The purpose of this paper is to present the findings from a systematic literature review of recent studies of the implementation of Japanese lesson study beyond Japan, reviewing evidence of impact and robustness of the studies. Two studies of the implementation of lesson study from outside the timeframe for the literature review are also reviewed in detail, in order to explore the problematic nature of impact evaluation of lesson study.,A systematic literature review of 154 English language studies of the implementation of lesson study with in-service teachers beyond Japan published between 2006 and 2016 identifies 56 as a measuring impact. A lesson study-specific adaptation of Guskey’s (2000) five levels for the evaluation of professional development enables an analysis of the types of impact measured. An analysis using the Maryland Scientific Method Scale (MSMS) enables a review of robustness. Two recent robust studies from beyond this timeframe are then analysed in detail in terms of their framing of lesson study as an intervention and selection of related impact measures.,The literature review and subsequent analysis shows that studies are largely small-scale US case studies ranking as 1, or “least robust” on MSMS. Studies demonstrate the impact of lesson study on teacher learning and positive reactions, but little evidence of it making a difference to teaching, nor of the impact on schools’ professional learning cultures and structures, is present. The detailed analysis of the two recent studies shows that there are many potential pitfalls for researchers to avoid when measuring the impact of lesson study, specifically in relation to distinguishing lesson study as a professional development intervention, and measuring its impact accordingly.,The systematic review is limited to articles available in the English language, and there is a clear bias towards the USA. The study suggests that future research on lesson study in the UK and beyond should evaluate the implementation of lesson study over a larger scale, gather evidence of the difference lesson study makes to daily teaching and learning, and to its effect on school culture and structures.,The study suggests that researchers should pay careful attention to the fact that lesson study is not an end in itself, merely a means to achieve an identified change to teaching and learning, and design impact measures accordingly.,Unlike other systematic reviews of lesson study, this study analyses the impact evidence for lesson study that might be seen as most relevant to its introduction in cultural and structural contexts beyond Japan. It also explores in detail the potential pitfalls of lesson study impact evaluations, offering guidance to both practitioners and researchers.

中文翻译：

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日本以外的经验教训：评估影响

本文的目的是展示对近期在日本以外实施日语课程学习的研究的系统文献综述的结果，回顾研究的影响和稳健性的证据。还详细回顾了从文献回顾时间范围外实施课文学习的两项研究，以探讨课文影响评估的问题性质。,对 154 项英语语言研究的系统文献综述2006 年至 2016 年间发表的与日本以外在职教师的课程研究将 56 确定为衡量影响。Guskey (2000) 专业发展评估的五个级别的课程研究特定改编能够分析测量的影响类型。使用马里兰科学方法量表 (MSMS) 进行的分析可以审查稳健性。然后，根据课程研究作为干预的框架和相关影响措施的选择，详细分析了该时间范围之外最近的两项稳健研究。 文献综述和随后的分析表明，这些研究主要是小规模的美国案例研究排名为 1，或 MSMS 上的“最不稳健”。研究表明课程学习对教师学习和积极反应的影响，但几乎没有证据表明它对教学产生影响，也没有证据表明它对学校的专业学习文化和结构产生影响。对最近两项研究的详细分析表明，研究人员在衡量课堂学习的影响时有许多潜在的陷阱需要避免，特别是关于将课程学习区分为专业发展干预，并相应地衡量其影响。,系统审查仅限于英文文章，并且明显偏向美国。该研究表明，未来对英国及其他地区课程学习的研究应该在更大范围内评估课程学习的实施，收集课程学习对日常教学和学习的差异及其对学校文化和结构的影响的证据。 ,该研究建议研究人员应密切关注这样一个事实，即课程学习本身并不是目的，而只是实现教学和学习的确定变化的一种手段，并相应地设计影响措施。 ,与其他课程学习的系统评价不同, 本研究分析了可能被视为与将其引入日本以外的文化和结构背景最相关的课程研究的影响证据。它还详细探讨了课程学习影响评估的潜在缺陷，为从业者和研究人员提供指导。