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

Brown, C; Taylor, C; Ponambalum, L; (2016) Using design-based research to improve the lesson study approach to professional development in Camden (London). London Review of Education , 14 (2) pp. 4-24. 10.18546/LRE.14.2.02. Green open access

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Abstract

The Haverstock Primary to Secondary Transition Project was designed to improve the experience of transition to secondary school for vulnerable pupils in Camden (London). The project used lesson study to help primary and secondary practitioners work collaboratively, to develop effective cross-phase pedagogical approaches to teaching English/literacy and science. This paper has three specific aims in relation to the project. First it reports on how a design-based research (DBR) method was used to tailor the lesson study approach to the Camden context in order to maximize its benefits and ensure its sustainability and scalability. Second it illustrates how a DBR approach to impact assessment led to a radical rethink and understanding of how impact might be measured with regard to projects that involve joint practice development. Specifically, collaborative approaches to practice development rely on more iterative, evolving approaches to understanding and collecting baseline data, developing strategies, and understanding the goals to be reached. Finally, it provides initial data on the impact of the DBR-led lesson study approach.

Type: Article
Title: Using design-based research to improve the lesson study approach to professional development in Camden (London)
Open access status: An open access version is available from UCL Discovery
DOI: 10.18546/LRE.14.2.02
Publisher version: https://doi.org/10.18546/LRE.14.2.02
Language: English
Additional information: Copyright © 2016 Brown,Taylor, and Ponambalum. This is an Open Access article distributed under the terms of the Creative Commons Attribution Licence (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Keywords: design-based research (DBR); lesson study; professional development; joint practice development (JPD); impact; measuring impact; primary to secondary transition; transition
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/1522291
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