scholarly journals Quality criteria for lesson and learning studies as forms of action research

2019 ◽  
Vol 9 (1) ◽  
pp. 11-17
Author(s):  
John Elliott
Keyword(s):  
Action Research ◽  
Lesson Study ◽  
Quality Criteria ◽  
Practical Experience ◽  
Learning Theories ◽  
Alternative View ◽  
Variation Theory ◽  
Content Type ◽  
Action Context ◽  
Quality Learning

Purpose The purpose of this paper is to articulate criteria for assessing the quality of lesson and learning studies as forms of practice-based educational action research that are grounded in the practical experience of those engaged in such research. Design/methodology/approach The paper explores the implications of Stake and Schwandt’s distinction between quality as measured and quality as experienced for assessing lesson and learning studies in higher education contexts, where “standards templates” are increasingly used to measure “quality”. Such templates it is claimed distance research from the action context of teachers’ work. Previously published work, in which the author distils criteria for good educational action research from his own narratives of experience, is then summarised as a basis for conceptualising lesson study as good action research. This poses the issue of whether the use of learning theories to inform lesson study distorts their quality by distancing them from action. The author argues that this does not apply to lesson studies that are informed by Marton and Booth’s theory of variation. In doing so he distils a set of experience-based quality criteria for assessing learning studies, and demonstrates a high degree of congruence between the pedagogical implications of variation theory and Stenhouse’s idea of “teachers as researchers”. Findings A set of experience-based quality criteria are distilled for assessing what counts as a high-quality learning study report. Originality/value The paper creates an alternative view of the relationship between educational research and practice to that which currently dominates academic discourse.

Pedagogical and learning theories in lesson and learning studies – revisited

2016 ◽  
Vol 5 (4) ◽  
pp. 295-299 ◽  
Author(s):  
Ulla Runesson
Keyword(s):  
Lesson Study ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Learning Theories ◽  
Variation Theory ◽  
Learning Study ◽  
Theoretical Frameworks ◽  
Content Type ◽  
And Mathematics ◽  
Point Of Departure

Purpose The purpose of this paper is to discuss two theoretical frameworks, Pirie and Kieren’s work (Pirie and Kieren, 1994) and variation theory of learning (Marton, 2015) in relation to lesson/learning study and mathematics teaching and learning. Design/methodology/approach The point of departure is the article: “Folding back and growing mathematical understanding: a longitudinal study of learning” (Martin and Towers, 2016) where it is demonstrated how Pirie and Kieren’s work (1994) and particularly the notion “folding-back” can be used as the theoretical framework in lesson/learning study. By dealing with similar arrangements and different theories, the two frameworks are contrasted. Findings It is suggested that the theory appropriated must be in resonance with the aim and focus of the study the theoretical perspective taken since it has implications for what becomes the focus of the process and subsequently the results of lesson/learning study. Originality/value This paper contributes to the discussion about how a more theory-informed lesson study and a broader theoretically framed learning study would improve and change the scope and progress of the two.

scholarly journals Lesson study as a way of improving school-day navigation for pupils with severe intellectual disability and autism

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kamilla Klefbeck
Keyword(s):  
Learning Disabilities ◽  
Intellectual Disability ◽  
Lesson Study ◽  
Autism Spectrum ◽  
Central Coherence ◽  
Variation Theory ◽  
Content Type ◽  
Severe Intellectual Disability ◽  
School Day

PurposeThis research explores lesson study as a way to enhance the quality of teaching for pupils with learning disabilities and autism spectrum disorder by observing changes to one pupil's (Wilma) active educational participation. The study also investigates if and in what ways the professional development impacted teaching practices.Design/methodology/approachFive teachers met with the author on four occasions. Between these meetings, the teachers delivered the lessons they had planned together. The author video recorded the meetings to discern how the teachers' expressions developed. The author shared their thoughts with another researcher to enable an interrater validity examination.FindingsThe implementation of the lesson study vehicle enabled the teachers to transform their thinking from mainly focusing on pupils' deficiencies to instead focusing on their strengths. A relationship was found between teachers' understanding of central coherence, their skills in adapting received instructions and pupils' abilities to process and contextualize information or discern the whole picture.Research limitations/implicationsResearch that involves teachers in the learning process emphasizes the relation between teachers’ thinking and their potential to enable the contextualized inclusion of pupils with learning disabilities.Originality/valueThis research offers important insights into how school-day navigation for pupils with severe intellectual disability and autism can be understood through the lens of variation theory; the teachers' repeated and adjusted use of the frame on the schedule strip enabled Wilma to discern what would happen next during the school day.

