NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1159994
Record Type: Journal
Publication Date: 2016-Sep
Pages: 21
Abstractor: As Provided
ISSN: EISSN-1474-8479
Using Design-Based Research to Improve the Lesson Study Approach to Professional Development in Camden (London)
Brown, Chris; Taylor, Carol; Ponambalum, Lorna
London Review of Education, v14 n2 p4-24 Sep 2016
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.
UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7911-5565; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)
Grant or Contract Numbers: N/A