for Journals by Title or ISSN
for Articles by Keywords
help

Publisher: Emerald   (Total: 335 journals)

 A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z  

        1 2 | Last   [Sort by number of followers]   [Restore default list]

Showing 1 - 200 of 335 Journals sorted alphabetically
A Life in the Day     Hybrid Journal   (Followers: 9)
Academia Revista Latinoamericana de Administración     Open Access   (Followers: 2, SJR: 0.144, h-index: 4)
Accounting Auditing & Accountability J.     Hybrid Journal   (Followers: 28)
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: 13, SJR: 0.514, h-index: 5)
Advances in Appreciative Inquiry     Hybrid Journal   (SJR: 0.124, h-index: 5)
Advances in Autism     Hybrid Journal   (Followers: 4)
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: 4, SJR: 0.123, h-index: 11)
Advances in Mental Health and Intellectual Disabilities     Hybrid Journal   (Followers: 59, SJR: 0.29, h-index: 5)
Advances in Mental Health and Learning Disabilities     Hybrid Journal   (Followers: 28)
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: 171, SJR: 0.391, h-index: 18)
American J. of Business     Hybrid Journal   (Followers: 15)
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: 7, 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: 1)
Asian Review of Accounting     Hybrid Journal   (Followers: 2, SJR: 0.29, h-index: 7)
Aslib J. of Information Management     Hybrid Journal   (Followers: 21, SJR: 0.65, h-index: 29)
Aslib Proceedings     Hybrid Journal   (Followers: 246)
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: 15, SJR: 0.686, h-index: 32)
China Agricultural Economic Review     Hybrid Journal   (Followers: 1, 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: 12, 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: 6, 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: 15)
Direct Marketing An Intl. J.     Hybrid Journal   (Followers: 6)
Disaster Prevention and Management     Hybrid Journal   (Followers: 20, SJR: 0.533, h-index: 32)
Drugs and Alcohol Today     Hybrid Journal   (Followers: 127, SJR: 0.241, h-index: 4)
Education + Training     Hybrid Journal   (Followers: 20, 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: 16, 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: 43, 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: 3)
Intl. J. for Researcher Development     Hybrid Journal   (Followers: 9)
Intl. J. of Accounting and Information Management     Hybrid Journal   (Followers: 7, SJR: 0.304, h-index: 7)
Intl. J. of Bank Marketing     Hybrid Journal   (Followers: 7, SJR: 0.515, h-index: 38)
Intl. J. of Climate Change Strategies and Management     Hybrid Journal   (Followers: 15, SJR: 0.416, h-index: 7)
Intl. J. of Clothing Science and Technology     Hybrid Journal   (Followers: 6, SJR: 0.279, h-index: 25)
Intl. J. of Commerce and Management     Hybrid Journal   (Followers: 1)
Intl. J. of Conflict Management     Hybrid Journal   (Followers: 14, 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: 9)
Intl. J. of Disaster Resilience in the Built Environment     Hybrid Journal   (Followers: 7, 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: 4, 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: 10, 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: 14)
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: 22)
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: 10, 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: 21, 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: 48, 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: 5, 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: 47, 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: 15, 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: 18, 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: 121, 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: 183, 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: 5, 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: 4, 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: 4, SJR: 0.52, h-index: 7)
J. of Facilities Management     Hybrid Journal   (Followers: 3)
J. of Family Business Management     Hybrid Journal   (Followers: 5)
J. of Fashion Marketing and Management     Hybrid Journal   (Followers: 13, SJR: 0.529, h-index: 30)
J. of Financial Crime     Hybrid Journal   (Followers: 381, 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: 20, 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)

        1 2 | Last   [Sort by number of followers]   [Restore default list]

