldevelopmentTheneedforastudent-focusedapproachrsquoProfessional Development in Education40(1)112ndash29doi101080194152572013798741

EvangelouMTaggartBSylvaKMelhuishESammonsPandSiraj-BlatchfordI(2008)What Makes a Successful Transition from Primary to Secondary School NottinghamDCSF

FieldingMBraggSCraigJCunninghamIErautMGillinsonSHorneMRobinsonCandThorpJ(2005)lsquoFactorsinfluencingthetransferofgoodpracticersquoOnlinehttpderaioeacuk210011RR615pdf(accessed21July2014)

GaltonMGrayJandRudduckJ(1999)The Impact of School Transitions and Transfers on Pupil Progress and Attainment NottinghamDepartmentforEducationandEmployment

GeroG(2015)lsquoTheprospectsoflessonstudyintheUSTeachersupportandcomfortwithinadistrictcultureofcontrolrsquoInternational Journal for Lesson and Learning Studies4(1)7ndash25

GutierrezKandPenuelW(2014)lsquoRelevancetopracticeasacriterionforrigorrsquoEducational Researcher43(1)19ndash23

LeithwoodKDayCSammonsPHarrisAandHopkinsD(2006) Successful School Leadership What it is and how it influences student learning Researchreport800 LondonDepartmentforEducationandSkills

LewisC(2000)lsquoLessonstudyThecoreof JapaneseprofessionaldevelopmentrsquoPaperpresentedatTheAnnualMeetingoftheAmericanEducationalResearchAssociationNewOrleansLA24ndash8April2000

LincolnYandGubaE(1985)Naturalistic InquiryNewburyParkCASagePublicationsLondonBoroughofCamden(2012)Camden Education Commission Final reportOnlinehttpdemocracy

camdengovukdocumentss16322Camden20Education20Commission20Final20Reportpdf(accessed1April2013)

McGeeCWardRGibbons J andHarlowA (2004)Transition to Secondary School A literature reviewHamiltonNewZealandTheUniversityofWaikato

PenuelW FishmanBHauganC and SabelliN (2011)lsquoOrganizing research anddevelopment at theintersectionoflearningimplementationanddesignrsquoEducational Researcher40(7)331ndash7

PenuelWSunMFrankKandGallagherA(2012)UsingsocialnetworkanalysistostudyhowinteractionscanaugmentteacherlearningfromexternalprofessionaldevelopmentrsquoAmerican Journal of Education119(1)103ndash36

Shepherd J andRokerD (2005)lsquoAn evaluation of aldquotransition to secondary schoolrdquo project run bytheNationalPyramidTrustrsquoOnline wwwyoungpeopleinfocusorguk_assetsphpreportphpfile=37(accessed4September2013)

StollL(2012) lsquoStimulatinglearningconversationsrsquoProfessional Development Today14(4)6ndash12

24 Chris Brown Carol Taylor and Lorna Ponambalum

StollLandBrownC(2015)lsquoMiddleleadersascatalystsforevidence-informedchangersquoInBrownC(ed)Leading the Use of Research and Evidence in SchoolsLondonIOEPress

StollLandFinkD(1996)Changing Our SchoolsBuckinghamOpenUniversityPressTree J(2011)lsquoWhathelpsstudentswithchallengingbehaviourmakeasuccessfultransfertosecondary

schoolrsquoDEdPsydissUniversityCollegeLondonInstituteofEducationTschannen-MoranM(2004)Trust Matters Leadership for successful schoolsSanFranciscoCAJossey-BassVanderlinde R and van Braak J (2010)lsquoThe gap between educational research and practiceViews of

teachers school leaders intermediariesandresearchersrsquoBritish Educational Research Journal36 (2)299ndash316

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3(1)47ndash64