scholarly journals Online lesson study: virtual teaming in a new normal

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sui Lin Goei ◽  
Wouter R. van Joolingen ◽  
Floortje Goettsch ◽  
Anne Khaled ◽  
Tom Coenen ◽  
...  
Keyword(s):  
Theoretical Analysis ◽  
Lesson Study ◽  
Practical Experience ◽  
Content Type ◽  
Team Members ◽  
Face To Face ◽  
Online Mode ◽  
Big Ideas ◽  
Core Components ◽  
Virtual Teaming

PurposeThe purpose of this study is to explore how lesson study (LS) can be transitioned to an online mode, with the purpose to derive recommendations for performing online LS while being loyal to the defining elements of a face-to-face LS.Design/methodology/approachA theoretical analysis into the core components and procedures of LS resulted in five big ideas that capture essentials of LS. Using these big ideas, constraints were derived for online LS and a pilot online LS was performed. Data were collected on the process and team members' reflections. The experience in the pilot was mapped against the outcomes of the theoretical analysis.FindingsSetting up close collaboration and the observation of the online lesson appeared to be the most challenging issues. A set of recommendations in the form of do's and don'ts was derived from the experience.Practical implicationsThe set of recommendations can be applied by practitioners who face the challenge of performing LS in an online environment, and can serve as a start for further research in online LS.Originality/valueThe original contribution of the article is the combination of the theoretical analysis of LS combined with the practical experience in the pilot. This gives rise to a framework that can help understanding LS in general and online environments in particular.

You can only see what you have chosen to see

2016 ◽  
Vol 5 (3) ◽  
pp. 170-179 ◽  
Author(s):  
Mun Ling Lo
Keyword(s):  
Lesson Study ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Current Issue ◽  
Single Case ◽  
Variation Theory ◽  
Learning Study ◽  
Inherent Limitation ◽  
Content Type ◽  
Research On Teaching

Purpose – The purpose of this paper is to suggest ways that we can widen our vision since our views are limited by our theoretical lens. Design/methodology/approach – The paper first draws on articles in the current issue to illustrate how limitations imposed by our theoretical lens can be partly overcome. It then draws on the insights from two recent papers by Svensson (2016) and Lo and Chik (2016) to discuss some ways forward. Svensson’s paper argues for integrating research on teaching and learning using case-based studies and the contextual analysis approach. Lo and Chik’s paper is about how our learning can go beyond the single case through attending to fusion in the external horizon. The conceptual lens from these two papers which are from the phenomenography, variation theory and learning study tradition is applied to look at some of the papers in this issue which are from the lesson study tradition. Findings – Although there is an inherent limitation to what we can see as a consequence of the theoretical lens that we take, we can widen our vision by learning to see from others’ perspectives and gain insights that would be useful to us. Originality/value – The conceptual lenses from the phenomenography, variation theory and learning study tradition is applied to look at some of the papers which are from the lesson study tradition to reveal alternative ways of seeing.

