Search results

This study aimed to explore how a group of Chinese primary mathematics teachers learned through conducting an online cross-cultural lesson study between China and Australia.

An expansive learning theory was adopted to examine teachers' learning through collective activities across different activity systems. Multiple data sets including videos of research lessons, debriefings and audios of interviews were collected. From the expansive learning perspective, based on a fine-grained qualitative data analysis, various contradictions (as driving forces of learning) were identified and the ways of resolving the contradictions (as enactment of learning) were located to feature teacher learning throughout the online lesson study process.

Teachers' expansive learning includes enhancing teachers' MKT and Mathematics TPACK, developing instructional design skills and capabilities in addressing challenges occurring in the virtual environment were identified.

Theoretically, the study illustrated how expansive learning theory could be utilized to examine teacher collaborative learning in the online cross-cultural lesson study. Practically, this study showed that reiterative cycles and experts' facilitation are crucial to expansive learning for linking research to classroom practice. However, this study did not focus on student learning in the virtual environment. Australian teachers' reciprocal learning through the online lesson study also requires further exploration.

Both online lesson study and cross-cultural collaboration are innovative. The expansive learning lens are creatively used to examine the complexity of teacher learning in such a novel environment.

This study explored how teachers change, what teachers learn and how they learn during the implementation of project-based learning through lesson study.

In this study, three university researchers, one doctoral student and six mathematics school teachers formed a lesson study team. Using a qualitative research method, this study employed a locally integrating networking strategy to combine the modified Interconnected Model of Teacher Professional Growth (IMTPG) and Bannister's framework to describe the teachers' knowledge change when participating in a lesson study on project-based learning.

The research revealed that the school teachers' knowledge about authenticity and assessment in the context of project-based learning was changed after the lesson study and how the changes were triggered.

The study demonstrates how the networking of two different theories—modified IMTPG and Bannister's framework—contributes to a better understanding of the process of teachers' collective practice, as well as the knowledge change in PjBL. This networking was done by combining the two theories, which were superimposed at the domain of practice.

This paper presented the learning process of a group of primary mathematics teachers who participated in two iterations of lesson design, enactment and reflection in a Chinese Lesson Study.

An expansive learning theory was employed to examine the teachers’ learning process in lesson study (LS) on representing fractions on a number line. The evolution of a germ cell was utilized to feature the transformation of the object of activity from abstract to concrete through resolving contradictions among LS members. The videos of lesson planning, research lessons (RLs) and debriefing meetings were collected and analyzed to reveal the expansive learning process.

The analysis showed that the teachers expanded their learning through transforming the object from diffuse to concrete and expanded through consciously articulating the germ cell. The outcomes of object-oriented activity include improving the enacted lesson which promoted students’ conceptual understanding.

This study made a unique contribution to understanding the learning process of teachers in Chinese LS from the perspective of expansive learning.

The purpose of this paper is to report a case study of how learning study was incorporated in teacher education programs in Hong Kong. It aims to share the success of the program and to disseminate how pre‐service teachers enhanced their mathematical content knowledge and pedagogical content knowledge by practising learning study. Building on the work, this paper suggests incorporating the framework of learning study, a theory‐guided pedagogical principle, as an integrated subject of mathematics pedagogy and teaching practice in teacher education programs.

In total 32 pre‐service teachers’ learning journals of their reflections of learning processes were analyzed. The analysis of data and reporting of findings are linked tightly to how pre‐service teachers enhanced their mathematical content knowledge and pedagogical content knowledge by practising learning study.

The 32 pre‐service teachers noted that the learning study subject fostered their understanding of relationship between theory and practice and their understanding of transforming knowledge into action. In particular, they came to understand that knowledge of pupils and content involves a particular mathematical idea or procedure and familiarity with students’ prior knowledge and misconceptions. They also reported that they understood better what mathematics pedagogy content knowledge means and what components it includes.

The suggestions of incorporating the framework of learning study in teacher education programs is supported and manifested by the positive feedback and comments of the 32 pre‐service teachers who underwent the entire learning process of learning study in Hong Kong. The findings demonstrate how pre‐service teachers’ mathematical content knowledge and pedagogical content knowledge were enhanced by practising learning study.

The purpose of this paper is to pull together articles published in the journal over the last five years in terms of their relevance to the main themes and issues that have shaped its development.

The idea is that the paper enables teachers and researchers in schools and higher education institutions to access a substantial and unique collection of lesson and learning studies, and articles about the theoretical and methodological issues they raise, in the context of a rapidly globalising phenomenon.

The paper sets a framework for evaluating the growth and development of lesson studies as a form of practice-based teacher research.

This paper, authored by the founding chief editor of the IJLLS, establishes conceptual links between the theory and practice of lesson study and the wider field of practice-based pedagogical research.

This study aims to look into the role of gamification as an effective marketing tool to engage with consumers and influence purchase behaviours. As there are a plethora of gamified elements, it is crucial to determine which of them can significantly facilitate consumer purchase behaviour. Therefore, a unique stimulus–organism–response (SOR) framework which encompasses four popular gamified elements (i.e. fun, rewards, competition and badges) was employed to investigate consumers’ engagement.

