The hullabaloo of schooling: the influence of school factors on the (dis)continuation of lesson study

Figures & data

Table 1. Operationalisation organisational routines lens to lesson study.

Organisational routine	Operationalisation
Repeated	Schools decide to repeat lesson study in their own setting after the LSPLN ends. Schools have plans to repeat lesson study the next year with the pilot groups and potentially to form more groups.
Recognisable pattern of interdependent actions	Schools plan meetings with sufficient time for lesson study. Schools continue with the core features of the research cycle.
Multiple actors	Schools gather participants for lesson study groups in their own schools. Schools have collective participation during lesson study meetings.

Table 2. Characteristics of the 14 case study schools.

School	Pupils	Interviews (N)
		School/team leaders	Teachers
Greenfield	1,247	1	1
Park West	281	2	3
Bakersfield	1,361	1	1
Mayfair	305	1	1
Wisteria	1,111	1	1
Adams	920	1	3
Franklin	1,100	1	2
Oak Grove	1,183	1	1
Palmdale	1,381	2	2
Evergreen	1,163	1	2
Silver Oak	1,400	1	1
Inglewood	1,004	0	1
Glendale	2,051	1	1
Pine Hill	1,775	1	1

Table 3. Analytical tool (based on Rodríguez-Dorans and Jacobs 2020).

Codes	Helps illustrate	Key words: What we looked for
Characters	Who – Important characters, relationships between characters	Names, pronouns, experiences or events involving other people
Time	When – sequence of the story, experience of time	Dates, conjunctions of time (after, before, when), periods (weeks, months, days).
Space	Where – organisational context	The school site, but also the states of mind of the people involved
Key events	How/why – connections and relationships, interactions, turning points, wider influences	Link to important decisions made regarding implementation of lesson study, link to development and performance of lesson study in the school
Phenomena of interest	How/why – how the phenomena of interest are narrated, experienced	Influence of school factors on the implementation and performance of lesson study. The school factors identified were (1) staff appointment, (2) turnover, (3) other routines in the school, (4) the organisation of scheduling, (5) school finances and (6) school size

Table 4. Overview of reported influential school factors.

Type of school factor	Specific school factor	Number of schools reporting its influence
Employment characteristics	Part-time appointment	12
	Turnover	8
	(Un)Planned leave of absence	3
	Work location	3
	Beginning teachers	2
Malleable school characteristics	Policy on school improvement	11
	Scheduling	8
	School finance	3
Fixed school characteristic	School size	2

Rodríguez-Dorans, E., and P. Jacobs. 2020. “Making Narrative Portraits: A Methodological Approach to Analysing Qualitative Data.” International Journal of Social Research Methodology 23 (6): 611–623. doi:10.1080/13645579.2020.1719609.

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