Author

Ryan Harrity

Date of Award

5-2013

Document Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Abstract

Lesson study, the primary form of professional development in Japan, is receiving increased attention in the U. S. Its efficacy in Japan is well documented, and it has been successfully implemented in the U. S. Other educator-scholars have adequately argued for its use in American schools. What is needed, however, is more documented evidence of its implementation and outcomes, as well as school-specific frameworks for conducting lesson study in various schools, especially independent schools. There has been extensive documentation of lesson study in public schools across the U. S., but none, as we know, in independent schools. This paper establishes a framework for and analysis of lesson study at one independent school, Bank Street School for Children.