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Ed Chung reviews Alan Gregerman's Lessons from the Sandbox
Shawn Blau reviews Peak Performance: Business Lessons from the World's Top Sports Organizations, written by Clive Gilson, Mike Pratt, Kevin Roberts, and Ed Weymes.
Michelle Hudson, Heather Leary, Max Longhurst, Joshua Stowers, Tracy Poulsen, Clara Smith and Rebecca L. Sansom
The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons…
Abstract
Purpose
The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS).
Design/methodology/approach
TMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to capture lesson implementation and collaborate on lesson iterations.
Findings
This paper describes the seven steps of the TMLS process with examples, showing how teachers develop their content and pedagogical knowledge while building relationships.
Originality/value
The TMLS approach provides an innovative option for teachers to collaborate across distances and form strong, lasting relationships with others.
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Barbara Hanfstingl and Thomas Andreas Ogradnig
The first-aid courses organized by the Youth Red Cross Carinthia (Austria) had a quality problem, necessitating a professionalization in teaching and time structure. This research…
Abstract
Purpose
The first-aid courses organized by the Youth Red Cross Carinthia (Austria) had a quality problem, necessitating a professionalization in teaching and time structure. This research aimed to enhance the quality and effectiveness of these courses by implementing modified lesson studies with non-professional trainers. The paper presents the realization process, empirical research and results obtained by applying the first-aid curriculum.
Design/methodology/approach
Around 22 lesson study first-aid courses (14 classes with 2 cycles, 8 with 3 cycles) were conducted and evaluated in different Austrian school types. An observation sheet was created to evaluate attention and competencies. Interviews were conducted with both teachers and students to validate the results.
Findings
The research findings demonstrate that lesson studies can significantly enhance the quality and effectiveness of first-aid courses. Inexperienced and experienced first-aid teachers significantly improved their teaching skills. Newly educated first-aid teachers showed substantial improvement, leading to the introduction of an induction period and coaching opportunity within the Youth Red Cross Carinthia.
Originality/value
This is the first lesson study conducted in a non-academic context. It highlights the adaptation process of Carinthian first-aid courses. It illustrates how lesson studies impact lesson clarity, instructional variety, student engagement in the learning process, student outcome, student feedback and teaching effectiveness in a non-academic context. It contributes to the literature on the application of lesson study in first-aid education and provides insight into the benefits of this approach in enhancing the quality of first-aid training.
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Jenni Radun, Mikko Lindberg, Aleksi Lahti, Marjaana Veermans, Reijo Alakoivu and Valtteri Hongisto
This study aims to examine activity-related sound levels and pupils’ perceptions of the acoustic environment in two classrooms, one of which was a traditional classroom (Reference…
Abstract
Purpose
This study aims to examine activity-related sound levels and pupils’ perceptions of the acoustic environment in two classrooms, one of which was a traditional classroom (Reference classroom, reverberation time (RT) 0.54 s) and the other a refurbished classroom (Demo classroom, RT 0.32 s).
Design/methodology/approach
Three types of data were gathered: room acoustic measurements, activity sound levels during different activities and pupils’ subjective experience concerning factors related to acoustics. Pupils, 10–11 years old (N = 34), estimated their subjective experience in general and after four test lessons. Teachers planned the test lessons to have four different lesson types: quiet work, one-person speaking, group work and activity-based work. The sound levels of activities were measured during the test lessons.
Findings
The activity sound levels were 2–13 dB LAeq lower in the Demo classroom than in the Reference classroom, depending on lesson type. Pupils were less annoyed by noise in the Demo than in the Reference classroom. Pupils’ speech was the most annoying sound source. More pupils were annoyed by it in the Reference classroom (65%) than in the Demo classroom (15%). Hearing the teacher while not seeing her face, concentrating on teaching and sitting in one’s place were estimated easier in the Demo classroom than in the Reference classroom.
Originality/value
This study offers a new approach using test lessons for studying activity sounds in schools. Activity sounds and their annoyance can be significantly diminished by classroom refurbishments.
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Niklas Humble and Peter Mozelius
The conducted examination of programming affordances and constraints had the purpose of adding knowledge and value that facilitate the on-going national curricula revision;…
Abstract
Purpose
The conducted examination of programming affordances and constraints had the purpose of adding knowledge and value that facilitate the on-going national curricula revision; knowledge that also could be of general interest outside the Swedish K-12 context.
Design/methodology/approach
With a qualitative approach, the study was conducted as a document analysis where submitted lesson plans were the base for a directed content analysis.
Findings
This study presents findings on how the involvement of programming in mathematics and technology have potential to foster engagement and motivation among students. Findings also indicate that the implementation of programming can develop important general skills that go beyond the boundaries of mathematics and technology. Moreover, the identified constraints could be valuable to improve the on-going curriculum development for K-12 mathematics and technology.
Research limitations/implications
This qualitative study was conducted on a relatively small number of teachers where the majority has taken the courses on a voluntary basis. An important complement would be to conduct a larger quantitative study with data from a more general sample of K-12 teachers.
Practical implications
Results and discussions provide guidance for K-12 teachers and other stakeholders who want to introduce programming as a complementary tool in teaching and learning activities.
Social implications
The study has a contribution to the on-going implementation of the Swedish national curricula for K-12 mathematics and technology.
Originality/value
During the last years, many studies have been published on teacher training in programming, and how the training can be improved. This study goes beyond the actual teacher training and examine aspects teachers translate to theirs daily work after completing the training.