Going the distance: a lesson study on deriving the distance formula

2019 ◽  
Vol 8 (2) ◽  
pp. 149-159 ◽  
Author(s):  
Von Christopher Gulpric Chua
Keyword(s):  
Action Research ◽  
Learning Community ◽  
Professional Learning ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Mathematical Concept ◽  
Local Context ◽  
Pedagogical Practice ◽  
Content Type ◽  
Distance Formula

Purpose The purpose of this paper is to determine the challenges that Filipino Mathematics teachers face while developing students’ ability to derive the distance formula; allow teachers to collaboratively formulate a lesson designed to address the challenges they have identified from their own practice; and determine how successful the lesson was and how it can be improved so that other teachers dealing with similar difficulties may be able to implement it. The teacher-participants employed Lesson Study (LS) as an approach to improving pedagogical practice. Data were based on the pre- and post-lesson discussions and individual reflection papers of the teacher participants. Design/methodology/approach An action research methodology through LS approach was employed by the teacher participants. Data were based on the pre- and post-lesson discussions and individual reflection papers of the teacher participants. Findings Based on the post-lesson discussion, the teachers agreed that the process of creating a lesson that seeks to develop the students’ ability to derive formulas are crucial to building understanding of the underlying mathematical concept. Also, teachers’ participation in LS was found to have been insightful as it developed in them a greater appreciation towards establishing a professional learning community that is directed towards examining problems that concerns majority of the teachers involved. Originality/value Research in Philippine education has recently seen the increasing interest in LS as a potent pedagogical practice. Nonetheless, papers that report on LS practice in the local context remains to be lacking. This study contributes to the development of this research area and raises the need for Filipino Mathematics teachers to engage in both LS and action research to generate knowledge from their experiences.

A first time lesson study that turned into a learning study

2019 ◽  
Vol 8 (4) ◽  
pp. 305-319 ◽  
Author(s):  
Simone Klammer ◽  
Barbara Hanfstingl
Keyword(s):  
Student Learning ◽  
Lesson Study ◽  
Fifth Grade ◽  
Learning Activity ◽  
Variation Theory ◽  
Systematic Observation ◽  
Content Type ◽  
First Time ◽  
Team Orientation ◽  
Theory Lead

Purpose The purpose of this paper is to present an implemented lesson study (LS) in English as a second language course for 11-year-old students in the fifth grade. The aim of the research lesson was to learn how to describe a person systematically. Design/methodology/approach Two LS cycles in two different classes were conducted and evaluated using systematic observation, case student interviews and student feedback. The data were analysed by the involved teacher team and the mentor. Findings The study shows that and how LS and variation theory promotes theory-based lesson preparation and postprocessing as well as team orientation among teachers without LS experience. Second, the lesson data show how elements of variation theory lead to a significant improvement in student learning activity. Originality/value This paper provides insights how teachers apply a first time LS and variation theory and how this effects student learning positively.

Timeless tools to manage your time

2014 ◽  
Vol 46 (5) ◽  
pp. 278-282 ◽  
Author(s):  
M.S. Rao
Keyword(s):  
Action Research ◽  
Time Management ◽  
Quantitative Research ◽  
Design Methodology ◽  
Practical Experience ◽  
Social Implications ◽  
Content Type ◽  
Social Lives ◽  
Training Research ◽  
Practical Implications

Purpose – The purpose of this paper is to underscore the importance of time and outline timeless tools to manage your time. Design/methodology/approach – The tools are gleaned from author's 32 years of practical experience in industry, teaching, training, research and consultancy. It explains the significance of time and elaborates with illustrations to manage your time. Findings – The paper cautions that if you waste one second, you wasted one second of your life. Research limitations/implications – Qualitative/action research inevitably needs to be backed up by more formal research into the topic. This paper offers an agenda for action and further qualitative/quantitative research in time management. Practical implications – The timeless tools on time management can be applied in all areas of life such as personal, professional and social lives. Social implications – These time-tested tools are essential for everybody to make a difference for themselves and also for others. Originality/value – The paper enlightens that the biggest gift one can give to others is time, not money.

