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Publisher: Emerald   (Total: 335 journals)

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Showing 1 - 200 of 335 Journals sorted alphabetically
A Life in the Day     Hybrid Journal   (Followers: 9)
Academia Revista Latinoamericana de Administraci√≥n     Open Access   (Followers: 2, SJR: 0.144, h-index: 4)
Accounting Auditing & Accountability J.     Hybrid Journal   (Followers: 30)
Accounting Research J.     Hybrid Journal   (Followers: 25, SJR: 0.26, h-index: 7)
Accounting, Auditing and Accountability J.     Hybrid Journal   (Followers: 19, SJR: 0.88, h-index: 40)
Advances in Accounting Education     Hybrid Journal   (Followers: 14, SJR: 0.514, h-index: 5)
Advances in Appreciative Inquiry     Hybrid Journal   (SJR: 0.124, h-index: 5)
Advances in Autism     Hybrid Journal   (Followers: 7)
Advances in Dual Diagnosis     Hybrid Journal   (Followers: 47, SJR: 0.228, h-index: 2)
Advances in Gender Research     Full-text available via subscription   (Followers: 3, SJR: 0.229, h-index: 7)
Advances in Intl. Marketing     Full-text available via subscription   (Followers: 5, SJR: 0.123, h-index: 11)
Advances in Mental Health and Intellectual Disabilities     Hybrid Journal   (Followers: 60, SJR: 0.29, h-index: 5)
Advances in Mental Health and Learning Disabilities     Hybrid Journal   (Followers: 29)
African J. of Economic and Management Studies     Hybrid Journal   (Followers: 11, SJR: 0.125, h-index: 2)
Agricultural Finance Review     Hybrid Journal  
Aircraft Engineering and Aerospace Technology     Hybrid Journal   (Followers: 181, SJR: 0.391, h-index: 18)
American J. of Business     Hybrid Journal   (Followers: 16)
Annals in Social Responsibility     Full-text available via subscription  
Anti-Corrosion Methods and Materials     Hybrid Journal   (Followers: 10, SJR: 0.215, h-index: 25)
Arts and the Market     Hybrid Journal   (Followers: 9)
Asia Pacific J. of Marketing and Logistics     Hybrid Journal   (Followers: 8, SJR: 0.244, h-index: 15)
Asia-Pacific J. of Business Administration     Hybrid Journal   (Followers: 3, SJR: 0.182, h-index: 7)
Asian Association of Open Universities J.     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian J. on Quality     Hybrid Journal   (Followers: 2)
Asian Review of Accounting     Hybrid Journal   (Followers: 2, SJR: 0.29, h-index: 7)
Aslib J. of Information Management     Hybrid Journal   (Followers: 24, SJR: 0.65, h-index: 29)
Aslib Proceedings     Hybrid Journal   (Followers: 257)
Assembly Automation     Hybrid Journal   (Followers: 2, SJR: 0.657, h-index: 26)
Baltic J. of Management     Hybrid Journal   (Followers: 3, SJR: 0.354, h-index: 14)
Benchmarking : An Intl. J.     Hybrid Journal   (Followers: 11, SJR: 0.556, h-index: 38)
British Food J.     Hybrid Journal   (Followers: 15, SJR: 0.329, h-index: 35)
Built Environment Project and Asset Management     Hybrid Journal   (Followers: 15, SJR: 0.232, h-index: 4)
Business Process Re-engineering & Management J.     Hybrid Journal   (Followers: 8, SJR: 0.614, h-index: 42)
Business Strategy Series     Hybrid Journal   (Followers: 6, SJR: 0.201, h-index: 6)
Career Development Intl.     Hybrid Journal   (Followers: 16, SJR: 0.686, h-index: 32)
China Agricultural Economic Review     Hybrid Journal   (Followers: 2, SJR: 0.238, h-index: 10)
China Finance Review Intl.     Hybrid Journal   (Followers: 5)
Chinese Management Studies     Hybrid Journal   (Followers: 4, SJR: 0.216, h-index: 12)
Circuit World     Hybrid Journal   (Followers: 15, SJR: 0.346, h-index: 17)
Collection Building     Hybrid Journal   (Followers: 11, SJR: 0.829, h-index: 10)
COMPEL: The Intl. J. for Computation and Mathematics in Electrical and Electronic Engineering     Hybrid Journal   (Followers: 3, SJR: 0.269, h-index: 22)
Competitiveness Review : An Intl. Business J. incorporating J. of Global Competitiveness     Hybrid Journal   (Followers: 6)
Construction Innovation: Information, Process, Management     Hybrid Journal   (Followers: 14, SJR: 0.508, h-index: 8)
