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International Journal for Lesson and Learning Studies
Number of Followers: 4  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 2046-8253
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  • Variation in approaches to lesson analysis – alternative tools for the
           reconstruction of teaching
    • Pages: 78 - 84
      Abstract: International Journal for Lesson and Learning Studies, Volume 7, Issue 2, Page 78-84, April 2018.
      Purpose The purpose of this paper is to review the variation in methods used to analyse lessons in order to improve teaching and learning. Design/methodology/approach It addresses the question of how observations of lessons can be analysed, and what approaches and methods are applicable in the analysis of collected data in lesson and learning studies. Findings In lesson studies, the focus of research varies, the content and context of lessons vary and a variety of qualitative methods are applied in the analysis of lessons. Lesson study is proving to be a versatile research approach to the development of the quality of teaching and learning. Originality/value This review provides an overview of some qualitative methods of content analysis used as analytic tools in the studies presented in this issue of the journal.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2018-04-20T02:35:23Z
      DOI: 10.1108/IJLLS-02-2018-0006
       
  • How we can and why we have to reconstruct teaching
    • Pages: 85 - 97
      Abstract: International Journal for Lesson and Learning Studies, Volume 7, Issue 2, Page 85-97, April 2018.
      Purpose The purpose of this paper is to arrest an ongoing didactisation of teaching leading to the disappearance of the original content of knowledge. Design/methodology/approach Teaching can only be understood within its inner logic by exploring the individual expression of pedagogical practice in three dimensions: education, formation (Bildung), and didactics. Findings The use of sequence analysis is an effective method for the pedagogically based formation of teachers as professionals. Originality/value This research exposes evident contradictions between teaching and learning. It advances the view that Lesson Study be seen as the reconstruction of teaching for learning through sequence analysis of lessons.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2018-04-20T02:35:21Z
      DOI: 10.1108/IJLLS-01-2018-0002
       
  • Challenging teachers’ ideas about what students need to learn
    • Pages: 98 - 110
      Abstract: International Journal for Lesson and Learning Studies, Volume 7, Issue 2, Page 98-110, April 2018.
      Purpose The purpose of this paper is to contribute to the understanding of the processes that make teachers learn in a collaborative arrangement similar to lesson study (LS) and learning study (LearS). The teachers in this collaboration wanted to enhance teaching and student learning (grades 4-7) about decimal numbers. Design/methodology/approach The analysis is based on data from five teachers’ collaborative work in an adaptive arrangement of LS and LearS called subject didactic groups. Data consist of eight audio recordings of the teachers’ meetings as well as written and photographic documentation of the meetings. The analysis was carried out through the lens of expansive learning within an activity system (Engeström, 1987). This entailed a focus on contradictions between teachers’ ways of thinking and acting when individually and collaboratively developing their teaching, on the solutions to the conflicts produced by the teachers, and on how these challenged the teachers’ ideas about what the students need to learn. Findings The authors identified contradictions between formative and summative assessment, exams and stressed students, prevailing norms about teaching and the theoretical tool used for planning and analyzing lessons and student learning, and the local curriculum and time constraints. The solutions to the conflicts were the driving force for developing new and more qualitative knowledge about what the students need to learn. Originality/value This paper gives explicit examples of contradictions and solutions that can challenge and drive teachers to expand their learning in an adaptive form of LS and LearS suited to daily teaching.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2018-04-20T02:35:00Z
      DOI: 10.1108/IJLLS-11-2017-0048
       
  • Beyond the borders of the local
    • Pages: 111 - 123
      Abstract: International Journal for Lesson and Learning Studies, Volume 7, Issue 2, Page 111-123, April 2018.
      Purpose The purpose of this paper is to present how experiences gained from a theory-informed lesson study – learning study (LrS) – in regard to a specific learning goal can be shared and used by other teachers in new contexts. Design/methodology/approach A group of teachers worked together in a cyclic, iterative process of planning, evaluating and revising teaching. The aim was to provide possibilities for grade 2 and 3 students to become familiar with negative numbers. The teacher group came to the conclusion that the students needed to be able to differentiate some aspects of negative numbers. The conjecture was put to the test in a follow-up study (FS) with five new teachers and eight classes. One lesson was taught based on the empirical findings in the LrS. Findings The results suggest that teachers’ collaborative work has possibilities to produce knowledge about critical aspects of learning that can be communicated and adopted in new contexts. The teachers in the FS were able to make sense of the results from LrS and incorporate the critical aspects in their teaching in a way that enhanced students’ learning. Originality/value It is demonstrated that teacher collaboration in LrS can create knowledge that goes beyond the border of the local context.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2018-04-20T02:35:07Z
      DOI: 10.1108/IJLLS-01-2018-0004
       