Journal Cover International Journal for Lesson and Learning Studies
  [3 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 2046-8253
   Published by Emerald Homepage  [335 journals]
  • Teacher learning through collaboration
    • First page: 186
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 3, July 2017.
      Purpose This editorial review introduces the papers in the current issue and invites comment from readers often of the journal. Design/methodology/approach This editorial review is intended to stimulate a discussion about the effect of iterative models of professional development, the meaning of student-centered learning, valid evidence of teachers’ learning through collaborative professional development, teachers’ responses to top-down innovation and the cultural script of teaching, all of which are focal in the texts published in issue 6.3 of the journal. Findings The boundaries between lesson and learning studies, top-down and bottom-up innovations, teacher learning and teacher participation and cultural scripts are far from distinct and for good reasons. Originality/value This editorial review provides an overview of the insights and issues identified by the authors in this issue of the journal.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-05-26T02:54:50Z
      DOI: 10.1108/IJLLS-05-2017-0025
       
  • Models for collaborative professional development for teachers in
           Mathematics
    • First page: 190
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 3, July 2017.
      Purpose This study describes a review of the most frequently cited English articles of five models of collaborative professional development for Mathematics teachers, aiming to describe the character of the development addressed and its quality issues. Design/methodology/approach The most frequently cited articles were chosen for their impact on the scientific discourse; they identify what aspects of the models are most focused and of interest. The research questions were; 1) how is professional development described in the articles?, and 2) what improvements are the models trying to increase or what problem are the models trying to solve? The review of these articles was also analysed in relation to four quality indicators for praxis improvement (Author, 2015): (A) ecological validation for predictive power, (B) generalization in theory, (C) cross-setting interventions, and (D) continuing professional development. Findings The result shows differences in focus. Educational action research focuses on solving the participants’ problem in the school environment while Learning Study tests different instructional designs to find the best method for teaching a subject. Lesson study and Teacher Research Groups are collaborative professional development models integrated into the teachers’ ordinary work to develop everyday teaching and learning, and Educational Design Research is mainly designed by researchers studying areas of interests, which can be shared by teachers. Research limitations/implications The articles used for the analysis are a selection, and not a total sample of everything published about the models. This can be both a limitation and strength. A very small sample of typical studies are used for the analysis, even though the models are used in several other situations and contexts as well, which can be seen as a limitation. However, as the selection of articles have the strongest impact on the research of each model, as they are the most cited articles and affect the way they are used. The contexts differ and this can be seen as a limitation as the models might be more efficient in some cultural settings than other. Practical implications Based on the articles’ findings, these five models can all be recommended to develop students’ mathematical knowledge as well as teachers’ pedagogical content knowledge. The results of this review can be used to guide what model to use depending on the need for professional development. Originality/value The overview is different from an ordinary research review, as the focus is on the most cited articles. This is made to capture the main shape of how the models are presented in an international research context as the articles have an impact of how the models are understood and shared between contexts in different countries.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-05-26T02:54:49Z
      DOI: 10.1108/IJLLS-12-2016-0051
       
  • A perspective of teachers’ appropriation of educational innovations
    • First page: 202
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 3, July 2017.
      Purpose This paper proposes a framework describing teachers’ affective and cognitive thought processes, as well as the sensemaking and decision-making ongoing within them, during the various stages of the appropriation of an educational innovation. Design/methodology/approach The Rubicon model of action phases, borrowed from psychology, is first used as a lens to understand teacher will. The model is subsequently adapted to reconcile it with existing literature on teacher beliefs, teacher sensemaking, and teacher resistance. Findings The proposed framework shows that teachers’ appropriation of an educational innovation is multi-layered and multi-dimensional. This contradicts appropriation as simply a procedural implementation of research recommendations, culminating in only success or failure. Originality/value The paper sensitises policy makers, school leaders, and teacher educators to the complexity of the appropriation process. The proposed framework serves as a starting point for school and reform leaders, to re-examine their school’s implementation of an educational innovation from a more human relations perspective.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-05-26T02:54:48Z
      DOI: 10.1108/IJLLS-12-2016-0052
       