Corporate Communications An Intl. J.     Hybrid Journal   (Followers: 7, SJR: 0.703, h-index: 26)
Corporate Governance Intl. J. of Business in Society     Hybrid Journal   (Followers: 7, SJR: 0.309, h-index: 29)
Critical Perspectives on Intl. Business     Hybrid Journal   (Followers: 1, SJR: 0.32, h-index: 15)
Cross Cultural & Strategic Management     Hybrid Journal   (Followers: 8, SJR: 0.356, h-index: 13)
Development and Learning in Organizations     Hybrid Journal   (Followers: 7, SJR: 0.138, h-index: 8)
Digital Library Perspectives     Hybrid Journal   (Followers: 18)
Direct Marketing An Intl. J.     Hybrid Journal   (Followers: 6)
Disaster Prevention and Management     Hybrid Journal   (Followers: 22, SJR: 0.533, h-index: 32)
Drugs and Alcohol Today     Hybrid Journal   (Followers: 129, SJR: 0.241, h-index: 4)
Education + Training     Hybrid Journal   (Followers: 21, SJR: 0.532, h-index: 30)
Education, Business and Society : Contemporary Middle Eastern Issues     Hybrid Journal   (SJR: 0.141, h-index: 10)
Emerald Emerging Markets Case Studies     Hybrid Journal   (Followers: 1)
Employee Relations     Hybrid Journal   (Followers: 6, SJR: 0.435, h-index: 22)
Engineering Computations     Hybrid Journal   (Followers: 4, SJR: 0.387, h-index: 39)
Engineering, Construction and Architectural Management     Hybrid Journal   (Followers: 14, SJR: 0.541, h-index: 28)
Equal Opportunities Intl.     Hybrid Journal   (Followers: 3)
Equality, Diversity and Inclusion : An Intl. J.     Hybrid Journal   (Followers: 14, SJR: 0.239, h-index: 9)
EuroMed J. of Business     Hybrid Journal   (Followers: 1, SJR: 0.145, h-index: 9)
European Business Review     Hybrid Journal   (Followers: 7, SJR: 0.481, h-index: 21)
European J. of Innovation Management     Hybrid Journal   (Followers: 23, SJR: 0.596, h-index: 30)
European J. of Marketing     Hybrid Journal   (Followers: 20, SJR: 0.933, h-index: 55)
European J. of Training and Development     Hybrid Journal   (Followers: 9, SJR: 0.489, h-index: 23)
Evidence-based HRM     Hybrid Journal   (Followers: 6)
Facilities     Hybrid Journal   (Followers: 2, SJR: 0.371, h-index: 18)
Foresight     Hybrid Journal   (Followers: 7, SJR: 0.486, h-index: 20)
Gender in Management : An Intl. J.     Hybrid Journal   (Followers: 17, SJR: 0.359, h-index: 22)
Grey Systems : Theory and Application     Hybrid Journal   (Followers: 1)
Health Education     Hybrid Journal   (Followers: 3, SJR: 0.383, h-index: 17)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 44, SJR: 0.172, h-index: 4)
History of Education Review     Hybrid Journal   (Followers: 13, SJR: 0.141, h-index: 2)
Housing, Care and Support     Hybrid Journal   (Followers: 9, SJR: 0.174, h-index: 4)
Human Resource Management Intl. Digest     Hybrid Journal   (Followers: 17, SJR: 0.121, h-index: 6)
Humanomics     Hybrid Journal   (Followers: 2, SJR: 0.14, h-index: 4)
IMP J.     Hybrid Journal  
Indian Growth and Development Review     Hybrid Journal   (SJR: 0.163, h-index: 4)
Industrial and Commercial Training     Hybrid Journal   (Followers: 5, SJR: 0.217, h-index: 14)
Industrial Lubrication and Tribology     Hybrid Journal   (Followers: 6, SJR: 0.322, h-index: 19)
Industrial Management & Data Systems     Hybrid Journal   (Followers: 6, SJR: 0.63, h-index: 69)
Industrial Robot An Intl. J.     Hybrid Journal   (Followers: 3, SJR: 0.375, h-index: 32)
Info     Hybrid Journal   (Followers: 1, SJR: 0.25, h-index: 21)
Information and Computer Security     Hybrid Journal   (Followers: 22)
Information Technology & People     Hybrid Journal   (Followers: 45, SJR: 0.576, h-index: 28)
Interactive Technology and Smart Education     Hybrid Journal   (Followers: 14, SJR: 0.112, h-index: 1)
Interlending & Document Supply     Hybrid Journal   (Followers: 62, SJR: 0.48, h-index: 13)
Internet Research     Hybrid Journal   (Followers: 42, SJR: 1.746, h-index: 57)
Intl. J. for Lesson and Learning Studies     Hybrid Journal   (Followers: 4)
Intl. J. for Researcher Development     Hybrid Journal   (Followers: 9)
Intl. J. of Accounting and Information Management     Hybrid Journal   (Followers: 8, SJR: 0.304, h-index: 7)