  • The potential of Lesson Study project as a tool for dealing with dilemmas
           in university teaching
    • Pages: 124 - 135
      Abstract: International Journal for Lesson and Learning Studies, Volume 7, Issue 2, Page 124-135, April 2018.
      Purpose The purpose of this paper is to demonstrate the potential of Lesson Study (LS) as a tool for dealing with dilemmas in university teaching. Design/methodology/approach This paper is the result of a LS project which was developed over two academic years (2015-2016 and 2016-2017) in the Faculties of Education and Teacher Training at the Universities of Cantabria and Oviedo (Spain). The research asked the question “How can better learning be achieved'” The starting point for the research methodology was the identification and analysis of teaching dilemmas. The whole process was based on the triangulation of perspectives through the collection of data using techniques such as peer observation, focus groups, interviews, and the writing of the Teacher’s final report. The methodology the authors used was inspired by the Student Voice “movement.” Findings The findings show that the potential of LS methodology for professional development in higher education is very promising, enabling teachers to deal with the questions raised by practice collaboratively, broaden their professional knowledge, introduce improvements, and establish new ways of understanding the teaching profession based on a collegial approach. Originality/value LS methodology is beginning to be known in Spain. Developments have only taken place very recently and there are still few experiences within the university context. It is not common practice for teaching in higher education to become a public space for reflection and research breaking from the traditional isolation between teachers and incorporating the voices of students.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2018-04-20T02:35:13Z
      DOI: 10.1108/IJLLS-12-2017-0056
       
  • Developing teachers’ mathematical-task knowledge and practice
           through lesson study
    • Pages: 136 - 149
      Abstract: International Journal for Lesson and Learning Studies, Volume 7, Issue 2, Page 136-149, April 2018.
      Purpose The purpose of this paper is to examine how lesson study can lead to teacher learning and improvement of instruction by developing teachers’ mathematical-task knowledge and by supporting teachers’ selection, modification, and implementation of mathematical tasks. Mathematical-task knowledge includes knowledge needed to use tasks that require a high level of thinking and reasoning. Design/methodology/approach A qualitative case study design was used to explore the learning and instruction of three teachers as they went through the process of lesson study, developed knowledge around mathematics tasks, and made changes to their instruction. Methods included direct observation of lessons, semi-structured interviews, and participant observation. Findings This lesson study project supported teachers in developing mathematical-task knowledge and in making change to instructional practice. The teachers discussed in this paper added to their understanding of mathematical tasks and changed how they implemented tasks after lesson study. The teachers began to challenge students to go beyond memorizing or executing procedures to deepen the students’ understanding of mathematical concepts. Teachers developed key insights and understandings of mathematical tasks, triggering shifts in their thinking, and changes to instruction. Collaboration and reflection altered the selection, modification, and implementation of mathematical tasks. Research limitations/implications This study reveals the connections between features of lesson study and the pathways that lead to learning and improvements to instruction. Limitations included the demands of the school district’s pacing guide and curriculum, and a limited number of interviews and observations were conducted after lesson study. Originality/value There are many different ways lesson study has been implemented in the USA, yet the effectiveness of many lesson study projects is still unclear. This study reveals more about the lesson study process, what features are important, and how these features lead to development of knowledge and practice. This study examines how teachers within the same lesson study group added to their knowledge and practice and how different features of lesson study prompt them to make changes.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2018-04-20T02:35:27Z
      DOI: 10.1108/IJLLS-09-2017-0042
       
  • Teachers’ understanding and concerns about the practices of lesson study
           in suburb schools in Laos
    • Pages: 150 - 162
      Abstract: International Journal for Lesson and Learning Studies, Volume 7, Issue 2, Page 150-162, April 2018.
      Purpose Lesson study is a vital approach to improve teaching and learning that Japanese teachers have been utilizing for a century. Lesson study, however, has only recently been recognized as a teacher development strategy in Laos and started implementing in teacher training colleges (TTCs) in 2015. The purpose of this paper is to investigate the extent to which teachers have gained an understanding of the procedure of lesson study and to reveal their initial concerns about its implementation. Design/methodology/approach This research reports on lesson study implementation in a Lao TTC during 2015-2017. Data were collected from 11 classroom observations, lesson study reports, lesson study guidelines, and 70 open-ended questionnaires. Findings Data analysis revealed the initial experience of teachers in the suburb schools in applying lesson study to enhance teaching and students’ learning outcomes, and their concerns regarding lesson study procedure including time management, the format of the lesson study report, and collaboration with lesson study facilitators. The importance of lesson study experts to facilitate the teachers’ lesson study became clear. In addition, school principals and administrators have an important role in empowering teachers to engage confidently with lesson study. Originality/value This study is the first trial project of school-based training for in-service teachers in a TTC and partner primary schools. The aim of the project is to strengthen and promote collaborative learning. To progress lesson study, it is very important to be sensitive to the teachers’ issues in the early stages of the introduction of lesson study.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2018-04-20T02:35:25Z
      DOI: 10.1108/IJLLS-12-2017-0062
       
