Purpose Lesson study (LS) research is disadvantaged by a lack of clarity surrounding the potential outcomes an LS cycle can produce for participant learning. The purpose of this paper is to set out a model of the potential outcomes an LS cycle can achieve. The model identifies the limitations that can occur in LS groups and how these limitations impact on the overall outcomes for participants. Design/methodology/approach Case studies are used to exemplify the different outcomes in the model taken from five years of LS work in a primary school in England. The case studies shape the four different outcomes of the model, defining and contextualising the attributes and characteristics of each outcome. Findings The model presented indicates that there are four key outcomes for LS cycles, with the most common outcome being a form of limited learning. The paper explores the limitations of time, collaboration and expertise to articulate how each of these limiting factors has a bearing on the overall outcome for an LS cycle. Research limitations/implications The model is currently based on a singular educational setting. This means that each outcome needs further exploration through wider LS work in order to clarify and refine the outcome model. Practical implications The outcome model will support the development of a shared vocabulary for discussing LS cycles. By articulating where on the outcome model an LS is, it is possible for researchers to discuss how to reduce the impact of limitations and other challenges to LS, enabling research to develop a more evaluation-led approach to using LS. Originality/value The outcome model supports LS researchers in articulating the outcomes of their LS cycles with a shared vocabulary. It addresses understudied areas of LS research, namely failed and dysfunctional LS cycles and identifies that while an LS can bring the potential for participant learning, the cycle outcomes are the starting point for participant change.

中文翻译：

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课程学习成果：理论模型

目的 课程研究 (LS) 研究由于缺乏明确的 LS 循环可为参与者学习产生的潜在结果而处于不利地位。本文的目的是建立一个 LS 周期可以实现的潜在结果的模型。该模型确定了 LS 组中可能出现的限制以及这些限制如何影响参与者的整体结果。设计/方法/方法案例研究用于举例说明模型中的不同结果，该模型取自英格兰一所小学五年的 LS 工作。案例研究塑造了模型的四种不同结果，定义了每个结果的属性和特征并将其置于背景中。结果 模型表明 LS 周期有四个关键结果，最常见的结果是一种有限的学习形式。本文探讨了时间、协作和专业知识的局限性，以阐明这些限制因素中的每一个如何影响 LS 周期的整体结果。研究限制/影响 该模型目前基于单一的教育环境。这意味着每个结果都需要通过更广泛的 LS 工作进一步探索，以澄清和完善结果模型。实际意义 结果模型将支持开发用于讨论 LS 周期的共享词汇。通过阐明 LS 在结果模型上的位置，研究人员可以讨论如何减少限制和其他挑战对 LS 的影响，使研究能够开发出一种更加以评估为导向的使用 LS 的方法。原创性/价值 结果模型支持 LS 研究人员使用共享词汇表阐明其 LS 周期的结果。它解决了 LS 研究中未被研究的领域，即失败和功能失调的 LS 循环，并确定虽然 LS 可以带来参与者学习的潜力，但循环结果是参与者改变的起点。