Intl. J. of Bank Marketing     Hybrid Journal   (Followers: 8, SJR: 0.515, h-index: 38)
Intl. J. of Climate Change Strategies and Management     Hybrid Journal   (Followers: 14, SJR: 0.416, h-index: 7)
Intl. J. of Clothing Science and Technology     Hybrid Journal   (Followers: 5, SJR: 0.279, h-index: 25)
Intl. J. of Commerce and Management     Hybrid Journal   (Followers: 1)
Intl. J. of Conflict Management     Hybrid Journal   (Followers: 15, SJR: 0.763, h-index: 38)
Intl. J. of Contemporary Hospitality Management     Hybrid Journal   (Followers: 12, SJR: 1.329, h-index: 35)
Intl. J. of Culture Tourism and Hospitality Research     Hybrid Journal   (Followers: 16, SJR: 0.399, h-index: 5)
Intl. J. of Development Issues     Hybrid Journal   (Followers: 10)
Intl. J. of Disaster Resilience in the Built Environment     Hybrid Journal   (Followers: 8, SJR: 0.225, h-index: 7)
Intl. J. of Educational Management     Hybrid Journal   (Followers: 5, SJR: 0.424, h-index: 32)
Intl. J. of Emergency Services     Hybrid Journal   (Followers: 5, SJR: 0.179, h-index: 1)
Intl. J. of Emerging Markets     Hybrid Journal   (Followers: 4, SJR: 0.199, h-index: 5)
Intl. J. of Energy Sector Management     Hybrid Journal   (Followers: 3, SJR: 0.25, h-index: 12)
Intl. J. of Entrepreneurial Behaviour & Research     Hybrid Journal   (Followers: 5, SJR: 0.694, h-index: 28)
Intl. J. of Event and Festival Management     Hybrid Journal   (Followers: 6, SJR: 0.32, h-index: 8)
Intl. J. of Gender and Entrepreneurship     Hybrid Journal   (Followers: 5, SJR: 0.638, h-index: 6)
Intl. J. of Health Care Quality Assurance     Hybrid Journal   (Followers: 9, SJR: 0.352, h-index: 32)
Intl. J. of Health Governance     Hybrid Journal   (Followers: 26, SJR: 0.277, h-index: 15)
Intl. J. of Housing Markets and Analysis     Hybrid Journal   (Followers: 9, SJR: 0.201, h-index: 5)
Intl. J. of Human Rights in Healthcare     Hybrid Journal   (Followers: 9, SJR: 0.13, h-index: 2)
Intl. J. of Information and Learning Technology     Hybrid Journal   (Followers: 7)
Intl. J. of Innovation Science     Hybrid Journal   (Followers: 9, SJR: 0.173, h-index: 5)
Intl. J. of Intelligent Computing and Cybernetics     Hybrid Journal   (Followers: 3, SJR: 0.258, h-index: 10)
Intl. J. of Intelligent Unmanned Systems     Hybrid Journal   (Followers: 4, SJR: 0.145, h-index: 2)
Intl. J. of Islamic and Middle Eastern Finance and Management     Hybrid Journal   (Followers: 8)
Intl. J. of Law and Management     Hybrid Journal   (Followers: 2, SJR: 0.107, h-index: 2)
Intl. J. of Law in the Built Environment     Hybrid Journal   (Followers: 4, SJR: 0.111, h-index: 2)
Intl. J. of Leadership in Public Services     Hybrid Journal   (Followers: 15)
Intl. J. of Lean Six Sigma     Hybrid Journal   (Followers: 7, SJR: 0.562, h-index: 15)
Intl. J. of Logistics Management     Hybrid Journal   (Followers: 12, SJR: 0.998, h-index: 15)
Intl. J. of Managerial Finance     Hybrid Journal   (Followers: 6, SJR: 0.212, h-index: 11)
Intl. J. of Managing Projects in Business     Hybrid Journal   (Followers: 2)
Intl. J. of Manpower     Hybrid Journal   (Followers: 2, SJR: 0.354, h-index: 37)
Intl. J. of Mentoring and Coaching in Education     Hybrid Journal   (Followers: 24)
Intl. J. of Migration, Health and Social Care     Hybrid Journal   (Followers: 10, SJR: 0.261, h-index: 5)
Intl. J. of Numerical Methods for Heat & Fluid Flow     Hybrid Journal   (Followers: 11, SJR: 0.594, h-index: 32)
Intl. J. of Operations & Production Management     Hybrid Journal   (Followers: 17, SJR: 2.198, h-index: 94)
Intl. J. of Organizational Analysis     Hybrid Journal   (Followers: 3, SJR: 0.222, h-index: 11)
Intl. J. of Pervasive Computing and Communications     Hybrid Journal   (Followers: 3, SJR: 0.165, h-index: 9)
Intl. J. of Pharmaceutical and Healthcare Marketing     Hybrid Journal   (Followers: 4, SJR: 0.304, h-index: 12)
Intl. J. of Physical Distribution & Logistics Management     Hybrid Journal   (Followers: 11, SJR: 1.694, h-index: 66)
Intl. J. of Prisoner Health     Hybrid Journal   (Followers: 10, SJR: 0.254, h-index: 10)
