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Article
Publication date: 2 February 2021

Joanna C. Weaver, Gabriel Matney, Allison M. Goedde, Jeremy R. Nadler and Nancy Patterson

The authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.

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Abstract

Purpose

The authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.

Design/methodology/approach

This is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.

Findings

Digital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.

Research limitations/implications

Digital tools used in the online LS process changed how instructional planning can be researched, analyzed and written collaboratively and impacted the fluidity of a lesson, the ease of observation and reflection, student engagement and the researchers' and students' ability to share ideas in real time.

Practical implications

LS can be integrated into online teacher education programs to engage students in online learning and promotes engagement, peer interaction and student voice. The use of these digital tools is not restricted just to remote instructional contexts.

Social implications

LS reduces teacher isolation, builds a collaborative community of teachers and increases instructional motivation. Educators across schools, universities or districts can integrate online LS into remote teacher education programs and online courses.

Originality/value

This study is original work that has not been published elsewhere.

Details

International Journal for Lesson & Learning Studies, vol. 10 no. 2
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 3 July 2024

Joanna C. Weaver, Tionge C. Matangula and Gabriel Matney

This qualitative study extends jigsaw lesson study (JLS) by focusing specifically on the impact of feedback on teacher candidates’ (TCs') professional knowledge and instructional…

213

Abstract

Purpose

This qualitative study extends jigsaw lesson study (JLS) by focusing specifically on the impact of feedback on teacher candidates’ (TCs') professional knowledge and instructional growth in the teacher-educator classroom.

Design/methodology/approach

For this study, JLS took place in two different methods courses and followed the lesson study (LS) framework using the small group rotations of JLS. In each course, the JLS small group teams taught another team before receiving feedback and revising their lessons. Then they would teach another group. After each iteration, teams debriefed and reviewed the feedback to revise their lessons and prepare for reteaching. Following the JLS process, TCs reflected on the impact of feedback in a post-survey that was analyzed, coded and aligned with their lesson iterations and revisions.

Findings

Both integrated language arts (ILA) and math TCs reported that receiving peer feedback improved their lessons, instructional materials, revisions and student engagement. Through collaboration, TCs valued peer dialog, multiple perspectives and TCs learned to provide and receive constructive feedback professionally. Overall, feedback and collaboration helped strengthen their lesson planning as they considered multiple perspectives. Feedback helped TCs consider differentiation and the diversity of learners as well as student engagement while building their professional knowledge.

Originality/value

Although a previous study has shown an impact of JLS in ILA teacher-education courses with a broader scope in mathematics courses, this study focused on the JLS process in two teacher-education courses. Furthermore, current research tends to focus on the LS process, but this study focused specifically on TCs’ perceptions of the impact of feedback of their professional and instructional growth.

Details

International Journal for Lesson & Learning Studies, vol. 13 no. 3
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 22 November 2023

Rongjin Huang, Joanna C. Weaver, Gabriel Matney, Xingfeng Huang, Joshua Wilson and Christine Painter

This study aimed to explore teachers' learning processes through a hybrid cross-cultural lesson study (LS) because little is known about the learning process through this novel…

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Abstract

Purpose

This study aimed to explore teachers' learning processes through a hybrid cross-cultural lesson study (LS) because little is known about the learning process through this novel and promising LS approach.

Design/methodology/approach

This cross-cultural LS lasted over six months focusing on developing a research lesson (RL) related to linear functions/equations by addressing a commonly concerned student learning difficulty. The data collected were lesson plans, videos of RLs, cross-culture sharing meetings and post-lesson study teacher interviews. A cultural-history activity theory (CHAT) perspective (Engeström, 2001) was used as a theoretical and analytical framework, and contradictions were viewed as driving forces of teachers' learning. The data were analyzed to identify contradictions and consequent teachers' learning by resolving these contradictions.

Findings

The results revealed four contradictions occurring during the hybrid cross-cultural LS that are related to the preferred teaching approach, culturally relevant tasks, making sense of the specific topic and enactment of the RL. By addressing these contradictions, the participating teachers perceived their learning in cultural beliefs, pedagogical practice and organization of the lesson.