Experiencing and creating contrasts in music

2013 ◽  
Vol 3 (1) ◽  
pp. 46-65 ◽  
Author(s):  
Cecilia Wallerstedt
Keyword(s):  
Music Education ◽  
Lesson Study ◽  
Design Methodology ◽  
Necessary Conditions ◽  
Variation Theory ◽  
Music Teaching ◽  
Content Type ◽  
Conditions For Learning ◽  
Intended Object ◽  
Point Of Departure

Purpose – The purpose of this paper is to examine what are necessary conditions for learning the concept ABA form, a concept for analysing and composing music, and to discuss how the use of variation theory can contribute to the field of music education research. Design/methodology/approach – The method used is a form of lesson study, but with only one participating teacher. Three cycles are conducted with three small groups of children, aged eight to nine years old. Findings – The main findings are that the learning of ABA form requires first, awareness of the sequential form of the music, second, that the attitude to differences that appear between sequential parts of the music is consciously being re-direct from seen as “failures” to being interesting musical contrasts and third, that attention is being paid to different features within one musical aspect, that sounds (not only looks) different. It is found that a main contribution of applying variation theory to studies in the domain of music is the consideration of a part-whole relationship. When the teacher helps the children to create contrast and at the same time keeps focus on how it sounds, the children succeed in coming up with a composition in ABA form. To address the simultaneous relationship between acting and seeing, that is musical impressions and expressions, is crucial for learning. Originality/value – This study is pioneering since music teaching is studied with the point of departure in an intended object of learning.

How and what teachers learn from collaborative professional development

2017 ◽  
Vol 6 (2) ◽  
pp. 151-168 ◽  
Author(s):  
Keith Wood ◽  
Halida Jaidin ◽  
Rosmawijah Jawawi ◽  
J.S.H.Q. Perera ◽  
Sallimah Salleh ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Lesson Study ◽  
Educational Outcome ◽  
Variation Theory ◽  
Learning Study ◽  
Content Type ◽  
The Face ◽  
Teachers Professional Development ◽  
Dimensions Of Variation

Purpose The purpose of this paper is to report on a study of teacher learning through participation in sustained collaborative subject-based professional development groups supported by a facilitator, using a model of teachers’ conceptions of teaching developed from phenomenography to identify what are the critical features of teaching that must be present if teachers are to learn, and using a variation theory of learning to explain how they learn. Design/methodology/approach The groups engaged in cycles of lesson study action research to improve the learning outcomes of their students. The authors intended to engage the teachers in an exploration of their own and their students’ experiences to understand the relationship between the enactment of the research lesson(s) and the educational outcome. The authors collected over 157 hours of video recorded teachers’ meetings involving 15 groups, 47 hours of follow-up interviews and 97 hours of lessons. In this paper the authors report on the progress of one of those groups. The authors analysed the transcripts to see what, if any, dimensions of variation were opened in discussion, affording the opportunity for learning. The authors sought the simultaneous juxtaposition, the bringing together, of threads that have entered the discussion that have the potential to open dimensions of variation – to add critical features to the “what” and “how” dimensions of teaching. Findings The authors identified necessary conditions for teacher learning through collaborative subject-based professional development groups. Any member of the group might bring this about. The facilitator or coach might be expected to perform this role in the group, and to sustain the group’s attention on the critical features of the object of learning. Practical implications The paper provides valuable insights into strategies to change teacher perspectives from a transmission oriented to a construction oriented view of teaching in the face of new and challenging curriculum demands. Originality/value In the work reported here the authors have used variation theory to design lesson study. This is rather different from a learning study where the teachers engaged in the study use variation theory to design their research lesson(s). It is a learning study of teachers’ professional development.

On the theorization of lesson study and learning study

2018 ◽  
Vol 7 (3) ◽  
pp. 166-171 ◽  
Author(s):  
Keith Wood
Keyword(s):  
Lesson Study ◽  
Design Methodology ◽  
Current Issue ◽  
Fundamental Difference ◽  
Learning Theories ◽  
Learning Study ◽  
Content Type ◽  
Paper Review ◽  
Alternative Theories

Purpose The purpose of this paper is to provide an introduction of the papers in the current issue. Design/methodology/approach By revealing contrasting features of alternative theories of learning, this paper offers a contribution to the on-going discussion about the role of learning theory in Japanese lesson study and its global adaptations. Findings Attempts to theorize lesson study in contrast to the theory-based learning study reveal a fundamental difference in the learning theories used to underpin this task related to the different world views on which they are founded. Originality/value This paper review provides an overview of the insights into lesson and learning studies provided by the authors in this issue of the journal.

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