Intl. J. of Productivity and Performance Management     Hybrid Journal   (Followers: 6, SJR: 0.785, h-index: 31)
Intl. J. of Public Sector Management     Hybrid Journal   (Followers: 23, SJR: 0.272, h-index: 37)
Intl. J. of Quality & Reliability Management     Hybrid Journal   (Followers: 8, SJR: 0.544, h-index: 63)
Intl. J. of Quality and Service Sciences     Hybrid Journal   (Followers: 2, SJR: 0.133, h-index: 1)
Intl. J. of Retail & Distribution Management     Hybrid Journal   (Followers: 6, SJR: 0.543, h-index: 36)
Intl. J. of Service Industry Management     Hybrid Journal   (Followers: 2)
Intl. J. of Social Economics     Hybrid Journal   (Followers: 9, SJR: 0.227, h-index: 25)
Intl. J. of Sociology and Social Policy     Hybrid Journal   (Followers: 47, SJR: 0.361, h-index: 5)
Intl. J. of Sports Marketing and Sponsorship     Hybrid Journal   (Followers: 1)
Intl. J. of Structural Integrity     Hybrid Journal   (Followers: 2, SJR: 0.325, h-index: 8)
Intl. J. of Sustainability in Higher Education     Hybrid Journal   (Followers: 12, SJR: 0.616, h-index: 29)
Intl. J. of Tourism Cities     Hybrid Journal   (Followers: 2)
Intl. J. of Web Information Systems     Hybrid Journal   (Followers: 6, SJR: 0.208, h-index: 13)
Intl. J. of Wine Business Research     Hybrid Journal   (Followers: 6, SJR: 0.196, h-index: 12)
Intl. J. of Workplace Health Management     Hybrid Journal   (Followers: 11, SJR: 0.358, h-index: 8)
Intl. Marketing Review     Hybrid Journal   (Followers: 16, SJR: 1.076, h-index: 57)
J. for Multicultural Education     Hybrid Journal   (Followers: 3, SJR: 0.124, h-index: 11)
J. of Accounting & Organizational Change     Hybrid Journal   (Followers: 5, SJR: 0.346, h-index: 7)
J. of Accounting in Emerging Economies     Hybrid Journal   (Followers: 7)
J. of Adult Protection, The     Hybrid Journal   (Followers: 15, SJR: 0.291, h-index: 7)
J. of Advances in Management Research     Hybrid Journal   (Followers: 3)
J. of Aggression, Conflict and Peace Research     Hybrid Journal   (Followers: 49, SJR: 0.177, h-index: 9)
J. of Agribusiness in Developing and Emerging Economies     Hybrid Journal   (Followers: 1)
J. of Applied Accounting Research     Hybrid Journal   (Followers: 16, SJR: 0.22, h-index: 5)
J. of Applied Research in Higher Education     Hybrid Journal   (Followers: 51)
J. of Asia Business Studies     Hybrid Journal   (Followers: 3, SJR: 0.115, h-index: 1)
J. of Assistive Technologies     Hybrid Journal   (Followers: 19, SJR: 0.215, h-index: 6)
J. of Business & Industrial Marketing     Hybrid Journal   (Followers: 8, SJR: 0.664, h-index: 48)
J. of Business Strategy     Hybrid Journal   (Followers: 12, SJR: 0.381, h-index: 17)
J. of Centrum Cathedra     Open Access  
J. of Children's Services     Hybrid Journal   (Followers: 5, SJR: 0.167, h-index: 9)
J. of Chinese Economic and Foreign Trade Studies     Hybrid Journal   (Followers: 1, SJR: 0.188, h-index: 4)
J. of Chinese Entrepreneurship     Hybrid Journal   (Followers: 3)
J. of Chinese Human Resource Management     Hybrid Journal   (Followers: 7, SJR: 0.112, h-index: 3)
J. of Communication Management     Hybrid Journal   (Followers: 7, SJR: 0.735, h-index: 6)
J. of Consumer Marketing     Hybrid Journal   (Followers: 18, SJR: 0.613, h-index: 62)
J. of Corporate Real Estate     Hybrid Journal   (Followers: 3, SJR: 0.633, h-index: 5)
J. of Criminal Psychology     Hybrid Journal   (Followers: 116, SJR: 0.13, h-index: 1)
J. of Criminological Research, Policy and Practice     Hybrid Journal   (Followers: 54)
J. of Cultural Heritage Management and Sustainable Development     Hybrid Journal   (Followers: 11, SJR: 0.109, h-index: 5)
J. of Documentation     Hybrid Journal   (Followers: 186, SJR: 0.936, h-index: 50)
J. of Economic and Administrative Sciences     Hybrid Journal   (Followers: 3)
J. of Economic Studies     Hybrid Journal   (Followers: 10, SJR: 0.498, h-index: 26)
J. of Educational Administration     Hybrid Journal   (Followers: 6, SJR: 0.848, h-index: 36)
J. of Engineering, Design and Technology     Hybrid Journal   (Followers: 17, SJR: 0.173, h-index: 10)
