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Article
Publication date: 1 July 2018

Brahm Norwich

The purpose of this paper is to examine variations within lesson study (LS) practices and their connections with related traditions: teacher research/enquiry approaches…

464

Abstract

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.

Details

International Journal for Lesson and Learning Studies, vol. 7 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Available. Content available

Abstract

Details

International Journal for Lesson and Learning Studies, vol. 3 no. 3
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 11 July 2016

Brahm Norwich, George Koutsouris, Taro Fujita, Thomas Ralph, Anna Adlam and Fraser Milton

It is argued that the issues of translating basic science, including knowledge from neuroscience, into relevant teaching are similar to those that have been experienced over a…

495

Abstract

Purpose

It is argued that the issues of translating basic science, including knowledge from neuroscience, into relevant teaching are similar to those that have been experienced over a long period by educational psychology. This paper proposes that such a translation might be achieved through lesson study (LS), which is an increasingly used technique to stimulate teacher enquiry. To explore these issues, the purpose of this paper is to present the findings from a modified LS approach that involved psychologists and mathematics lecturers working together with school-based teachers to prepare a series of lessons on mathematics.

Design/methodology/approach

The LS team review and planning meetings and subsequent interviews were recorded and analysed for common themes, with reference to patterns of knowledge bridging. Particular attention was paid to translational issues and the kind of knowledge used.

Findings

Overall, there was some successful bridging between theory and practice, and evidence of translation of theoretical knowledge into relevant teaching practice. However, the analysis of the team’s interactions showed that relatively little involved a useful applied neuroscience/neuropsychology element, whereas other psychological knowledge from cognitive, developmental, educational and clinical psychology was considered more relevant to planning the LS.

Originality/value

This study illustrates how reference to brain functioning has currently little specific to contribute directly to school teaching, but it can arouse increased interest in psychological processes relevant to teaching and learning. This approach reaffirms the central role of teacher-led research in the relationship between theory and practice. The findings are also discussed in relation to the SECI model of knowledge creation.

Details

International Journal for Lesson and Learning Studies, vol. 5 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

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Article
Publication date: 27 May 2014

Brahm Norwich, Pete Dudley and Annamari Ylonen

The purpose of this paper is to make the case for the novel use of lesson study (LS) for assessment purposes, in addition to its typical use to develop teaching and for…

1061

Abstract

Purpose

The purpose of this paper is to make the case for the novel use of lesson study (LS) for assessment purposes, in addition to its typical use to develop teaching and for professional development. The specific use of LS for assessment in this paper is for pupils experiencing learning difficulties in order to enhance understanding of their needs.

Design/methodology/approach

The paper explains briefly the origins and principles of LS and draws on evidence from various studies for why and how it can be used for assessment purposes. The key role of formative assessment in the LS process is connected to the parallel developments of dynamic assessment and the response to instruction approach to the assessment of pupils with learning difficulties.

Findings

The paper concludes with an account of how the assessment use of LS can be translated into practical assessment procedures.

Originality/value

The value of the paper is in the original and explicit explanation and justification of the use of LS principles for formative assessment of pupils with learning difficulties.

Details

International Journal for Lesson and Learning Studies, vol. 3 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

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Article
Publication date: 21 June 2013

Annamari Ylonen and Brahm Norwich

This paper aims to discuss findings from a development and research project using the lesson study (LS) method in England, which had the overall aim of improving learning…

1068

Abstract

Purpose

This paper aims to discuss findings from a development and research project using the lesson study (LS) method in England, which had the overall aim of improving learning opportunities for pupils identified as having moderate learning difficulties (MLD). MLD is one of the most prevalent areas of special educational needs in the UK and the project is the first UK attempt to use LS with pupils with identified learning difficulties. The contexts, mechanisms (processes) and outcomes of the lesson studies carried out at the project schools are discussed and analysed.

Design/methodology/approach

The paper outlines and discusses how teachers carried out lesson studies in 14 secondary schools and evaluates the lesson study processes in their school contexts by using both qualitative and quantitative research methods. The methodology uses a realist evaluation approach which links contexts, mechanisms and outcomes in order to develop and test a programme theory.

Findings

The teachers reported positive processes and outcomes of the lesson study experience for themselves and for the pupils with MLD, but outcomes for the schools were more ambiguous. The findings raise issues about the importance of wider support for the LS process in schools for its successful implementation as well as potential difficulties that teachers may face when engaged in the process.

Originality/value

The paper shows how LS methods can be applied to the professional learning of teachers focused on teaching pupils with learning difficulties in ordinary and some special schools. In so doing, it contributes to the developing literature about Lesson Study in the West. The analysis goes beyond the description of LS practice to examine empirically how LS outcomes arise from specific processes in particular contexts. The findings are relevant to teachers, professional developers and researchers with LS interests as well as educators interested in developing inclusive practices for pupils with special educational needs.

Details

International Journal for Lesson and Learning Studies, vol. 2 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

Available. Content available
Article
Publication date: 1 January 2014

244

Abstract

Details

International Journal for Lesson and Learning Studies, vol. 3 no. 1
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 22 June 2018

Keith Wood

The purpose of this paper is to provide an introduction of the papers in the current issue.

456

Abstract

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.

Details

International Journal for Lesson and Learning Studies, vol. 7 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Available. Content available
Article
Publication date: 12 August 2022

Nicole A. Suarez

467

Abstract

Details

International Journal for Lesson & Learning Studies, vol. 11 no. 3
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 1 June 1928

MIDSUMMER sees the general settling down of thoughtful librarians to a contemplation of their Winter programmes. This seems a cruel suggestion since (if we are fortunate) the…

24

Abstract

MIDSUMMER sees the general settling down of thoughtful librarians to a contemplation of their Winter programmes. This seems a cruel suggestion since (if we are fortunate) the skies are still blue above us, the trees green, and—well, holidays are just ahead. One duty, however, belongs to midsummer and that is the annual election of the Library Association Council. There is growing evidence that in this matter we are no longer prepared to leave our representation in the most important council that exists for us to chance. By the time these words appear the question, so far as 1928 is concerned, will have been settled. We hope a well‐balanced Council will be the result, and that, after an interval of several years, Ireland will be represented.

Details

New Library World, vol. 31 no. 1
Type: Research Article
ISSN: 0307-4803

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Article
Publication date: 1 January 1939

WE offer our readers good wishes for 1939. We hope that every kind of library may be allowed in peace to pursue its development for the spreading of good reading, to the end that…

48

Abstract

WE offer our readers good wishes for 1939. We hope that every kind of library may be allowed in peace to pursue its development for the spreading of good reading, to the end that enlightenment and with it wisdom may prevail amongst our millions of readers. We hope too that it will be another year of progress in service, in good and deftly‐employed technique, in the development of the will to make libraries interesting, attractive, useful and indeed inevitable and essential to all men. For librarians we hope it may be a further stage in the promotion of their profession, of growth of their own faith in it, and of increase in the willingness of those who employ librarians in municipalities, counties, colleges and other places to recognize training and service with better pay, prospects and status. We know that appreciation will not give greater willingness to serve; we do know it will give greater happiness.

Details

New Library World, vol. 41 no. 6
Type: Research Article
ISSN: 0307-4803

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