  • The individual teacher in lesson study collaboration
    • First page: 216
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 3, July 2017.
      Purpose We aim to investigate the learning of individual teachers participating in lesson study collaboration. We adapt a participatory framework about teacher learning. A second aim is to investigate the potential of this framework compared with other approaches used in lesson study research. Design/methodology/approach We use collective case studies. By being participant observers we provide detailed descriptions of two selected teachers’ lived experiences of lesson study collaboration. In addition to gain first-hand insights, we conducted interviews before, between and after two rounds of lesson studies, and we recorded the various lesson study activities. Findings The paper provides empirical insights into the complexity of teacher learning. By using the participatory framework, we identify significant shifts in the participation of each of the two teachers’ during a two-year lesson study project. By comparing these shifts we identify significant conditions for their individual learning. Research limitations/implications Although the study is small scale, both the insights into the different ways in which teachers participated and the theoretical insights might be valuable for other lesson study approaches. Practical implications The paper provides valuable insights into conditions that might influence teacher participation in lesson study activities especially in cultures with little experience of lesson study. Originality/value This paper fulfils a need to investigate individual teacher’s learning in lesson study collaborations. The paper also contributes deeper theoretical understandings of teacher learning which have been called for in recent lesson study research.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-05-26T02:54:52Z
      DOI: 10.1108/IJLLS-10-2016-0041
       
  • What matters in student-centered learning? Managing conditions for
           students to appropriate the object of learning
    • First page: 233
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 3, July 2017.
      Purpose There have been ideological variations in understanding of student-centered learning (SCL) culminating in varied practices of SCL across the world. This study explores the impact of learning study on teachers’ appropriation of the conditions for learning in SCL lessons. Design/methodology/approach Three secondary school mathematics teachers in Tanzania formed a learning study group, guided by the theory of variation, to share their experience of how to engage learners in experiencing critical aspects of the object of learning. In-depth interviews, records of teachers’ lesson preparation meetings, and students’ tests were tools used to collect data. All of the qualitative data was analyzed using a phenomenographic variation framework and coding strategies. Moreover, a paired sample t-test was used to analyze the students’ pre- and post-test results. Findings The results show that teachers were able to identify critical aspects of two mathematics objects of learning and create conditions for engaging learners in experiencing those aspects sequentially and simultaneously. There was strong evidence that the theory of variation as a framework helps teachers to learn effective ways of creating conditions for students to appropriate features of the mathematics objects of learning as well as developing a new SCL pedagogical framework. Originality/value This study suggests that using learning study guided by the theory of variation supports teachers’ appropriation of the conditions for student learning within an SCL framework.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-05-26T02:54:52Z
      DOI: 10.1108/IJLLS-02-2017-0009
       
  • How teachers respond to students’ mistakes in lessons: a cross cultural
           analysis of a mathematics lesson
    • First page: 249
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 3, July 2017.
      Purpose This study aims to capitalize on the advantages of an evidence-based lesson analysis while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study approach. Emphasis here is on a cross cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. Design/methodology/approach This paper draws on data collected by the authors in a lesson study in Malaysia that aimed to provide a cross cultural analysis of a Malaysian mathematics lesson (grade 10) through the eyes of Japanese educators. Data retrieved should determine the cultural script of a mathematics class in Malaysia with an emphasis on Malaysian teachers’ responses to students’ mistakes in class. The cross cultural analysis of a lesson is a comparative method that reveals the hidden factors at play by increasing awareness of characteristics in classroom situations that are self-evident to all involved members. Findings The findings are intended to the cultural script of Malaysia in context of ‘classroom culture regarding mistakes’ and ‘mistake management behavior’. The impact on the quality of teaching and learning also discussed in relation to how it can be improved in practice from the following perspectives: (1) the teacher’s attitudes towards student mistakes; (2) how mistakes are treated and dealt with in class; and (3) how learning from mistakes are managed. The data in Table 3 provides a meta-analysis of evidences of ‘classroom culture regarding mistakes’ and ‘mistake management behavior’ of the teacher from the Malaysian researchers and practitioners’ perspective as well as from the lens of the Japanese educators. Research limitations/implications This study realizes both sets of researches value the importance of mistakes. It is important to identify the source of students’ mistakes and further learn from them. In order to reveal the overall structure of the cultural script of lessons we need to realize that various cultural scripts are at work in the production of any given lesson. In the future, the authors hope to develop the potential of this view of culture script of teaching through cross cultural analysis for lesson study and curriculum research and development. Practical implications This study aims to capitalize on the advantages of evidence-based lesson analysis through the lesson study process while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study methodology. Originality/value There is currently little empirical research addressing ‘classroom culture regarding mistakes’ which mostly represents how teachers and students learn from mistakes in the classroom. This study focus on a cross cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. The following perspectives is examined: (1) the teacher’s attitudes towards student mistakes; (2) how mistakes are treated and dealt with in class; and (3) how learning from mistakes are managed.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-05-26T02:54:51Z
      DOI: 10.1108/IJLLS-12-2016-0058
       