J. of Enterprise Information Management     Hybrid Journal   (Followers: 5, SJR: 0.433, h-index: 38)
J. of Enterprising Communities People and Places in the Global Economy     Hybrid Journal   (Followers: 1, SJR: 0.212, h-index: 8)
J. of Entrepreneurship and Public Policy     Hybrid Journal   (Followers: 9)
J. of European Industrial Training     Hybrid Journal   (Followers: 2)
J. of European Real Estate Research     Hybrid Journal   (Followers: 3, SJR: 0.52, h-index: 7)
J. of Facilities Management     Hybrid Journal   (Followers: 3)
J. of Family Business Management     Hybrid Journal   (Followers: 6)
J. of Fashion Marketing and Management     Hybrid Journal   (Followers: 13, SJR: 0.529, h-index: 30)
J. of Financial Crime     Hybrid Journal   (Followers: 343, SJR: 0.158, h-index: 5)
J. of Financial Economic Policy     Hybrid Journal  
J. of Financial Management of Property and Construction     Hybrid Journal   (Followers: 8, SJR: 0.234, h-index: 1)
J. of Financial Regulation and Compliance     Hybrid Journal   (Followers: 9)
J. of Financial Reporting and Accounting     Hybrid Journal   (Followers: 12)
J. of Forensic Practice     Hybrid Journal   (Followers: 49, SJR: 0.225, h-index: 8)
J. of Global Mobility     Hybrid Journal   (Followers: 1)
J. of Global Responsibility     Hybrid Journal   (Followers: 4)
J. of Health Organisation and Management     Hybrid Journal   (Followers: 23, SJR: 0.67, h-index: 27)
J. of Historical Research in Marketing     Hybrid Journal   (Followers: 3, SJR: 0.376, h-index: 8)
J. of Hospitality and Tourism Technology     Hybrid Journal   (Followers: 4, SJR: 0.672, h-index: 10)
J. of Human Resource Costing & Accounting     Hybrid Journal   (Followers: 5)
J. of Humanitarian Logistics and Supply Chain Management     Hybrid Journal   (Followers: 13)

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Journal Cover International Journal for Lesson and Learning Studies
  [4 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 2046-8253
   Published by Emerald Homepage  [335 journals]
  • Chinese lesson study: a deliberate practice, a research methodology, and
           an improvement science
    • Pages: 270 - 282
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 4, Page 270-282, October 2017.
      Purpose Although CLS has been implemented in China for over a century, it is barely known to educators internationally. The purpose of this paper is to synthesize the salient characteristics of Chinese lesson study (CLS), introduce the major themes of this special issue, and invite dialogues about the theories and practices of CLS. Design/methodology/approach The authors of this editorial paper conducted an extensive literature review on CLS, analyzed the contents and methods of the existing research categorically, compared CLS with other models of LS globally, and present this special issue articles and their major contributions thematically. The theoretical framework of the paper relies mainly on cultural theories and theories on research paradigms such as improvement science, which explain why and how CLS functions in Chinese education system over time. Findings Existing studies suggest that CLS is a deliberate practice for developing instructional expertise, a research methodology for linking research and practice, and an improvement science for instruction and school improvement system wide. In addition to the theorization of CLS, this special issue also introduces some adaptations of CLS outside of China such as the USA and Italy. Originality/value This paper, for the first time, spells out some salient features of CLS, and discusses issues in adapting CLS in other parts of the world. It will enrich the understanding of LS theories and practices in China and promotes trans-cultural development of LS internationally.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-09-25T12:22:13Z
      DOI: 10.1108/IJLLS-08-2017-0037
       
  • Theorizing Chinese lesson study from a cultural perspective
    • Pages: 283 - 292
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 4, Page 283-292, October 2017.
