Editorial review

2017 ◽  
Vol 6 (1) ◽  
pp. 2-9
Author(s):  
John Elliott
Keyword(s):  
Lesson Study ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Learning Study ◽  
Content Type ◽  
Quantitative Research Methods ◽  
Quality Of Teaching ◽  
Editorial Review

Purpose The purpose of this paper is to discern and discuss links and connections between the ideas and insights contained in the articles published in Issue 6.2, in a way which portrays the key features of lesson study in an international context, its conceptual relationship with the ideas of Lawrence Stenhouse, and its analytic potential to effect pedagogical transformation in a global context. Design/methodology/approach To create a basis for a fruitful discussion about the critical features of Lesson and Learning Studies as it globalises between readers and the authors of the eight texts published, three of which are authored by practicing school teachers. Findings The author pinpoints four critical implementation issues that should provide a focus for further deliberation about how to realise the potential of lesson and learning studies for improving the quality of teaching and learning in educational institutions. These are: developing methods of analysis that disrupt and challenge the cultural scripts that shape teaching and learning in educational institutions; developing conditions and support systems that enable teachers not only to develop their practice through lesson and learning study, but also to participate in the development of theories that can powerfully inform such study; creating sustainable programmes of high-quality lesson and learning studies in educational institutions when they may stand in a state of tension with the prevailing organisational culture; and exploring the potential of creative methodological mixes, using both qualitative and quantitative research methods, for improving the quality of teaching and learning through lesson and learning study. Originality/value This editorial review provides a criterial framework for evaluating the quality of programmes of lesson and learning studies in educational institutions.

Is there really any difference between lesson and learning study? Both focus on neriage

2017 ◽  
Vol 6 (2) ◽  
pp. 118-123 ◽  
Author(s):  
Keith Wood
Keyword(s):  
Lesson Study ◽  
Design Methodology ◽  
Educational Institutions ◽  
Learning Study ◽  
Critical Aspect ◽  
Content Type ◽  
Japanese Lesson Study ◽  
Effective Lessons ◽  
Editorial Review

Purpose The purpose of this paper is to highlight similarities between Japanese lesson study, Chinese lesson study and learning study. Design/methodology/approach This editorial review is intended to stimulate a discussion about a critical aspect of both Lesson and learning studies exemplified by the texts published in issue 6.2 of this journal. Findings The author identifies neriage, the comparison and discussion phase of Japanese lesson study, as a critical aspect of both Lesson and learning studies and emphasises that both involve research leading to teachers learning what makes effective lessons possible. Attention is drawn to the importance of being explicit about the theory of learning behind Lesson and learning studies and how its implementation leads to teacher learning. Originality/value This editorial review provides a framework for evaluating the quality of lesson and learning studies in educational institutions.

Variation in approaches to lesson analysis – alternative tools for the reconstruction of teaching

2018 ◽  
Vol 7 (2) ◽  
pp. 78-84
Author(s):  
Airi Rovio-Johansson
Keyword(s):  
Content Analysis ◽  
Qualitative Methods ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Research Approach ◽  
Content Type ◽  
Quality Of Teaching ◽  
Lesson Analysis

Purpose The purpose of this paper is to review the variation in methods used to analyse lessons in order to improve teaching and learning. Design/methodology/approach It addresses the question of how observations of lessons can be analysed, and what approaches and methods are applicable in the analysis of collected data in lesson and learning studies. Findings In lesson studies, the focus of research varies, the content and context of lessons vary and a variety of qualitative methods are applied in the analysis of lessons. Lesson study is proving to be a versatile research approach to the development of the quality of teaching and learning. Originality/value This review provides an overview of some qualitative methods of content analysis used as analytic tools in the studies presented in this issue of the journal.

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 The Effect of E-Learning on Students’ Learning at the Varsity Level

2021 ◽  
pp. 622-628
Author(s):  
Suerni .
Keyword(s):  
Research Methods ◽  
Learning Process ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Learning Materials ◽  
Quantitative Research Methods ◽  
E Learning ◽  
Teaching Learning ◽  
Global World

The COVID-19 pandemic has spread worldwide, including Indonesia. The Indonesian government recommends all citizens to stay at home and to work and study from home. Therefore, most universities have implemented e-learning in their teaching and learning process. This research focused on the effect of e-learning on students’ interest and learning at the varsity level. Quantitative research methods were used. The data were collected from 176 students from two private universities in Medan, Sumatera Utara. The findings were that e-learning enabled the students to access the global world and distribute learning materials through WhatsApp. Assignments were marked promptly and e-learning helped students to set their own schedule. E-learning motivated the students to do their own work without others’ help, but the students did not agree that e-learning enhanced the quality of the teaching-learning process. Keywords: E-learning, teaching learning process, Varsity level, COVID-19

scholarly journals HUBUNGAN KEMAMPUAN GURU DALAM MENGELOLA KELAS DENGAN PROSES BELAJAR MENGAJAR PADA MATA PELAJARAN SEJARAH KEBUDAYAAN ISLAM (SKI) DI MTS NEGERI BATURAJA

