Mike Schmoker, in his book puts forth two core arguments for the improvement of schools. First, classroom instruction influences students’ performance and secondly, despite best of intentions, most classroom instructions are not effective.
 
For improving the classroom instruction, the author advocates use of the action research technique of lesson study or lesson research, which can work as a team-based continuous improvement model of teacher effectiveness. Thus, lesson study, when made a part school-based teacher development and an instrument for the betterment of classroom processes, can combine equity and quality in schools.

 
According to the author, in Japan and Germany, school leaders arrange to for teams of teachers to meet regularly to create – to craft and refine – lessons and teaching units until they have the a desired impact on students’ learning. Furthermore, conferences and lesson fairs are held on lesson studies where practitioners demonstrate their lessons to win appreciation and get feedback to improve classroom instruction.
 
The book has been published by the Association for Supervision and Curriculum, Alexandria, US and is a required reading for those who are in the field of education.