      Purpose The purpose of this paper is to examine the cultural roots of Chinese lesson study (LS) so as to account for its persistence in the Chinese education history as well as its importance in Chinese teacher professional development and student learning. Design/methodology/approach The overarching research question is: “How can Chinese lesson study be theorized from a cultural perspective'” The sub-questions include: “What cultural features do Chinese teachers demonstrate in their LS activities' How can traditional Chinese cultural resources be utilized in explaining the existence and development of these features'” Based on a close reading of firsthand classic texts on Chinese cultural thoughts and related literature, the researchers collected data from Chinese teachers’ LS activities, stimulated recall interviews and focus groups, and related documents. An analysis is conducted with interplay among the theoretical framework, the data, and the researchers’ personal insights. Findings The findings of the study include three aspects. First, in terms of their actions, the Chinese teachers enact their understanding of teaching in public lessons through unity of knowing and doing (知行合一) more than conceptual explication. Second, with regard to their thinking, the Chinese teachers use practical reasoning (实践推理) in deliberate practice of repeated teaching through group inquiry and reflection. Third, a tendency of emulating those better than oneself (见贤思齐) is evident in novice teachers’ learning from “good” examples by expert teachers. Originality/value The revelation of these cultural features can not only contribute to a deeper understanding about the persistence and importance of LS in the Chinese education history, but also provide an example of analyzing LS from a cultural perspective to the world LS community.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-09-25T12:22:06Z
      DOI: 10.1108/IJLLS-12-2016-0059
       
  • School-based teaching research and lesson-case study in mediating the
           second-cycle curriculum reform in Shanghai
    • Pages: 293 - 305
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 4, Page 293-305, October 2017.
      Purpose Emerging research on education reform in Shanghai for the last decade or so has either focused on broad contexts and trends of the second-cycle curriculum reform or the professional development in response to the reform or a few detailed cases of teaching improvement to meet the reform demand. Little attention has been paid to how schools as institutions have been made to respond to and enact the reform. Through three detailed school cases, the purpose of this paper is to understand their distinctive responses to reform in terms of how they interpreted, enacted and sustained their reform efforts and how more importantly lesson-case study and multi-tiered research projects has become a reinvigorated form of Chinese lesson study and teaching research to significantly mediate the school’s curriculum reform efforts. Features of sustainable development behind these cases are conceptualized by Lave and Wenger’s notion of transparency of the mediating technology of a community of practice. Design/methodology/approach Drawing on master’s thesis reports of school leaders (2010-2016), school research publications and lesson cases as secondary data sources, an instrumental multi-case research design was adopted to build detailed case narratives and tease out cross-case comparisons. Findings Building on unique strengths and legacies to solve school problems, the three secondary schools responded to, enacted and sustained the reform in unique ways: case 1, a municipal key school, has focused on “three translations (of curriculum)” involving all teaching research groups (TRGs) in specifying broad curriculum standards and turning them into concrete, actionable designs and student tasks which are tested and refined through iterative cycles of lesson-case study, with the decision making for each translation informed by research projects studying problems arising. Case 2, a district key school, has capitalized on its strong TRGs and used research projects and lesson-case study to unite teaching, research and PD into a whole; and case 3, a regular neighborhood school, has aimed to build a structured PD system to tackle teacher stagnation by stressing the reflection components of each cycle of lesson-case study, challenging teachers to learn in the district-level curriculum integration experiment, and nudging them into their own research projects with well-staged support. In all the three cases, research projects have been networked connecting municipal, district, school and teachers in building a research climate. The lesson-case study has turned designs into refined actions to ensure quality of curriculum implementation and teacher growth. Originality/value This study yields insights into the inner workings of Shanghai’s recent curriculum reform. With strategic injection of research into the familiar institutional structures and organic cultural forms of collegiality, school innovations can be built on familiarity to create a sense of continuity, coherence and institutional identity so that teachers learn from doing with least disruption. The slow and steady work of sustaining innovations and reform goes beyond simple notions of scaling up and relies on building internal drive and institutional and teacher capacity for deep learning in responding to reform.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-09-25T12:22:05Z
      DOI: 10.1108/IJLLS-02-2017-0010
       
  • Learning from the masters: Shanghai’s teacher-expertise infusion
           system
    • Pages: 306 - 320
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 4, Page 306-320, October 2017.