Research limitations/implications

This study details teachers' collaborative learning processes through hybrid cross-cultural LS and provides implications for effectively conducting cross-cultural LS. However, how the potential learning opportunity revealed from this case could be actualized at a larger scale in different cultures and the actual impact on local practices by adapting effective practices from another culture are important questions to be investigated further.

Originality/value

This study expands teacher learning through cross-cultural LS by focusing on contradictions cross-culturally as driving forces.

Details

International Journal for Lesson & Learning Studies, vol. 13 no. 1
Type: Research Article
ISSN: 2046-8253

Keywords

Available. Content available

Abstract

Details

International Journal for Lesson & Learning Studies, vol. 13 no. 2
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 29 April 2021

Rongjin Huang, Nina Helgevold and Jean Lang

Finding ways in which technology can be used to modify, strengthen, scale up and sustain lesson study (LS) is an emerging field of research. It has become even more important due…

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Abstract

Purpose

Finding ways in which technology can be used to modify, strengthen, scale up and sustain lesson study (LS) is an emerging field of research. It has become even more important due to a pandemic leading to teacher and student learning being delivered online. The purpose of this paper is to present research findings about experiences of online LS and identify issues for further research.

Design/methodology/approach

A systematic search of articles from 2010 to 2020 identified 13 relevant papers, and through analysis, some major themes were identified. All papers in the special issue were synthesized from the lens of the identified themes; finally, further directions are discussed.

Findings

In general, various online LS models were found to have features that resulted in positive effects on teaching and learning, but, whilst several characteristics of effective online learning were identified, some studies also highlighted issues.

Research limitations/implications

There is a need for larger scale projects over an extended period to assess the effectiveness of online LS. Future research focused on carrying out learning study online as well as consideration of equity issues associated with online LS are also suggested.

Originality/value

The studies presented in this issue address the opportunities and challenges of conducting online LS during a pandemic and beyond. Together, the literature review and contributory papers provide an international perspective of using online LS and identify important issues for further research.

Details

International Journal for Lesson & Learning Studies, vol. 10 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

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Article
Publication date: 17 June 2021

Sheshadri Chatterjee and Sreenivasulu N.S.

The purpose of this study is to investigate the impact of artificial intelligence (AI) on the human rights issue. This study has also examined issues with AI for business and its…

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Abstract

Purpose

The purpose of this study is to investigate the impact of artificial intelligence (AI) on the human rights issue. This study has also examined issues with AI for business and its civil and criminal liability. This study has provided inputs to the policymakers and government authorities to overcome different challenges.

Design/methodology/approach

This study has analysed different international and Indian laws on human rights issues and the impacts of these laws to protect the human rights of the individual, which could be under threat due to the advancement of AI technology. This study has used descriptive doctrinal legal research methods to examine and understand the insights of existing laws and regulations in India to protect human rights and how these laws could be further developed to protect human rights under the Indian jurisprudence, which is under threat due to rapid advancement of AI-related technology.

Findings

The study provides a comprehensive insight on the influence of AI on human rights issues and the existing laws in India. The study also shows different policy initiatives by the Government of India to regulate AI.

Research limitations/implications

The study highlights some of the key policy recommendations helpful to regulate AI. Moreover, this study provides inputs to the regulatory authorities and legal fraternity to draft a much-needed comprehensive policy to regulate AI in the context of the protection of human rights of the citizens.

Originality/value

AI is constantly posing entangled challenges to human rights. There is no comprehensive study, which investigated the emergence of AI and its influence on human rights issues, especially from the Indian legal perspective. So there is a research gap. This study provides a unique insight of the emergence of AI applications and its influence on human rights issues and provides inputs to the policymaker to help them to draft an effective regulation on AI to protect the human rights of Indian citizens. Thus, this study is considered a unique study that adds value towards the overall literature.

Details

International Journal of Law and Management, vol. 64 no. 1
Type: Research Article
ISSN: 1754-243X

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