  • Analysing the object of learning, using phenomenography
    • Abstract: International Journal for Lesson and Learning Studies, Ahead of Print.
      Purpose In this paper, knowledge concerning the meaning of knowing the object of learning is developed using learning study as a research approach. The purpose of this paper is to show how the object of learning, in this case, playing with groove in rhythmic sequences, can be analysed and recognised using phenomenography. Design/methodology/approach The paper reports on a learning study conducted in three different fifth grade elementary school classes. Seven music teachers were involved in preparing the pre-test, designing three research lessons and analysing the material. Findings The findings show that several aspects of the object of learning must be discerned by the learner in order to experience the chosen object of learning and develop in the learning situation. The phenomenographic analysis contributed to refining the meaning of the object of learning. Originality/value In a learning study, knowledge concerning the meaning of the object of learning is generated. The development and specification of this knowledge will be empirically revealed through the analysis process. This paper will contribute to the discussion concerning what must be known in order to develop a specific capability in music education, namely, the capability to feel the groove.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2018-07-04T02:39:50Z
      DOI: 10.1108/IJLLS-12-2016-0053
       
  • Development of bansho (board writing) analysis as a research method to
           improve observation and analysis of instruction in lesson study
    • Abstract: International Journal for Lesson and Learning Studies, Ahead of Print.
      Purpose The purpose of this paper is to develop bansho analysis as a research method to improve observation and analysis of instruction in lesson study, which could potentially visualise pupils’ thinking processes in a lesson. Design/methodology/approach The paper opted for a qualitative method of case study analysis. Data are drawn from a Year 6 Japanese Language lesson of a Japanese primary school. Data collection and data analysis are informed by transcript-based lesson analysis. The process of bansho formation is also reproduced based on video and audio data. Findings Bansho analysis illustrates three main patterns of pupils’ thinking processes, namely, variation of ideas, connection of ideas and attention to ideas. Pupils’ opinion sharing at the beginning of the lesson led to a variety of ideas and they were recorded as part of bansho. There, pupils proceeded to establish connection among ideas. Finally, pupils displayed attention to ideas which were recorded on bansho, by returning to ideas that intrigued them. Research limitations/implications There is a need to investigate the teacher’s role in bansho formation processes in order to develop a more comprehensive bansho analysis method. Other teaching and learning materials such as lesson plans and pupils’ notes should also be included in the study of bansho to develop a more comprehensive bansho analysis. Originality/value Bansho analysis proposed in this paper allows educators and researchers to study bansho with visualisation of bansho-related data. It would serve as an invaluable source of evidence during the observation and reflection stage of lesson study cycle.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2018-07-04T02:31:22Z
      DOI: 10.1108/IJLLS-02-2018-0011
       
  • Lesson study as a fundamental situation for the knowledge of teaching
    • Abstract: International Journal for Lesson and Learning Studies, Ahead of Print.
      Purpose The purpose of this paper is to elaborate on the commonality between the Theory of Didactical Situations (TDS) and lesson study to propose a model of lesson study using both the predominant graphical representation of lesson study by Lewis and the model of the didactical situation at the heart of TDS by Brousseau. Design/methodology/approach Starting by describing and adapting the predominant graphical representation of lesson study by Lewis and the model of the didactical situation at the heart of TDS by Brousseau, the paper integrates the two representations to highlight the commonalities between the students’ learning situation and the teachers’. Based on this integrated graphical representation, the key phases of lesson study are then conceptualised by the mean of the dialectic between didactical and adidactical situation. Findings The reflection about the use of the TDS graphical representation embedded in the lesson study diagram helps the reflection on the use of TDS itself to analyse lesson study. This theoretical analysis describes the process of teacher learning in lesson study and the link between their learning and the student’s. It also shows that lesson study is a good candidate for the fundamental situation of the knowledge for teaching. Originality/value The graphical conceptualisation of lesson study as a learning situation for teachers offers new insight about how teachers learn in lesson study.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2018-07-03T08:31:40Z
      DOI: 10.1108/IJLLS-03-2018-0015
       