2019 ◽  
Vol 1 (1) ◽  
pp. 41-55
Author(s):  
Azhar Azhar
Keyword(s):  
Learning Process ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Field Research ◽  
Islamic Culture ◽  
Quantitative Research Methods ◽  
Library Research ◽  
Culture History

The quality of life of the nation is largely determined by educational factors. In carrying out this research, the author uses quantitative research methods. quantitative approach, descriptive analysis through library research and field research. The results teacher's ability to manage classes in MTs Negeri Baturaja is in the moderate category 45.62%. means to be quite good because it is supported by the sincerity of teachers in providing religious understanding and guidance to these students. The results of the next study can be concluded that the teaching and learning process in the subjects of Islamic Culture History (SKI) in Baturaja State MTs is in the moderate category 59.65%. that the teaching and learning process in Islamic Culture History (SKI) subjects at Baturaja State MTs seems to be quite good because it is supported by positive student habits and activities.

scholarly journals Building Teacher’s Pedagogical Competence and Teaching Improvement through Lesson Study

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Siti Aimah ◽  
Muhimatul Ifadah ◽  
Dwi Anggani Linggar Bharati
Keyword(s):  
Action Research ◽  
Classroom Management ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Meaningful Learning ◽  
Language Testing ◽  
Teaching Improvement ◽  
Quality Of Teaching ◽  
Pedagogical Competence

Teachers’ competence in managing the classroom becomes a significant factor in the students’ comprehension, and further, in developing their competence. This study was aimed to observe and give the evidence of the use lesson study in helping the teacher to have the other’s perspective, especially in the process of teaching to strengthen their strategies and classroom management. By applying action research through plan, do, and reflective phases, lesson study was able to foster significant teaching skill to develop the quality of teaching and learning. The average of teachers’ pedagogical competence for Language Testing Administration (LTA) was 3.33 and 2.84 for Genre Based Writing (GBW) from three cycles. The improvement of teachers’ pedagogical competence was based on their decision in adjusting the material and approach to implement a meaningful learning. It proved that students’ motivation could be optimally stimulated in joining the classroom. However, the students’ perception of teachers’ pedagogical competence was also increasing. It was believed that it was a part of teaching improvement. Therefore, it is recommended to implement lesson study for improving the quality of learning especially for its process.

scholarly journals أثر اعتبار مقاصد الشّريعة في تطوير برامج المؤسّسات التّعليميّة العليّا في بروناي دار السلام: جامعة السلطان الشّريف علي الإسلاميّة نموذجًا

2020 ◽  
Vol 23 (2) ◽  
pp. 167-184
Author(s):  
Mohamed Hamadikinane Maiga
Keyword(s):  
Teaching And Learning ◽  
Social Economic ◽  
Educational Programs ◽  
Educational Institutions ◽  
Good Citizen ◽  
Quality Of Teaching ◽  
Administrative Development ◽  
The University

اعتبار مقاصد الشريعة في المؤسّسات التعليميّة الإسلاميّة العليا له أثر كبير في تطوير البرامج التعليميّة، الذي يؤدّي إلى جودة التعليم والتعلّم، وتحقيق المصالح الدنيوية والدينيّة. وهذا البحث يأتي لتحقيق أهداف ساميّة وهي: إبراز دور مقاصد الشّريعة وأثرها في تطوير برامج المؤسّسات التعليميّة الإسلاميّة العليا، وبيان أهمّيّة مقاصد الشريعة للعالم والمتعلّم، ودور مقاصد الشّريعة وأثرها في تكوين المواطن الصالح. والمنهج المتبع في هذا البحث هو المنهج الوصفي التحليلي المبني على الاستقراء وتحليل البيانات. وقد خلص البحث إلى أنّ مراعاة مقاصد الشريعة عند وضع البرامج التعليميّة، تستلزم الاهتمام بواقع المجتمع الديني، والاجتماعي، والاقتصادي، والثقافي، وأنّ التطوير الإداري هو ركيزة أساسيّة لأيّ تطوير تعليمي وتربوي في المؤسّسات الجامعيّة، ويتمّ ذلك  من خلال التخطيط، والتنظيم، والقيادة، والرقابة، وتقويم الأداء. Consideration of Maqāsid al-Shariah (Purposes of Shariah) in Higher Islamic Educational Institutions has a major impact on the development of educational programs that leads to the quality of teaching and learning, and the achievement of worldly and religious interests.  This paper has some great aims that are highlighting the role of Maqāsid al-Shariah and its impact on developing the programs of Islamic Higher Educational Institutions, explaining the importance of Maqāsid al-Shariah to the Scholar and the learner and the role of the purposes of Shariah and its impact on the formation of a good citizen. The methodology used in this research is the descriptive analytical approach based on the induction and data analysis. The research concluded that observing the purposes of Shariah at developing educational programs requires the attention to the reality of religious, social, economic and cultural society, and that the administrative development is a basic pillar for any educational development in the university institutions. This can be done through the planning, organizing, leading, controlling and evaluating the performance.

