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The purpose of this paper is to explore students' mathematization through a flow of lessons using the Thailand Lesson Study Incorporated Open Approach (TLSOA) to improve the excellence of instruction.

A total of 16 Grade 4 students were selected because they have been taught using the TLSOA model for four years. Six Lesson Study (LS) team members participated, and two instruments were utilized, namely student worksheets, and field notes. An ethnographic research design was employed.

The results revealed that the students' mathematical ideas were developed from the real world to the mathematical world through a flow of lessons based on the four phases of the Open Approach (OA).

Firstly, the students demonstrated their ability to represent the real world independently when the teacher posed an open-ended problem. Secondly, the students demonstrated their ability to use semi-concrete aids to develop their ideas while self-learning. Thirdly, the students showed how they developed their ideas to solve the open-ended problem using relevant objects or related concepts as part of a whole-class discussion and comparison exercise. Finally, the students demonstrated their abilities to represent the mathematical world using numbers and symbols to communicate their ideas when they were required to make a summary by connecting their mathematical ideas.

This study adds new insight to the literature on students' mathematization using the TLSOA model.

Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.

This study arises from a recent school-based professional development (PD) programme conducted for English language teachers (ELTs) in a secondary school in the Kingdom of Bahrain, where a participatory lesson study (PLS) strategy was implemented to develop four ELTs' teaching skills and their senior teacher's leadership. The influence of the PLS on creating a participatory PD experience for the participants was investigated through exploring their perceptions of their professional growth during their PLS experience.

Following a qualitative interpretive approach, a total of eight lesson study cases and 16 meetings were conducted and analysed.

The main factors that influenced the participants' perceptions of their professional growth in PLS were high self-efficacy and confidence; dominancy of their peers; the informality of the PLS practice; and reflective practice. Relatedly, the results revealed critical thoughts about PLS as a means for ELT's self-directed PD in non-native English-speaking contexts.

The study provides an alternative approach to PD that can be offered for ELTs in any ESL/EFL context that focusses on supporting non-native English-speaking teachers' practices by associating theory with practice. This approach has enabled them to gain the practical skills they need and develop their awareness about the theoretical principles of these practices. For the first time, teachers were given the role to act as the trainers and the theorisers of their own teaching practices.

This article describes a collaborative effort between a teacher educator, an inservice teacher, and a preservice teacher to develop a program for integrating women’s history in an eighth-grade early American History course. Using the results of a survey given to social studies teachers within the local district, they designed a program intended to address primary barriers to the integration of women’s history in the curriculum. Teacher-identified barriers included a lack of quality resources and a lack of time as well as a need to conform to district curriculum and state standards and a lack of content knowledge in women’s history among teachers. In addition to a description of the project, the article provides a discussion of lessons learned through the process.

In this chapter, we begin by exploring the lessons learned from studies of teachers’ expectations for student behavior, being with early inquiry conducted following the Education for All Handicapped Children Act (P.L. 94-142) of 1975. Next, we explore the expanding knowledge base following reauthorization of the Individuals with Disabilities Education Act (IDEA, 1997), the Individuals with Disabilities Education Improvement Act (IDEIA, 2004), and No Child Left Behind Act (NCLB, 2001) as the field increasingly emphasized inclusive programming and supporting access to the general education curriculum, called for academic excellence for all students, and focused on systems-level perspectives for teaching behavioral expectations. We summarize lessons learned from these bodies of knowledge, focusing attention on key findings and existing limitations of the studies conducted to date. We conclude with implications for educational research and practice, with attention to how lessons learned regarding teacher expectations for student performance can (a) facilitate inclusive programming for students with disabilities, (b) support school transitions, (c) inform primary prevention efforts and targeted supports, and (d) inform teacher preparation programs.

The focus of this study was to analyze crisis management in a context of high-reliability organizations (HRO) evidenced in two cases of Brazilian air disasters. Aspects of human and technological natures were examined, addressing the complex sociotechnical system.

This in-depth case study addressed the two most serious air disasters on Brazilian territory. The first case involved a midair collision between Gol Flight 1907 and the Legacy jet. In the second case, TAM flight 3054 had difficulty braking when landing at the airport and crashed into a building. Data were collected from official disaster documents.

The results revealed that the management and operational activities aimed to maintain the necessary conditions that prioritize a high level of reliability. High reliability mainly involves concern over failure, reluctance to accept simplified interpretations, sensitivity to operations, commitment to resilience and detailed structure specifications.

The implications are based on alerting highly reliable organizations, emphasizing the focus on managing more reliably, resiliently and conscientiously. Changes will be required in the operations of organizations seeking to learn to manage unexpected events and respond quickly to continually improve the responsiveness of their services.

In the perspective of an intrinsic case study for crisis management in a context of HRO and disaster risk management, the originality of this study lies in its examination of the paradoxical nature of control within the systems of dangerous operations in complex organizations, as well as their contradictions in a high-reliability system.

This paper aims to present the process evaluation for a two‐year (2008‐2010) participatory action research project focusing on home‐school partnership in health learning, undertaken within the Schools for Health in Europe (SHE) in Eastern Finland.

Two intervention schools and two control schools (grade 5 pupils, parents, and selected school personnel) participated in a study. Process evaluation data were collected from intervention schools after 10 months of participation, by interviewing two classroom teachers and three families. In addition, program documents and relevant statistics were collected from schools during the intervention.

Teachers' opinions on the development process varied from more concrete expectations (School A teacher) to overall satisfaction to implementation (School B teacher). Parents believed that their children would benefit from the project later in life. The context and differences of the school environments were likely to affect the development process at the school level.

This paper demonstrates a process evaluation in two schools and, therefore, limits the generalizability of the findings.

The process evaluation was an essential part of this intervention study and may provide a useful structure and an example for process evaluation for future school‐based health intervention studies.

This study highlights the importance of planning the process evaluation structure before the start of the intervention, brings out the relevance of systematically assessing the process while it is ongoing, and illustrates process evaluation in an action research project.

Holistic approaches to public health such as “One Health” emphasize the interconnectedness between people, animals, ecosystems, and epidemic risk, and many advocate for this philosophy to be adopted within disaster risk management (DRM). Historically, animal and human diseases have been managed separately from each other, and apart from other hazards considered for DRM. Shifts in DRM, however, may complement a One Health approach. The taxonomy of hazards considered under DRM has expanded to include medical and social crises such as epizootics and terrorism. However, there is a gap in understanding how epidemic risk is integrated into DRM at the community-level. The paper aims to discuss these issues.

TACTIC adopts a participatory case study approach examining preparedness for multiple hazard types (floods, epidemics, earthquakes, and terrorism) at the community-level. This paper reports on findings from the epidemic case study which took as its focus the 2001 foot-and-mouth disease epidemic in the UK because of the diverse human, social, and environmental impacts of this “animal” disease.

Epizootic preparedness tends to focus on biosecurity and phytosanitary measures, and is geared towards agriculture and farming. Greater engagement with public health and behavioural sciences to manage public health impacts of animal disease epidemics, and activities for citizen engagement to improve preparedness are discussed. The impermeability of boundaries (hazard, institutional, disciplinary, etc.) is a key constraint to integrating One Health into DRM.

This work helps to situate the One Health discussion within the community-level DRM context.