  • Is there really any difference between Lesson and Learning Study? Both
           focus on neriage
    • First page: 118
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 2, April 2017.
      Purpose To highlight similarities between Japanese Lesson Study, Chinese Lesson Study and Learning Study, Design/methodology/approach This editorial review is intended to stimulate a discussion about a critical aspect of both Lesson and Learning Studies exemplified by the texts published in issue 6.2 of the journal. Findings The author identifies neriage, the comparison and discussion phase of Japanese Lesson Study, as a critical aspect of both Lesson and Learning Studies and emphasises that both involve research leading to teachers learning what makes effective lessons possible. Attention is drawn to the importance of being explicit about the theory of learning behind Lesson and Learning Studies and how its implementation leads to teacher learning. Originality/value This editorial review provides a framework for evaluating the quality of lesson and learning studies in educational institutions.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-02-15T12:31:08Z
      DOI: 10.1108/IJLLS-02-2017-0008
       
  • Two tenses are better than one Using contrast and complexity to develop
           grammatical understanding
    • First page: 124
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 2, April 2017.
      Purpose The aim of this paper is to present some findings from a Learning study (Lindström, 2015) with Swedish 6th grade pupils on the English grammatical structure, the progressive aspect (PROG). The focus is on how the lesson design and the treatment of the subject content, informed by variation theory, affected the learning of the PROG. Design/methodology/approach Four teachers of English as a foreign language, including the teacher researcher, collaborated to plan, teach, evaluate and analyze a series of six research lessons. The theoretical framework was the variation theory of learning which was used both to design the lessons and analyse teaching and learning. A basic assumption is that learning is a function of discernment, and discernment is conditional upon experiencing variation. Empirical data consisted of interview transcripts, pre- and post-lesson assessments, and video recordings of the lessons. Findings The use of the present tense when teaching the PROG was insufficient. When the past tense was introduced, along with particularly powerful examples, pupils’ understanding of the PROG improved. Furthermore, reversing the conventional order by instead beginning the lesson with examples in the past tense, helped the pupils’ to generalise the meanings of the PROG. Improved pupil learning outcomes were observed when the PROG was treated from the perspective of wholeness, simultaneity and complexity. Originality/value The findings challenge conventional ways of teaching the PROG and thus have value for instruction of English as a foreign language.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-02-15T12:31:04Z
      DOI: 10.1108/IJLLS-10-2016-0034
       
  • Improving English Language teaching through lesson study: case study of
           teacher learning in a Singapore primary school grade level team
    • First page: 135
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 2, April 2017.
      Purpose This paper reports on how a grade level team in a Singapore primary school used lesson study to mediate the implementation of the English Language (EL) national curriculum. It aims to explore how this process had mobilized different teacher knowledge, challenged their beliefs of teaching and student learning, and created impact on their learning and knowledge. Design/methodology/approach An interpretive qualitative study using a case study methodology was employed. Data collected included participant observations and individual interviews. Transcripts of lesson study discussions were open coded for the content of teacher discourse and the sources of influences on the teachers’ reasoning and action. Findings The findings indicate that each stage of the lesson process engaged teachers’ deliberative discourse differently and constituted their (1) building a common inquiry stance into the problem of student learning in reading and writing, (2) moving away from lesson-based view to embracing a curriculum-based deliberation, and (3) challenging their assumptions and enabling their learning to adopt students’ lens in improving the research lesson. Originality/value This study provides an illustrative case on how teachers’ talk about work practices in lesson study mediated teacher learning in a group context. The study established the importance of an interconnected view of teacher interaction in lesson study that factored in the consideration of the influences at the individual teacher level and at the school level that enabled and/ or impeded a broader consideration of practice and richer conditions for the mentoring of novice teachers in the team.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-02-15T12:30:59Z
      DOI: 10.1108/IJLLS-11-2015-0037
       
