International Journal for Lesson and Learning Studies: Volume 8 Issue 4

Subject:

Table of contents

Lesson Study effectiveness for teachers’ professional learning: a best evidence synthesis

Iris Willems, Piet Van den Bossche

The purpose of this paper is to gather evidence for the effectiveness of Lesson Study (LS) for teachers’ professional learning.

Lesson study with music: a new way to expand the dialogic space of learning and teaching

Hubert Gruber

The purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for…

Lesson Study: analytic stance and depth of noticing in post-lesson discussions

Anne Mette Færøyvik Karlsen, Nina Helgevold

The purpose of this paper is to shed light on teachers’ attention to student learning in post-lesson discussions in Lesson Study (LS) by exploring the depth and analytic…

A first time lesson study that turned into a learning study

Simone Klammer, Barbara Hanfstingl

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…

Conceptualizing the implementation of Lesson Study in Kazakhstan within a social theory framework

Elaine Wilson, Assel Sharimova

The purpose of this paper is to provide an analysis of processes in operation during the implementation of a reform programme in Kazakhstan culminating in the widespread…

Towards a conceptual-based, student-centred pedagogy: Teacher candidates’ experiences of crafting the objects of learning

Miechie Miechie, Yuen Sze Michelle Tan, Douglas J. Adler

The purpose of this paper is to report on the approaches teacher candidates (TCs) took to craft the object of learning and the critical aspects when applying variation…

Cover of International Journal for Lesson and Learning Studies

ISSN:

2046-8253

Online date, start – end:

2012

Copyright Holder:

Emerald Publishing Limited

Open Access:

hybrid

Editor:

  • Prof Keith Wood