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The purpose of this paper is to capitalize on the advantages of an evidence-based lesson analysis while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study approach. Emphasis here is on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson.

This paper draws on data collected by the authors in a lesson study in Malaysia that aimed to provide a cross-cultural analysis of a Malaysian mathematics lesson (grade 10) through the eyes of Japanese educators. Data retrieved should determine the cultural script of a mathematics class in Malaysia with an emphasis on Malaysian teachers’ responses to students’ mistakes in class. The cross-cultural analysis of a lesson is a comparative method that reveals the hidden factors at play by increasing awareness of characteristics in classroom situations that are self-evident to all involved members.

The findings are intended to the cultural script of Malaysia in the context of “classroom culture regarding mistakes” and “mistake management behavior.” The impact on the quality of teaching and learning also discussed in relation to how it can be improved in practice from the following perspectives: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed. The data in Table II provide a meta-analysis of evidences of “classroom culture regarding mistakes” and “mistake management behavior” of the teacher from the Malaysian researchers and practitioners’ perspective as well as from the lens of the Japanese educators.

This study realizes that both sets of research studies value the importance of mistakes. It is important to identify the source of students’ mistakes and further learn from them. In order to reveal the overall structure of the cultural script of lessons, we need to realize that various cultural scripts are at work in the production of any given lesson. In the future, the authors hope to develop the potential of this view of culture script of teaching through cross-cultural analysis for lesson study and curriculum research and development.

This study aims to capitalize on the advantages of evidence-based lesson analysis through the lesson study process while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study methodology.

The authors need to obtain reflective feedback based on concrete facts, and for this reason “lesson study,” a pedagogical approach with its origins in Japan, is attracting global attention from around the world. This study focuses on the discrete nature, the progression, significance, and the context of lessons. That is, by avoiding excessive abstraction and generalization, reflection based on concrete facts and dialogue retrieved from class observations can be beneficial in the process. The mutual and transnational learning between teachers that occurs during the lesson study process can foster the building and sharing of knowledge in teaching practice.

There is currently little empirical research addressing “classroom culture regarding mistakes” which mostly represents how teachers and students learn from mistakes in the classroom. This study focuses on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. The following perspectives are examined: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed.

Purpose – Using examples from Australia, Finland and The Netherlands, we describe the sociocultural processes that influence farmers. We outline the styles of farming approach as an explanation of diversity (heterogeneity) and the farming scripts approach as an explanation of conformity (continuity and tradition).

Methodology – This chapter is a theoretical comparison that draws on earlier work of the authors. The research into styles of farming used focus groups and interviews, while the research on farming scripts is based on an analysis of biographies submitted for a national writing competition or gained by narrative interview.

Findings – We argue that there are a number of farming scripts that may well be universal, at least within family farming in western cultures. We found that the concept of styles of farming is a useful heuristic device, but that it was difficult to use in practice to use to classify farmers. We conclude that both style and script are needed to account for the full range of sociocultural influences on farmers.

Practical implications – Our chapter seeks to expand understanding of the social lives of farming families and to increase the realisation that farming is a sociocultural practice. Efforts to change agriculture need to be mindful of this fundamental dimension of farming practice if they are to be successful.

Originality – The analysis we have undertaken is the only theoretical comparison of these approaches.

This chapter aims to outline the ways in which symbolic interactionism shifts the focus of inquiry into sex from being sexual toward becoming sexual, which takes into account doing sexualities, rather than tracing their origins in a static conception of nature. This means that our being sexual varies according to the rituals and performances in which we are involved as part of our daily lives. Such is the case any time we perform a role to communicate our identity to one or more audiences from communicative, expressive, aesthetic, and verbal points of view. This process is particularly manifest in male sex working where social actors are involved in the use of excuses, justifications and, generally, motive talk that are useful to neutralize their own sexual conducts and negotiate the gender appearance and sexual practices. Using the late developments of sexualities' symbolic interactionist studies emphasized by sexual scripts theory, the chapter focuses on the theoretical necessity to understand that there are far more reasons to be sexual than ways to be sexual.

Teachers’ responses to students’ mistakes vary based on their countries’ social culture. We investigated the cultural script in a Mongolian lesson on teachers’ responses to students' mistakes.

We employed transcript-based lesson analyses and cultural transcript approaches. We gathered data from a Mongolian lesson and analysed the transcripts, emphasising the students’ mistakes.

We avoided drawing conclusions and offering recommendations on the shortcomings of Mongolian lessons because our approach was from a cultural standpoint. The teacher of our research lesson and interviewee teachers placed less emphasis on working with students' mistakes than other elements of teaching. They tended to ignore or merely acknowledge the students’ mistakes in order to continue the lesson as planned. During our discussions, we explored the potential relationship between the behaviourist approach and the way teachers handle their students' mistakes. We also considered how the subject matter might influence the types of mistakes. These findings could guide future research in this area.

Though we tried to enhance the representativeness of our study with interviews, we were not satisfied with the qualitative analysis. Future research should focus more on conducting interviews and discussions with Mongolian and Japanese educators to incorporate cross-cultural perspectives. It will provide valuable insights for successfully adapting lesson studies in Mongolia.

