October 2011
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92 Reads
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26 Citations
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Publications (4)
August 2009
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5,056 Reads
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493 Citations
Journal of Mathematics Teacher Education
This article presents a theoretical model of lesson study, an approach to instructional improvement that originated in Japan. The theoretical model includes four lesson study features (investigation, planning, research lesson, and reflection) and three pathways through which lesson study improves instruction: changes in teachers’ knowledge and beliefs; changes in professional community; and changes in teaching–learning resources. The model thus suggests that development of teachers’ knowledge and professional community (not just improved lesson plans) are instructional improvement mechanisms within lesson study. The theoretical model is used to examine the “auditable trail” of data from a North American lesson study case, yielding evidence that the lesson study work affected each of the three pathways. We argue that the case provides an “existence proof” of the potential effectiveness of lesson study outside Japan. Limitations of the case are discussed, including (1) the nature of data available from the “auditable trail” and (2) generalizability to other lesson study efforts.
December 2006
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181 Reads
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182 Citations
Phi Delta Kappan
February 2004
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596 Reads
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238 Citations
Educational leadership: journal of the Department of Supervision and Curriculum Development, N.E.A
Lesson study requires teachers to discuss the essential concepts that the students need to learn, compare the concepts with curriculums and consider the present knowledge of students. The various examples and experiences of teachers performing lesson study are presented.
Citations (4)
... Adler, Mwadzaangati, and Takker 2023;Dudley 2013;Huang and Shimizu 2016). A Lesson Study includes four main phases (Hart, Alston, and Murata 2011;Lewis et al. 2011). It starts with goal setting, where teachers consider students' current characteristics and long-term objectives. ...
- Citing Article
October 2011
... The term 'Lesson Study' is a translation of the Japanese terms 'jugyou', which means instruction, lessons, or lesson, and 'kenkyuu', which means research or study. It was first used in Japanese elementary education, particularly in the areas of mathematics and science, and has been around since the 1970s (Lewis, Perry, Hurd & O'Connell, 2006). Lesson Study (LS) is a procedure whereby teachers work in small groups to organise, teach, observe, analyse, and refine individual class lessons, which are often referred to as research lessons. ...
- Citing Article
December 2006
Phi Delta Kappan
... Uluslararası alan yazına bakıldığında ise ders imecesi üzerine yapılan çalışmaların özellikle Yoshida'nın (1999) doktora çalışması ve Stigler ve Hiebert'in (1999) kitabı sonrası yoğunlaştığı söylenebilir. Bu araştırmalar, ders imecesinin tanıtımı ve tarihsel gelişimi (Fernandez & Yoshida, 2004;Lewis, 2004;Stepanek, 2001;Yoshida, 1999), ders imecesinin öğretmen adaylarına katkıları (Alvine, Judson, Schein & Yoshida, 2007), ders imecesinin öğretmenlere katkıları (Yamnitzky, 2011), ders imecesinin öğretim sürecine katkıları (Cerbin & Kopp, 2006) ve mesleki gelişim olarak ders imecesi (Doig & Groves, 2011, Suzuki, 2012Widjaja, Vale, Groves & Doig, 2017) temalarına yönelik olarak gerçekleştirilmiştir. ...
- Citing Article
February 2004
Educational leadership: journal of the Department of Supervision and Curriculum Development, N.E.A
... Self-Efficacy in Learning Academic Performance 0.49 (0.14)* 0.14 (0.03)* linguistic, cognitive, and noncognitive needs as well as current learning performance. According to Lewis et al. (2009Lewis et al. ( , 2012, a lesson study can help create a school's educational culture and help PD workshops be more contextualized and aligned with teachers' needs. This lesson study could also help the PD program concentrate on current issues existing in teacher participants' classrooms. ...
- Citing Article
- Full-text available
August 2009
Journal of Mathematics Teacher Education