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Collaborative professional development for inclusive teaching is a limited area of research, although there is an extensive need for special educational needs and disabilities…
Abstract
Purpose
Collaborative professional development for inclusive teaching is a limited area of research, although there is an extensive need for special educational needs and disabilities (SEND) teachers. Research findings of how teachers’ professional development can contribute to support the development of powerful learning situations for all students are presented in this special issue. The aim is to contribute to the knowledge of how the use of lesson study can develop teachers’ capabilities to offer high-quality education for students with SEND.
Design/methodology/approach
The guest editor presents each of the papers and introduces key themes and concepts.
Findings
The collection of papers is divided into two themes; the first has a focus on lesson study used by teacher educators during SEND in-service training. In this theme, the teachers are the students who are studying different fields of SEND, supported by teacher educators. The second theme studies different forms of lesson studies carried out by researchers and teachers in the collaboration focused aspects of content that are of importance for students in SEND.
Research limitations/implications
The papers focus on areas of education with a limited research tradition, and as a result, the studies may be seen as starting points for further research. The results so far lack generalisability. Therefore, the researchers have to test the findings further under different conditions and with wider groups of teachers and students.
Practical implications
The results of the papers can be used to develop both SEND teacher education, and collaborative professional development for in-service SEND teachers. This issue will, therefore, be of interest to school and system leaders.
Originality/value
The papers contribute initial findings from an under-researched area and also combine lesson study with methods and designs not previously explored.
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Nariakira Yoshida, Mitsuru Matsuda and Yuichi Miyamoto
The primary research question in this study concerns the establishment of a platform for intercultural collaborative lesson study, which promotes reciprocal dialogue between…
Abstract
Purpose
The primary research question in this study concerns the establishment of a platform for intercultural collaborative lesson study, which promotes reciprocal dialogue between culturally distinctive educational research groups. Therefore, this study aims to introduce a case of intercultural collaborative lesson study projects between Hiroshima University and Leipzig University and to illustrate the issues in intercultural collaborative lesson study.
Design/methodology/approach
This study reconstructed the sequence of the project as a case under the narrative structure. Data were retrieved from a collaborative project between Hiroshima University and Leipzig University, which corresponds to the theoretical framework, as they represent a clear cultural contrast. The description of the project is reconstructed and reduced into a linear storyline of procedure.
Findings
This study identifies three key issues: (1) sharing data and culture, (2) visualising methodology and process, and (3) responding to research questions and answers.
Research limitations/implications
This platform does require one cultural group neither throwing their own norms away nor creating an utterly new paradigm beyond their own cultures. It is a place “between” original places that enables groups to capture their own culture and another culture, which does not compel to change but effectively allows reflection and changing themselves.
Originality/value
Although several transcultural reports find that one cultural asset is imported and exported, the arena of bi-directional intercultural dialogue remains undeveloped. The collaborative project between Hiroshima and Leipzig is then introduced and examined to overcome the current problems in transnational lesson study.
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Lesson study is one of the most adopted models of teacher professional development. However, as education has become increasingly digital, this study aims to investigate the use…
Abstract
Purpose
Lesson study is one of the most adopted models of teacher professional development. However, as education has become increasingly digital, this study aims to investigate the use of digital tools to support teacher professional development in lesson studies.
Design/methodology/approach
This article systematically reviews journal articles on the use of digital tools to support teacher professional development in lesson studies.
Findings
While the lesson study model is typically based on the premise that teachers prepare and observe a lesson at a school, the reviewed research suggests that digital tools open new ways to conduct lesson studies. Six themes on the use of digital tools to support teacher professional development in lesson studies are identified: analyzing videos from the teachers' classrooms, analyzing external video resources, fictional animations as a complement to videos, structured digital lesson study work, hybrid teacher collaboration and digital teacher collaboration. Opportunities for further research are suggested.
Practical implications
The identified themes can inspire practice on how to use digital tools to support teacher professional development in lesson studies.
Originality/value
Little attention has been paid to the use of digital tools to support teacher professional development in lesson studies.
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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 teaching…
Abstract
Purpose
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 teaching and learning in higher education, especially for primary and secondary teacher education students.
Design/methodology/approach
For the first time under the topic “Lesson Study: Music in Dialogue,” corresponding study programs were prepared at the University College of Teacher Education, Lower Austria. The data material from which answers to research questions can be generated are the “Didactic Design Pattern” and classical research lesson planning, observation and discussion instruments. Moreover, discussion protocols of the reflection meetings offered insights the participants gained through sharing their experience of a series of lesson study cycles including focussed collaboration between mentors, teachers, teacher education students and primary school pupils.
Findings
Within the lesson study groups, the space for cooperation and dialogue widened considerably and the interest in the work and expertise of each other increased. Based on the principles of a “community of practice,” this study shows the positive effects of professional collaboration on primary and secondary teacher education students and a lasting impact on their pupils’ learning. Thereby, the dialogical principle was found to play a central and important role. In connection with music- and art-related processes, previous limitations in teaching and learning with music can be exceeded for pupils, teacher education students and teachers.
Research limitations/implications
This study, therefore, provides new insights into questions of organization and implementation, as well as scientific and didactic support in professional learning communities.
Originality/value
So far, there has been little practitioner research through lesson study in the field of music education. In particular, lesson study enhancing the cooperation between music education and other subject areas through dialogical-integrative work has brought about knowledge and insights of great importance for the further development of an appropriate didactic approach in dialogic music education.
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