An online survey was utilized to collect the data which yielded 307 responses. Subsequently, partial least squares-structural equation modeling (PLS-SEM) was used to analyse the data.

Among the gamification elements assessed in this study, fun was revealed to be the strongest facilitating antecedent of shopping engagement. However, reward was revealed to have an insignificant effect on shopping engagement. In addition, it was found that consumers undergo a processual development with regard to their impulse buying of retail food products. More precisely, shopping engagement is a significant facilitator of customer satisfaction which subsequently motivates impulse buying.

This is among the pioneering studies to provide detailed insights into the effect of different gamified elements on consumer engagement. Furthermore, a number of practical and theoretical implications for the relevant stakeholders were discussed.

This paper aims to explore and compare academics’ experiences of managing work-life balance (WLB) in the British and Chinese contexts. The authors have three specific purposes. Firstly, to investigate whether there are marked gender differences in either context, given female and male academics’ work is considered fully comparable. Secondly, to examine contextual factors contributing to gender differences that influence and shape decisions in WLB and career paths. Thirdly, to explore the gendered consequences and implications.

A cross-national and multilevel analytical approach to WLB was chosen to unpick and explore gender land contextual differences and their influence on individual academics’ coping strategies. To reflect the exploratory nature of uncovering individual experience and perceptions, the authors used in-depth, semi-structured interviews. In total, 37 academics participated in the study, comprised of 18 participants from 6 universities in the UK and 19 participants from 6 universities in China.

This study reveals gendered differences in both the British and Chinese contexts in three main aspects, namely, sourcing support; managing emotions; and making choices, but more distinct differences in the latter context. Most significantly, it highlights that individual academics’ capacity in cultivating and using coping strategies was shaped simultaneously by multi-layered factors at the country level, the HE institutional level and the individual academics’ level.

Very few cross-cultural WLB studies explore gender differences. This cross-national comparative study is of particular value in making the “invisible visible” in terms of the gendered nature of choices and decisions within the context of WLB. The study has significant implications for female academics exercising individual scope in carving out a career, and for academic managers and institutions, in terms of support, structure and policy.

In the literature of industrial management, the focus is normally given on examining the factors that contribute to product innovation acceptance. The advocates of “pro-innovation bias” assume that consumers are open to new products and are willing to accept an innovative product. However, there is a high failure rate of technological innovations and most of the technological innovations were rejected due to users' resistance. Since the inception of innovation resistance theory (IRT), the number of studies that used IRT has gained much attention from scholars. However, the findings from these studies from various contexts are inconsistent, lack universality, and a clear understanding of technological innovation barriers. The study aims to determine whether the IRT theory is indeed valid and whether IRT is culturally invariant from the Eastern and Western cultures.

A meta-analysis based on a random-effects model and studies drawn from 24 countries and/or regions with a consolidated sample size of 10,463 was conducted. Cultural invariance was identified based on subgroup analysis. Moderator analysis was performed by applying the weighted linear regression.

The results reveal that tradition is the strongest barrier followed by the value, risk, image and usage barrier. Interestingly, there is a cultural invariance in IRT from the Eastern and Western cultures. Besides, there are significant moderating effects due to the temporal factor.

The study has contributed useful theoretical and managerial implications in advancing the product innovation literature.

Despite increasing awareness among fashion consumers about the positive environmental and societal impacts of sustainable fashion as a viable alternative to fast fashion, their actual adoption behavior often diverges. This study aims to empirically investigate consumers’ resistance barriers to sustainable fashion clothing.

This study utilizes innovation resistance theory to examine the barriers to consumer intention to buy sustainable clothing. The study collected a large sample (N = 745) of fashion consumers from the USA and India to test a research model.

The study finds that value, social risk, tradition and image barriers significantly reduce consumers’ intentions to buy sustainable fashion clothing. Additionally, the findings highlight that environmental concern moderates the relationship between social risk barriers and buying intentions.

The study findings contribute to the existing sustainable fashion literature by highlighting the main barriers for sustainable clothing consumption and emphasizing the crucial role of social elements, economic values and the image of sustainable fashion products in shaping consumer behavior within the fashion landscape.

The sustainable fashion (SF) literature is fragmented across the management discipline, leaving the path to a SF future unclear. As of yet, there has not been an attempt to bring these insights together or to more generally explore the question of “what is known about SF in the management literature and where could the SF field go from there?”. The purpose of this paper is to bring together the field to identify opportunities for societal impact and further research.

A systematic literature review was conducted from the first appearances of SF in the management literature in 2000 up to papers published in June 2019, which resulted in 465 included papers.

The results illustrate that SF research is largely defined by two approaches, namely, pragmatic change and radical change. The findings reveal seven research streams that span across the discipline to explore how organisational and consumer habits can be shaped for the future.

What is known about SF is constantly evolving, therefore, the paper aims to provide a representative sample of the state of SF in management literature to date.

This review provides decision makers with insights that have been synthesised from across the management field.

This review identifies knowledge gaps and informs managerial decision making in the field, particularly through serving as a foundation for further research.