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Article
Publication date: 18 March 2020

Keith Wood

The purpose of this article is to discern and discuss dimensions of variation opened by the articles in the issue 9(2) of the International Journal of Lesson and Learning

Abstract

Purpose

The purpose of this article is to discern and discuss dimensions of variation opened by the articles in the issue 9(2) of the International Journal of Lesson and Learning Studies (IJLLS).

Design/methodology/approach

The approach draws on the path of teachers learning through lesson and learning studies presented as a pattern of variation forming a temporal sequence.

Findings

Attention is drawn to the importance of being explicit about the theory of learning informing lesson and learning studies and how its implementation leads to teacher learning.

Originality/value

The depiction of the path of learning through lesson and learning studies is original.

Details

International Journal for Lesson & Learning Studies, vol. 9 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

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Article
Publication date: 22 June 2018

Keith Wood

The purpose of this paper is to provide an introduction of the papers in the current issue.

Abstract

Purpose

The purpose of this paper is to provide an introduction of the papers in the current issue.

Design/methodology/approach

By revealing contrasting features of alternative theories of learning, this paper offers a contribution to the on-going discussion about the role of learning theory in Japanese lesson study and its global adaptations.

Findings

Attempts to theorize lesson study in contrast to the theory-based learning study reveal a fundamental difference in the learning theories used to underpin this task related to the different world views on which they are founded.

Originality/value

This paper review provides an overview of the insights into lesson and learning studies provided by the authors in this issue of the journal.

Details

International Journal for Lesson and Learning Studies, vol. 7 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

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Article
Publication date: 2 January 2018

Keith Wood

The purpose of this paper is to provide a review of the contributions to the current issue.

Abstract

Purpose

The purpose of this paper is to provide a review of the contributions to the current issue.

Design/methodology/approach

The paper is intended to stimulate a discussion about the nature of lesson study (LS), its use in initial teacher education (ITE) and the role of learning theory in the design of the research lesson.

Findings

The term LS was first used to describe a Japanese LS. It was seen as career-long teacher-initiated collaborative professional development through which teachers researched lesson designs to teach problem-solving and develop independent thinking skills in their students. As it has been adopted across the world, it has been adapted. This raises questions about the form and effect of LS in its various forms, about the role of learning theory in the design of research lessons and about the appropriateness of introducing LS in programmes of ITE.

Originality/value

This editorial review provides an overview of the insights and issues identified by the authors in this issue of the journal.

Details

International Journal for Lesson and Learning Studies, vol. 7 no. 1
Type: Research Article
ISSN: 2046-8253

Keywords

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Article
Publication date: 10 April 2017

Keith Wood

The purpose of this paper is to highlight similarities between Japanese lesson study, Chinese lesson study and learning study.

Abstract

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.

Details

International Journal for Lesson and Learning Studies, vol. 6 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

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Article
Publication date: 10 April 2017

Keith Wood, Halida Jaidin, Rosmawijah Jawawi, J.S.H.Q. Perera, Sallimah Salleh, Masitah Shahrill and Saratha Sithamparam

The purpose of this paper is to report on a study of teacher learning through participation in sustained collaborative subject-based professional development groups…

Abstract

Purpose

The purpose of this paper is to report on a study of teacher learning through participation in sustained collaborative subject-based professional development groups supported by a facilitator, using a model of teachers’ conceptions of teaching developed from phenomenography to identify what are the critical features of teaching that must be present if teachers are to learn, and using a variation theory of learning to explain how they learn.

Design/methodology/approach

The groups engaged in cycles of lesson study action research to improve the learning outcomes of their students. The authors intended to engage the teachers in an exploration of their own and their students’ experiences to understand the relationship between the enactment of the research lesson(s) and the educational outcome. The authors collected over 157 hours of video recorded teachers’ meetings involving 15 groups, 47 hours of follow-up interviews and 97 hours of lessons. In this paper the authors report on the progress of one of those groups. The authors analysed the transcripts to see what, if any, dimensions of variation were opened in discussion, affording the opportunity for learning. The authors sought the simultaneous juxtaposition, the bringing together, of threads that have entered the discussion that have the potential to open dimensions of variation – to add critical features to the “what” and “how” dimensions of teaching.

Findings

The authors identified necessary conditions for teacher learning through collaborative subject-based professional development groups. Any member of the group might bring this about. The facilitator or coach might be expected to perform this role in the group, and to sustain the group’s attention on the critical features of the object of learning.

Practical implications

The paper provides valuable insights into strategies to change teacher perspectives from a transmission oriented to a construction oriented view of teaching in the face of new and challenging curriculum demands.