      Purpose The urgency of improving the schools call for a distributed instructional leadership model where teachers are not just recipients of professional development, but also active leaders who are coaches and mentors for their peers. The purpose of this paper is to examine the teacher leadership development system in Shanghai, and identify pathways to constructing actionable models that develop and maximize instructional expertise. Design/methodology/approach This is a qualitative study. Purposive sampling was conducted to select four teaching-study groups from a frame that included all certified “expert teachers” from a large Shanghai district with about 9,000 teachers. Grounded theory approaches were used to understand “what actually happens in the teachers’ world.” Participative observations (of lesson delivering and collaborative decoding), semi-structured interviews, teachers’ reflective journal entries, and video recording of group work and lessons were the main measures of data collection. Findings Three key features of expertise infusion were identified: recognizing, differentiating, and labeling teacher expertise at multiple mastery levels; providing expert teachers with support and leadership responsibilities to lead practice-embedded and cross-school peer learning; and creating a roadmap for teachers to chart continuous learning pathways individually and build an enhanced content pedagogical knowledgebase collectively. Originality/value Results from this study provide the impetus for further exploration in how Shanghai continuously share and improve good teaching systemically, which could be informative to US schools and districts in their effort of redesigning professional development that maximizes available expertise among teachers and stimulates teacher-led action research for student learning.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-09-25T12:22:09Z
      DOI: 10.1108/IJLLS-12-2016-0061
       
  • Perceived professional knowledge and competence of mathematics specialists
           and its development in China
    • Pages: 321 - 335
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 4, Page 321-335, October 2017.
      Purpose The purpose of this paper is to explore what professional knowledge and competence (PKC) that knowledgeable others, namely, mathematics teaching research specialists (MTRS) in China, need to know, and how they may develop their PKC. Design/methodology/approach This study adopts mixed methods. A survey on PKC with 549 MTRS is utilized to examine MTRS’ perceived held and ideal PKC and perceived effective ways of developing their PKC. The responses to the open-ended questions on the survey were used to identify additional dimensions of PKC and ways of developing PKC. Multiple techniques of quantitative data analysis were employed to feature the characteristics of PKC and structure of the survey, and the relationship between background variables and perception of PKC. Collectively, this study paints a rich and comprehensive picture about Chinese knowledgeable others’ knowledge and competence, and its development. Findings The data analysis reveals that the participants appreciated the six-dimension model of MTRS’ PKC. They were confident with their PKC in general, but varied in different aspects. The factor analysis showed the six-dimension model could be further clustered into two components: knowledge about mathematics teaching and learning and competence in mentoring and educational leadership, and knowledge about content, assessing student learning, and use of technology. The participants perceived their learning through multiple ways including: learning through reading, attending specific training programs, attending and mentoring teaching research activities both school-based and across regions, observing and debriefing lessons, sharing within online learning communities. All these venues jointly contribute to developing MTRS’ PKC. Originality/value This is the first empirical study on MTRS’ PKC and its development in China based on such a large sample. The findings of this study not only contribute to an understanding of knowledgeable others in Chinese lesson study and providing suggestions for support of their development, but also provide implications for studies of practice-based mathematics teacher-educators globally.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-09-25T12:21:54Z
      DOI: 10.1108/IJLLS-12-2016-0056
       
  • Chinese lesson study, Learning study and keys to learning
    • Pages: 336 - 347
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 4, Page 336-347, October 2017.
      Purpose The purpose of this paper is threefold. First, the authors set out to advance the thesis that lesson study should be considered as the signature pedagogy of teachers. Second, the authors want to argue that combining the core attributes of Chinese lesson study and Learning study will improve the practice of lesson study. Third, the authors attempt to demonstrate how teachers discover necessary aspects of the object of learning (here called “keys to learning”) through their engagement in Learning studies. Design/methodology/approach The paper conducted a contrastive analysis of two varieties of lesson studies: the Chinese lesson study and the Learning study. Findings Lesson studies form a field of varieties, but the commonality among them (i.e. the focus on the lesson) makes the lesson study a strong candidate for being “the signature pedagogy” of teachers. The most important attribute of the Chinese lesson study is its close connection to the daily work of teachers through its embeddedness in teacher research group (arguably the core organisational principle of the Chinese educational system). The most important attribute of the Learning study is its theoretical grounding which helps teachers create an environment for the students to discern and appropriate necessary aspects of the object of learning. Practical implications Different varieties may be enriched by including the two core attributes found in the Chinese lesson study and the Learning study. Originality/value Two empirical studies are used to exemplify how teacher might discover previously unknown necessary aspects of the object of learning (here called “keys to leaning”).
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-09-25T12:22:02Z
      DOI: 10.1108/IJLLS-01-2017-0005
       
  • From Shanghai to Tennessee
    • Pages: 348 - 364
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 4, Page 348-364, October 2017.
