Table of contents
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…
Facilitating collaboration between mathematics methods and content faculty through cross-departmental lesson studyBridget 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…
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…
Trends of and implications for the diffusion of lesson study: thematic analysis of WALS2019 conference presentationsYanping 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…
This paper investigates the effectiveness of metacognitive teaching methods on students' reading comprehension through a lesson study case conducted in Shanghai.
The purpose of this paper is to investigate the long-term impact of participating in school-based lesson study on mathematics teachers' professional community.
Online date, start – end:2012
Copyright Holder:Emerald Publishing Limited
- Prof Keith Wood