Originality/value

In the work reported here the authors have used variation theory to design lesson study. This is rather different from a learning study where the teachers engaged in the study use variation theory to design their research lesson(s). It is a learning study of teachers’ professional development.

Details

International Journal for Lesson and Learning Studies, vol. 6 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

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Article
Publication date: 10 July 2017

Keith Wood

The purpose of this paper is to introduce the papers in the current issue and invite comments from the readers of the journal.

Abstract

Purpose

The purpose of this paper is to introduce the papers in the current issue and invite comments from the readers of the journal.

Design/methodology/approach

This editorial review is intended to stimulate a discussion about the effect of iterative models of professional development, the meaning of student-centred learning, valid evidence of teachers’ learning through collaborative professional development, teachers’ responses to top-down innovation and the cultural script of teaching, all of which are focal in the texts published in Issue 6.3 of the journal.

Findings

The boundaries between lesson and learning studies, top-down and bottom-up innovations, teacher learning and teacher participation and cultural scripts are far from distinct and for good reasons.

Originality/value

This editorial review provides an overview of the insights and issues identified by the authors in this issue of the journal.

Details

International Journal for Lesson and Learning Studies, vol. 6 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

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Article
Publication date: 1 April 1979

Gordon Keith

Developments in acrylic polymer technology over the past few years have led to the possibility today of formulating total paint systems for wood using water based…

Abstract

Developments in acrylic polymer technology over the past few years have led to the possibility today of formulating total paint systems for wood using water based all‐acrylic coatings.

Details

Pigment & Resin Technology, vol. 8 no. 4
Type: Research Article
ISSN: 0369-9420

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Article
Publication date: 4 January 2013

Keith Wood

The purpose of this paper is to address two questions: Can student teachers use variation theory to design and review lessons? Can exposure to variation in designs for…

Abstract

Purpose

The purpose of this paper is to address two questions: Can student teachers use variation theory to design and review lessons? Can exposure to variation in designs for lessons with the same intended object of learning develop student teachers understanding of design?

Design/methodology/approach

The student teachers were undertaking an English‐medium education degree, a feature of which was peer teaching, with the teachers collaborating planning, teaching and reflecting on lessons. A sample of individual student teachers’ written reflections on the design and effect of 15 lessons involving seven objects of learning was collected and analysed using a comparative method. The lesson designs in terms of the pattern of variation and critical aspects afforded, and the teachers’ evaluations of the lessons, are described.

Findings

Four critical cases show how variation in the enacted object of learning created by the student teachers in their lessons, and in the lived object of learning of their students, impacted on the lived object of learning to teach of those student teachers. In the design and enactment of their lessons, student teachers used variation to effect in ten out of 15 lessons taught.

Originality/value

The use of the variation framework appeared to be successful in varying what had previously been invariant for many student teachers, who had themselves been educated in teacher‐centric classrooms. Its use offered a systematic, evidence‐based approach to designing, teaching and reviewing lessons, and, therefore, an opportunity to integrate the roles of teacher and learner in pursuit of the object of learning. By specifying the variation framework as a design tool, and not a method of teaching, the opportunity is opened up for further critical investigation of its usefulness in initial teacher education.

Details

International Journal for Lesson and Learning Studies, vol. 2 no. 1
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 13 July 2015

Keith Wood, Crystal Lu and Vincent Andrew

The purpose of this paper is to report how teachers have engaged in a Learning Study to develop, from the experience of their students, an object of learning which has…

Abstract

Purpose

The purpose of this paper is to report how teachers have engaged in a Learning Study to develop, from the experience of their students, an object of learning which has important implications for pedagogy.

Design/methodology/approach

This paper uses a Learning Study of the economic concept of price over three cycles with varying groups of high school students which explored the effect of context and cognitive bias on the learners’ understanding of the object.

Findings

The object of learning has the following critical aspects: the attributes of the commodity, the exchange mechanism (e.g. the market structure) and consumer rationality. This finding enriches the critical aspects – supply and demand – of the object of learning price found in the current Learning Study literature and current high school textbooks.

Originality/value

Making explicit the variation between mainstream and behavioural models of economic phenomena helps learners to see what is critical – to see the potential and the limitations of those models for understanding the world and acting within it. Without sight of an alternative model it is impossible for the learner to distinguish between the mainstream model of supply and demand and what it purports to describe. Without behavioural dimensions, economics may not appear relevant to consumer decision-making.

Details

International Journal for Lesson and Learning Studies, vol. 4 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Content available
Article
Publication date: 1 December 2004

Abstract

Details

Soldering & Surface Mount Technology, vol. 16 no. 3
Type: Research Article
ISSN: 0954-0911

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