      Purpose The purpose of this paper is to document a three-year international project aimed to improve the capacity of participating schools and districts in implementing and scaling Teacher Peer Excellence Groups (TPEGs). The TPEG model involves teams of teachers organized by subject matter or grade levels, deeply engaged in communities of practice for instructional improvement. It facilitates the professionalization of teaching through the de-privatization of teacher practice, collaborative planning, giving and receiving actionable feedback, and holding one another accountable for implementing improvement measures. Design/methodology/approach The project is a collaborative partnership between US and Chinese universities and school districts in Tennessee and Shanghai. Mixed-method approaches were used to track the development and implementation of the TPEG model in 27 pilot schools in six Tennessee districts from 2013 to 2016. Data were collected through school site visits, lesson-planning documents, classroom observations, focus groups, interviews, and teacher and principal surveys. Findings This paper compiles the key findings from multiple research studies and program reports about the TPEG project. Findings provide encouraging evidence that, given sufficient support and guidance, teachers can construct productive learning communities. The results show consistent positive and statistically significant result across all three key signposts for effective communities of practice – increases in instructional collaboration, comfort with deprivatized teaching practice, and engagement in deprivatized teaching practice. These findings hold after controlling for key enabling conditions and school characteristics. Qualitative analyses provide a rich and nuanced picture of how TPEGs were doing after the implementation grants. Participating schools reported a full range of engagements in TPEGs, and emphasized the role of school leadership in facilitating and supporting teachers to lead and participate in TPEGs. Originality/value The TPEG project provides a valuable case study to address the benefits, concerns, and potential risks associated with cross-cultural learning of effective instructional practices. Findings from the three-year process highlight the key steps of cultivating the necessary culture and expertise to support, implement, and sustain effective TPEGs school-wide and district-wide. It also underscores the necessity of developing and customizing tools and resource kit for supporting this work such as observation protocols, feedback guides, and examples of timetables to conduct TPEG activities.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-09-25T12:22:10Z
      DOI: 10.1108/IJLLS-12-2016-0062
       
  • Improving core instructional practice in mathematics teaching through
           lesson study
    • Pages: 365 - 379
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 4, Page 365-379, October 2017.
      Purpose The purpose of this paper is to examine how teachers improve core instructional practices in teaching mathematics for problem solving through lesson study (LS). The core practices included launching a task, implementing a task, and orchestrating students’ solutions. Design/methodology/approach This study adopted multiple case study and survey methodologies. Each of three LS groups developed a research lesson on problem solving in algebra through Chinese LS, which includes collaborative planning and repeated teachings/debriefings of the research lesson with support from experts. The data collected included lesson plans, videotaped research lessons and debriefing meetings, and an end-of-project survey. Case studies supported by survey data were utilized to describe how research lessons were improved and what teachers learned from LS. Findings A fine-grained analysis of the data revealed that the participants improved their strategies for teaching for problem solving, which included effectively launching tasks, strategically implementing tasks, and productively orchestrating students’ solutions to the tasks. Further, analyses revealed that the feedback from experts during debriefing meetings played crucial roles in making these changes. Moreover, participants learned how to implement these core instructional practices and changed their views about students’ learning. Originality/value The study uncovers the mechanisms about how teachers improve teaching and their expertise in teaching through Chinese LS. The importance of the dynamic between repeated teaching and immediate feedback from knowledgeable others is highlighted.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-09-25T12:21:59Z
      DOI: 10.1108/IJLLS-12-2016-0055
       
  • Cultural transposition of Chinese lesson study to Italy
    • Pages: 380 - 395
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 4, Page 380-395, October 2017.
      Purpose The purpose of this paper is to explore the early implementation of a model of mathematics teacher development in Italian schools, inspired by Chinese lesson study (CLS), focusing on similarities and differences. Design/methodology/approach A research lesson study on fractions in the fourth grade was conducted. The approach was designed based on the theory of semiotic mediation (TSM) enriched by means of quaternary analysis and the variation pedagogy of CLS. In this study, qualitative methods were employed involving the collection of data including lesson plans, observations and post-lesson analyses. Findings The purpose of this study is to determine what works and what does not work in the Italian context. Answers to the following research questions are provided: How did LS incorporate quaternary analysis and variation pedagogy in the TSM' How and why were changes introduced in the structure of the lesson plan with respect to the CLS' How did members of the Italian Mathematics Teaching Research Group increase their knowledge of teaching methods and content' Research limitations/implications The issues to be considered in further studies include the possible conflicts emerging between the cultures of teaching in China and Italy and the way to overcome them. Practical implications The main ideas of CLS are consistent with the general indications of the Italian Ministry of Education for the three-year program (2016-2019) of mandatory teacher development. Originality/value Reporting the findings of an Italian LS is aimed at exploring the differences and similarities among the different forms of LS, under the influence of cultural and institutional constraints.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-09-25T12:21:57Z
      DOI: 10.1108/IJLLS-12-2016-0057
       
 
 
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