Cooperative learning issues in elementary education: a Lithuanian case study

Aim. Cooperative learning (CL) is a widely recognised pedagogical practice which involves students working together to achieve common goals that they could not complete individually. Johnson and Johnson are among the main theorists behind the movement. In 1994 they announced five elements essential for the successful incorporation of CL in the classroom: (a) positive interdependence; (b) face-to-face promotive interaction; (c) individual and group accountability; (d) interpersonal and small group social skills; (e) group processing. In this study we seek to understand how primary school teachers implement cooperative learning and include the above-mentioned aspects in their classes. Methods. The qualitative case study was conducted at a primary school in Vilnius, Lithuania. Two lessons were recorded, transcribed, and analysed to gather evidence concerning variables that mediate cooperative learning. The teachers planned the lessons together, using the principles that are outlined in a professional development method called Japanese lesson study. The study involved two teachers and 40 (20+20 pupils in two classes) fourth graders. Also, interviews were conducted with the teachers and three pupils from each class. Results and conclusion. The forms of cooperative learning observed in the classrooms were markedly different, even though the lesson plans were almost identical. In Lesson 1 the teacher paid more attention to interdependence, interaction, and reflection. Consequently, students mentioned cooperation, assistance, and specifics of group workmore frequently. In Lesson 2, there was more traditional group work than CL schemes, and less interdependence, interaction, and reflection. The five essential elements were unequally represented in the lessons, highlighting the varied understanding of CL. ‘In situ’ research revealed which elements of cooperative learning need to be stressed inteacher pre-service and in-service settings. The study also deepened the understanding of which aspects are more difficult to implement, or which have made significant inroads into classroom practice. Originality. Situational research involving both CL and Japanese Lesson Study techniques provide valuable insights into the professional development of teachers who aim to improve their classroom practice.

Sustaining High Quality Professional Learning

This chapter first explains the essential features of Japanese Lesson Study and then examines the advantages of using JLS as a model of professional learning. It asks the readers to consider if their own model is sustainable and connected to classroom practice. This chapter also explains the challenges of using JLS in the culture of the United States.

Teacher Perceptions of Japanese Lesson Study

This chapter provides the reader with insights from an action research study. The qualitative research process is explained including data collection methods, data analysis, and the action research process. The results reveal teacher perceptions of professional learning and specifically Japanese Lesson Study. For the purpose of understanding the action research process and the story that unfolded, three phases were identified: (1) astounded by Japanese Lesson Study, (2) the power of team, (3) learning in context with a peer coaching emphasis. Phases 1 and 2 will be addressed in detail in the upcoming sections.

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

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.