Takeshi Sakai, Hideyuki Akai, Hiroki Ishizaka, Kazuyuki Tamura, Yew-Jin Lee, Ban Heng Choy and Hiroaki Ozawa
The authors aim to determine the effects of Global Lesson Study (GLS) – a two-year, one-cycle program defined as “international cooperative lesson study through international…
Abstract
Purpose
The authors aim to determine the effects of Global Lesson Study (GLS) – a two-year, one-cycle program defined as “international cooperative lesson study through international exchange among teachers using ICT” – on intercultural competence for lesson study based on pre- and post-survey conducted for Japanese teachers.
Design/methodology/approach
In accordance with the GLS program, mathematics lesson studies on mathematics between Japanese and Singaporean elementary school teachers were conducted over a two-year period. Questionnaire surveys on intercultural competence for lesson study was conducted using 7-point Likert scale and descriptive questions with Japanese teachers (N = 5). Analysis of Wilcoxon's signed rank test and correlation analysis were conducted.
Findings
Followings are identified as the effects of GLS for Japanese teachers: (1) Japanese participants felt improvement of their competence in areas of attitude, internal outcomes and outward impact. (2) Participating in a GLS led to the improvement of Japanese teachers' qualities and abilities for subject teaching related to mathematics education. (3) Improvement of intercultural competence for lesson study was related to each other, and GLS led to improvement of these competences. (4) It was meaningful to have a two-year period to assimilate and adjust to independent experience of the host and guest.
Originality/value
The GLS led to teacher empowerment among this sample, not only as cooperative research, but also at the individual level of teachers where participants continued to develop lessons based on the GLS learning after study completion. This has important implications for the implementation and dissemination of the GLS.
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Takeshi Sakai, Hideyuki Akai, Hiroki Ishizaka, Kazuyuki Tamura, Hiroaki Ozawa and Yew-Jin Lee
The purpose of this exploratory study was to develop Global Lesson Study (GLS) defined as an international collaborative lesson study through international exchange of teachers…
Abstract
Purpose
The purpose of this exploratory study was to develop Global Lesson Study (GLS) defined as an international collaborative lesson study through international exchange of teachers using ICT. Its purpose is to nurture teachers from different countries with intercultural competence to conduct lesson study.
Design/methodology/approach
We developed an initial program for GLS in the subject of mathematics education between elementary school teachers in Japan and Singapore. The qualitative analysis of activities at each stage of the Pilot GLS was conducted from two perspectives: (1) intercultural competence for lesson study and (2) teacher's competency for subject instruction.
Findings
Through GLS, a new lesson was created that was only possible with discussions from teachers from different locations. It was clarified that GLS was not only useful for training teachers with intercultural competence for lesson study but also has led to the improvement of teacher's competency for subject instruction in mathematics.
Originality/value
The GLS is a new attempt in the sense of developing a high-quality lesson study method for creating new lessons as well as improving qualities and abilities of teachers through international exchange.
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Takeshi Sakai, Hideyuki Akai, Hiroki Ishizaka, Kazuyuki Tamura, Ban Heng Choy, Yew-Jin Lee and Hiroaki Ozawa
This study aims to develop a self-reflection scale useful for teachers to improve their skills and to clarify the Japanese teachers’ characteristics during mathematics lesson…
Abstract
Purpose
This study aims to develop a self-reflection scale useful for teachers to improve their skills and to clarify the Japanese teachers’ characteristics during mathematics lesson observation (MLO). In MLO, it is important to understand the lesson plan in advance to clarify observation points, and we aim to develop a scale including these points.
Design/methodology/approach
Based on the pre-questionnaire survey, nine perspectives and two situations for MLO were extracted. From these, a questionnaire for MLO was created. The results obtained from 161 teachers were examined, and exploratory factor analysis was conducted. ANOVA was conducted to analyze the effect of differences across the duration of teaching experience on the identified factors.
Findings
We developed a self-reflection scale consisting of 14 items with three factors: [B1] focus on instructional techniques and evaluation, [B2] focus on proactive problem-solving lesson development and [B3] focus on the mathematical background of the learning content. While duration of teaching experience showed no effect, three factors of the self-reflection scale for MLO showed a significant effect. Further multiple comparisons revealed the degree of focus was [B2]>[B1]>[B3].
Originality/value
Teachers who use this developed scale may grasp the strengths and weaknesses of their own MLO, which leads to self-improvement. The perspectives emphasized in lesson observation are the same when creating lesson plans and implementing lessons, leading to lesson improvement. Furthermore, based on the characteristics of teachers revealed, new training programs regarding MLO can lead to higher-quality lesson studies.
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Kei Kimura, Takeshi Onogi and Fuminobu Ozaki
This work examines the effects of strain rate on the effective yield strength of high-strength steel at elevated temperatures, through tensile coupon tests at various strain…
Abstract
Purpose
This work examines the effects of strain rate on the effective yield strength of high-strength steel at elevated temperatures, through tensile coupon tests at various strain rates, to propose appropriate reduction factors considering the strain rate effect.
Design/methodology/approach
The stress–strain relationships of 385 N/mm2, 440 N/mm2 and 630 N/mm2-class steel plates at elevated temperatures are examined at three strain rate values (0.3%/min, 3.0%/min and 7.5%/min), and the reduction factors for the effective yield strength at elevated temperatures are evaluated from the results. A differential evolution-based optimization is used to produce the reduction-factor curves.
Findings
The strain rate effect enhances with an increase in the standard design value of the yield point. The effective yield strength and standard design value of the yield point exhibit high linearity between 600 and 700 °C. In addition to effectively evaluating the test results, the proposed reduction-factor curves can also help determine the ultimate strength of a steel member at collapse.
Originality/value
The novelty of this study is the quantitative evaluation of the relationship between the standard design value of yield point at ambient temperature and the strain-rate effect at elevated temperatures. It has been observed that the effect of the strain rate at elevated temperatures increases with the increase in the standard design value of the yield point for various steel strength grades.