To the best of the authors’ knowledge, there has been no international publication on Mongolian lesson studies on students’ mistakes. The cultural perspective of Mongolian lessons may be valuable to a global audience given the uniqueness of the Euro-Asian nomadic culture that is fast adapting to urbanisation in the globalising world.

The paper assesses the impact of social capital on the dynamics of Sino‐northern European business negotiations. It is argued that, while conflicting negotiation styles create interactional difficulties between the Chinese and the northern Europeans, the impact of the interactional difficulties on the processes and outcomes of negotiations is critically dependent on the pre‐existing level of social capital among the negotiators. Social capital has three major components, namely cognitive, relational, and structural. The cognitive dimension highlights the level of shared understanding among the actors; the relational dimension focuses on the affective bonding among the actors; while the structural dimension highlights the nature of interconnectedness among the actors. This is an exploratory study conducted through in‐depth interviews with 24 northern Europeans and 15 Chinese managers, who have been negotiating with each other for several years. We highlight the linkages between the different dimensions of social capital and negotiation processes and outcomes, and conclude with implications for research and practice.

Previous discussions have characterized hookup culture as ambiguous by nature, but social psychological theory tells us people dislike ambiguity in practice. Meanwhile, a myriad of undefined relationship terms (e.g., talking to, hanging out, having a thing) arose and have remained in use. I examine (1) whether these different “situationship” labels have distinct affective meaning and (2) what that suggests for those occupying the concomitant identities (i.e., assess the behavioral and emotional consequences of being “someone in a _____ relationship”).

Using affect control theory and a sample of young adults in defined (N = 50) and undefined (N = 43) relationship types, I test if affective ratings of various relationship label identities are statistically distinct. I then computationally model social events with each relationship label as actor (X identity performs [behavior]), compare their differing levels of social discomfort, and empirically predict the emotions each identity would feel.

Undefined relationship labels are not synonymous. Correspondingly, the nature, emotions, and expected behaviors of the individuals with those labels' related relational identities are not equivalent. In cultural evaluation, all undefined relationship labels are lower than all defined relationship labels. In event simulations, predicted deflection levels and actor consequent emotions (how normative is it and how jarring does it feel) were patterned by the labels' cultural evaluation ratings, these correlate with relationship commitment level.

By interpersonal necessity, individuals make fine distinctions in shared meanings within a cultural context of constant redefinition. Physically and emotionally negative behaviors are culturally more expected and accepted in undefined contexts by the culturally-understood nature of – and shared perspectives of participants concerning – those relationships’ parameters.

Although the term “trigger event” is commonly accepted and frequently mentioned by many disciplines in conjunction with sensemaking, research attention on the trigger event construct is sorely lacking. We chose to examine this construct within a specific setting that global leaders have to master – the intercultural context. After reviewing the relevant literature, we created an original model of trigger events and sensemaking in the intercultural context, which is accompanied by propositions that determine the likelihood of an event rising to the level of a trigger. It is our hope that this theoretical model will lead to a better understanding of how trigger events function in general. The chapter contributes to a greater understanding of the cognitive element of global leadership effectiveness. Finally, the model has practical implications for intercultural and global leadership training and executive coaching.

Much enthusiasm exists for using video in teacher education and professional development. As this volume attests to, video-based resources are being used in a variety of teacher-learning contexts. Many educators are discussing their use of video; however, a problem receiving less attention is what it takes to design usable video-based curriculum for teacher learning. This chapter addresses a specific problem faced in using video as a tool for teacher professional development. The problem that is often overlooked is that video in of itself is not a curriculum. We cannot consider video a curriculum perhaps anymore than we can consider a whiteboard and markers a curriculum. Video is rather a medium which can be developed into a resource and used in specific ways to enhance learning. Video can become a part of a curriculum for learning if it is designed to be used in intentional ways towards intentional learning goals. The question then is – what does it take to actually assemble a usable video-based curriculum for teacher learning? Answering this question demands consideration of what and how teachers are intended to learn with this curriculum, and what opportunities the medium of video affords.

This paper sets out to analyse both the dominant constructions of childhood and the prevailing sexual scripts embedded in international reports on the sexualisation of childhood debate.

Four international reports from the United Kingdom, Australia and the United States are analysed using Foucauldian Discourse Analysis whereby the sexual subjecthoods made available to children and images of childhood itself can be interrogated.

This paper finds that a broad-brush approach to sexualisation renders consumption and embodiment as ‘sexualised’ and problematic. Gender remains unproblematised and sexuality as an issue is palpable by its absence. The reports show a lack of attention to the voices of children and a denial of their moral agency. Innocence is constructed as a fundamental yet unstable feature of childhood which requires protection from the insidious external forces of 21st century sexual cultures. Childhood thus functions as a motif for the state of society as a whole.

Identifying the dominant constructions of childhood, sexualisation, gender and sexuality, by analysing how these concepts are defined, understood and talked about within international responses to the issue of the sexualisation of childhood, light can be shed upon the sanctioned ways made available to ‘do’ sex, gender and sexuality and to ‘be’ a child, a boy, a girl, a ‘sexual’ or a ‘sexualised’ being. In addition, this enables evaluation of the ways in which images of the child are mobilised for policy and political agendas and how childhood functions as both a barometer for, and symbol of, the well-being of a society.