  • Lesson study: an exploration of its translation beyond Japan
    • Abstract: International Journal for Lesson and Learning Studies, Ahead of Print.
      Purpose The purpose of this paper is to explore the popularity of Japanese lesson study (JLS) beyond Japan and the challenges this translation might pose. It notes that there is not a universally accepted definition of lesson study (LS) and seeks to identify the “critical components” of JLS through a review of the literature. It then uses a systematic literature review of recent studies of the implementation of LS with in-service teachers beyond Japan to analyse the models of LS used against these seven critical components in order to explore the degree of fidelity to the Japanese model. Design/methodology/approach A broad review of the literature on JLS available in the English language identifies seven “critical components”. A systematic literature review of 200 recent English language studies of the implementation of LS with in-service teachers beyond Japan is then carried out. Articles published between 2005 and 2015 are explored, including peer reviewed articles, scientific journals, book chapters and PhD dissertations. This systematic review enables an analysis of the models of LS used in studies from beyond Japan against the “seven critical components” of JLS. Findings The analysis shows that there is not an internationally shared understanding of Japanese lesson study (JLS) and that many of the missing components are those which distinguish LS as a research process, not simply a collaborative professional development approach. It also reveals that UK LS models seem particularly far from the Japanese model in those critical components which connect teachers’ knowledge and understanding within groups, to knowledge and understanding that exists beyond it. The study discusses whether these differences could be attributed to structural or cultural differences between Japan and other nations. Research limitations/implications The search for descriptions of the JLS is limited to articles available in the English language, which, therefore, represent a quite limited body of authority on the “critical components” of LS. The systematic review is similarly limited to English language articles, and there is a clear bias towards the USA, with the Far East and the UK making up the majority of the remaining studies. The study suggests that future research on LS beyond Japan should consider teachers’ attitudes towards the research elements of the process as well as their skills and confidence in carrying out research into practice. Practical implications The study strikes a note of caution for schools wishing to implement JLS as an approach to teacher professional development in the UK and beyond. Japan’s systemic approach has embedded LS experience and expertise into the education system, meaning a uniform approach to LS is much more likely. In addition, other systemic challenges may arise, for example, UK professional development time and resources is not designed with JLS in mind and may therefore require a significant reworking. Originality/value Whilst several systematic reviews of LS have explored its growth, geographical spread, impact and key features, this study provides a different perspective. It analyses whether and to what degree the “lesson study” models these studies describe align with the literature on JLS, and the implications of this for researchers and practitioners.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2018-07-03T08:26:59Z
      DOI: 10.1108/IJLLS-04-2018-0020
       
  • Making sense of international variations in lesson study and lesson
           study-like practices
    • Abstract: International Journal for Lesson and Learning Studies, Ahead of Print.
      Purpose The purpose of this paper is to examine variations within lesson study (LS) practices and their connections with related traditions: teacher research/enquiry approaches, professional development models, professional learning communities and group problem-solving approaches. Questions are addressed about the relationships between different professional learning approaches in terms of definitions and frameworks. Design/methodology/approach Academic databases and website sources were searched in a purposive way to identify 20 practices associated with these traditions for comparative analysis. Findings A conceptual framework consisting of eight dimensions was constructed to account for the variations within and between these professional learning traditions: for instance, about the settings in which the practices take place, the purposes of the practices and the specific procedures involved. By illustrating how specific practices fitted within this framework it is concluded that the variations within the LS tradition are wide enough to make it difficult to identify a set of necessary and sufficient features of LS to distinguish LS practices from the other non-LS professional learning practices. Reasons are also given for considering whether a polythetic type of definition of professional learning/development practices might be constructed. Research limitations/implications The possibility for a more systematic review of professional learning approaches for the construction of a conceptual framework is discussed. Practical implications Ways in which this kind of conceptualisation can be useful in promoting clarity about professional learning practices and in developing these practices are discussed. Originality/value The originality of this paper lies in the construction of a conceptual framework to analyse similarities and differences within and between various professional learning traditions.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2018-07-01T12:25:18Z
      DOI: 10.1108/IJLLS-02-2018-0007
       
  • On the theorization of lesson study and learning study
    • Abstract: International Journal for Lesson and Learning Studies, Ahead of Print.
      Purpose The purpose of this paper is to provide an introduction of the papers in the current issue. Design/methodology/approach By revealing contrasting features of alternative theories of learning, this paper offers a contribution to the on-going discussion about the role of learning theory in Japanese lesson study and its global adaptations. Findings Attempts to theorize lesson study in contrast to the theory-based learning study reveal a fundamental difference in the learning theories used to underpin this task related to the different world views on which they are founded. Originality/value This paper review provides an overview of the insights into lesson and learning studies provided by the authors in this issue of the journal.
      Citation: International Journal for Lesson and Learning Studies
      PubDate: 2018-06-22T09:40:09Z
      DOI: 10.1108/IJLLS-05-2018-0033
       
 
 
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