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.

Cross cultural analysis of an Iranian mathematics lesson

2015 ◽  
Vol 4 (2) ◽  
pp. 118-139 ◽  
Author(s):  
Mohammad Reza Sarkar Arani
Keyword(s):  
Lesson Study ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Mathematics Lesson ◽  
Mathematical Communication ◽  
Content Type ◽  
Quality Of Teaching ◽  
Japanese Lesson Study ◽  
Cross Cultural Analysis

Purpose – The purpose of this paper is to examine an Iranian mathematics lesson through the eyes of Japanese educators, and the critiques of Iranian teachers for raising the quality of teaching. In this paper, the Japanese lesson study process is considered as an approach to raising the quality of teaching. Design/methodology/approach – Qualitative methods including pre-lesson planning, peer observation of the lesson, post-lesson discussion, and semi-structured interviews with the participants of the post-lesson discussion meetings in Iran and Japan were employed for data collection. A detailed description and analysis of the lesson is provided for deep understanding of students’ mathematical communication in the class and teachers’ points of view in the post-lesson discussions about raising the quality of teaching. Findings – The findings are intended to clarify the significant influence that cross-cultural analysis has exerted on raising the quality of teaching and developing a culture of transnational learning that supports teachers to design appropriate learning tasks, to conceptualize mathematical phenomena, and to provide mathematical communication which encourage students to participate more in classroom activities. Research limitations/implications – This study provides a transnational learning opportunity for Iranian teachers to learn from Japanese educators how to deliver evidence-based analysis of a lesson for raising the quality of teaching in practice, look culturally and differently at what actually goes on in the classroom, and localize lesson study as a global approach to the “science of improvement.” However, issues to be considered in future studies include how such “small changes” can be linked together in local communities to expand the improvement from bottom up, and how to facilitate collaboration with the global community to expand transnational learning. Practical implications – Traditionally in Iran, there are a variety of teacher training programs but there are no examples of lesson study like those that take place in Japan as a model of practitioner inquiry for raising quality of teaching. Hence, it can be said that Japanese lesson study may provide a new approach of transnational learning in the Iranian education context for building a “science of improvement.” Social implications – In the case of Iran, especially at the elementary school level, teachers do not have enough preparation or experience. Therefore, raising the quality of teaching through lesson study that has an actual impact on teacher and teaching quality and developing a “science of improvement” has become a pressing concern in national and international contexts. Originality/value – The case study shows that the transfer of the Japanese model of lesson study plays a significant role in harnessing the potential of students and teachers as well as teachers themselves by improving teaching. Efforts by teachers to communicate and learn from each other’s strengths, in fact lead to the realizing of the students potential and thinking process. In particular, it helps supply more open-end and in-depth task learning, which anticipates student thinking, understanding, recognizing and questioning.

scholarly journals Lesson Study To Improve Quality Of Learning

2017 ◽  
Author(s):  
Muh. Barid Nizarudin Wajdi
Keyword(s):  
Lesson Study ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Improve Quality ◽  
Quality Of Teaching ◽  
Formal Institution ◽  
Quality Of Learning ◽  
Research Findings

The school is a formal institution that helps especially parents in educating their children. Schools provide the knowledge, skills, and attitudes to their students in full accordance with what they need. Teachers are required to be able to master the curriculum, mastering the material, master the methods, and not least the teachers should also be able to manage the class in a way that learning takes an active, innovative and fun. Therefore, this paper will explore how a Lesson study engage an improve on their activity in teaching and quality of learning. This study will focus only on Lesson study method. Research findings show that With the Lesson Study, it will increase the quality of teaching and learning goals will be more easily achieved because there are a good cooperation and unity among teachers.

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