| The most recent Trends in International Mathematics and Science Study (TIMSS) demonstrates that U.S. student performance in mathematics continues to lag behind that of other nations. The need to improve student achievement in mathematics is evident. Yet, unlike other higher-achieving countries, Japan in particular, the U.S. lacks a mechanism for instigating and supporting change in education. The Japanese Lesson Study model is one such mechanism. However, implementing Lesson Study in its Japanese form has been difficult in the U.S. Inspired by Lesson Study, this study implements a professional development model—coined the lesson cycle—for Algebra teachers at a large, diverse U.S. high school. The modifications to the Japanese model are designed to preserve many of the key components of Japanese Lesson Study, but also to fit the new model within the structure of a U.S. high school. The heart of this action research study has partner-teachers working together to create foundational Algebra lessons, then teach, analyze and revise these lessons in an effort to target specific goals for student learning.;The lesson cycle process, as it was implemented at Mountain View High School, produced positive results. Teachers reported that the lesson cycle led them to a more student-centered approach, and caused them to reflect more frequently on their instructional practices. Within the structural and cultural constraints of a large suburban high school, the lesson cycle created collaborative model for teachers to reflect on their instructional practices in the context of a well-planned lesson. Change is gradual, and the lesson cycle process facilitates the first step in the changes in teacher thinking necessary for teachers to become sophisticated researchers in their own classrooms. The positive impact on student learning, in contrast to teachers' perceptions that students are unable to learn algebra at grade level, provides a ray of hope—the study participants moved away from believing that their "at-risk" students would inevitably fail, toward the belief that all of their students could, in fact, learn. |
