International Journal for Lesson and Learning Studies: Volume 10 Issue 1

Obituary

John Elliott

Lesson study as transformative learning for international graduate teaching assistants: “It's like we have a second life”

Vicki Stewart Collet, Jennifer Peñaflorida

This study aims to consider how lesson study (LS) supports international graduate assistants (IGAs) teaching in settings that are culturally different from their own prior…

Different student achievement profiles in a learning study about integers: are the students included?

Anna Lövström, Johan Malmqvist, Constanta Olteanu

The aim of this study is to investigate achievement profiles in mathematics when integers are taught in a learning study in grade three (to children 8–9 years old) and to explore…

Facilitating collaboration between mathematics methods and content faculty through cross-departmental lesson study

Bridget Kinsella Druken, Alison S. Marzocchi, Michelle V. Brye

This paper reports on experiences of university-level mathematics teacher educators (MTEs) from participating in lesson study to improving mathematics teacher preparation. The…

Learning through communication: exploring learning potential in teacher teams lesson study talk

Hanne Kristin Aas

This paper discusses findings from a four-year research and development project using lesson study in a Norwegian elementary school. There are only a limited number of studies…

Trends of and implications for the diffusion of lesson study: thematic analysis of WALS2019 conference presentations

Yanping Fang, Hongyan Wang

A first post-WALS attempt at a thematic analysis of the conference presentations since its first annual meeting in 2007, this paper aims to achieve two major purposes: first, to…

Developing metacognitive teaching in Chinese language through conducting lesson study in Shanghai

Lan Shi, Eric C.K. Cheng

This paper investigates the effectiveness of metacognitive teaching methods on students' reading comprehension through a lesson study case conducted in Shanghai.

Lesson study and the long-term impact on teacher professional community development

Emily Lewanowski-Breen, Aoibhinn Ni Shuilleabhain, Maria Meehan

The purpose of this paper is to investigate the long-term impact of participating in school-based lesson study on mathematics teachers' professional community.