  • How and what teachers learn from collaborative professional development
    • First page: 151
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 2, April 2017.
      Purpose Using a model of teachers’ conceptions of teaching developed from phenomenography to identify what are the critical features of teaching that must be present if teachers are to learn and using a variation theory of learning to explain how they learn, we report on a study of teacher learning through participation in sustained collaborative subject based professional development groups supported by a facilitator. Design/methodology/approach The groups engaged in cycles of lesson study action research to improve the learning outcomes of their students. We intended to engage the teachers in an exploration of their own and their students’ experiences to understand the relationship between the enactment of the research lesson(s) and the educational outcome. We collected over 157 hours of video recorded teachers’ meetings involving 15 groups, 47 hours of follow-up interviews and 97 hours of lessons. In this paper we report on the progress of one of those groups. We analysed the transcripts to see what, if any, dimensions of variation were opened in discussion, affording the opportunity for learning. We sought the simultaneous juxtaposition, the bringing together, of threads that have entered the discussion that have the potential to open dimensions of variation – to add critical features to the ‘what’ and ‘how’ dimensions of teaching. Findings We identified necessary conditions for teacher learning through collaborative subject based professional development groups. Any member of the group might bring this about. The facilitator or coach might be expected to perform this role in the group, and to sustain the group’s attention on the critical features of the object of learning. Practical implications The paper provides valuable insights into strategies to change teacher perspectives from a transmission oriented to a construction oriented view of teaching in the face of new and challenging curriculum demands. Originality/value In the work reported here we have used variation theory to design lesson study. This is rather different from a learning study where the teachers engaged in the study use variation theory to design their research lesson(s). It is a learning study of teachers’ professional development.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-02-15T12:31:02Z
      DOI: 10.1108/IJLLS-09-2016-0028
       
  • Lesson studies in initial mathematics teacher education
    • First page: 169
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 2, April 2017.
      Purpose This paper reviews research concerning the use of lesson studies in the education of secondary school prospective mathematics teachers. It discusses the adaptations made on the designs, the aims and outcomes established, the processes used, and the needed improvements in the experiences reported so far. Design/methodology/approach The scientific studies reviewed were identified in a Google search, using the key words “lesson study”, “mathematics”, and “secondary”. The identified material was recorded in a data base and the themes for analysis cover the planning, carrying out and reflection phases of a formative process. Findings The paper identifies several pending issues regarding the use of lesson studies in prospective teacher education such as defining aims, establishing relationships among participants, scaling, and adapting lesson studies for the particular purpose of educating future teachers. Research limitations/implications At a practical level, this review suggests that lesson studies in preservice teacher education must have a clear formative aim. It also shows that many formats are possible and must be chosen according to the specific conditions. In addition, it suggest the need for research regarding the definition of aims, the working relationships established among participants, the problem of scale, and the problem of adaptation or simplification. Originality/value The paper identifies key issues in the design of lesson studies in initial teacher education. It argues that besides signaling the positive outcomes, more critical (or self-critical) investigations are needed, e.g. using external researchers as “critical friends”, that address their difficulties, limitations and drawbacks in a more thorough way.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-02-15T12:31:06Z
      DOI: 10.1108/IJLLS-08-2016-0021
       
  • List of reviewers
    • Pages: 182 - 182
      Abstract: International Journal for Lesson and Learning Studies, Volume 6, Issue 2, Page 182-182, April 2017.

      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2017-03-10T10:27:00Z
      DOI: 10.1108/IJLLS-04-2017-063
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
Home (Search)
Subjects A-Z
Publishers A-Z
Customise
APIs
Your IP address: 54.81.44.140
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2016