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

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

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Article
Publication date: 30 September 2014

Ference Marton

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242

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

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Article
Publication date: 4 November 2011

John Elliott and Lo Mun Ling

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608

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

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Article
Publication date: 14 October 2013

Christine Kim-Eng Lee and Lo Mun Ling

Much has been written about the failure of curriculum reforms to bring about pedagogical transformation in classrooms. The purpose of this paper is to introduce the…

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721

Abstract

Purpose

Much has been written about the failure of curriculum reforms to bring about pedagogical transformation in classrooms. The purpose of this paper is to introduce the special issue about facilitating curriculum reforms through lesson study.

Design/methodology/approach

The guest editors introduce the papers while also discussing key themes and concepts.

Findings

The collection of papers shows that it would be naïve to assume that the intended, enacted and lived curriculum would be the same. Teachers play a very important role in bringing the intended curriculum to life in classrooms, and lesson study provides a process through which the intended, enacted and lived curriculum could be brought closer together.

Originality/value

It is only through such collaborative discourse among teachers supported by “knowledgeable others” that reform ideas can take root in classrooms and bring about lasting change.

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International Journal for Lesson and Learning Studies, vol. 2 no. 3
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 10 October 2016

John Elliott

The purpose of this paper is to pull together articles published in the journal over the last five years in terms of their relevance to the main themes and issues that…

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389

Abstract

Purpose

The purpose of this paper is to pull together articles published in the journal over the last five years in terms of their relevance to the main themes and issues that have shaped its development.

Design/methodology/approach

The idea is that the paper enables teachers and researchers in schools and higher education institutions to access a substantial and unique collection of lesson and learning studies, and articles about the theoretical and methodological issues they raise, in the context of a rapidly globalising phenomenon.

Findings

The paper sets a framework for evaluating the growth and development of lesson studies as a form of practice-based teacher research.

Originality/value

This paper, authored by the founding chief editor of the IJLLS, establishes conceptual links between the theory and practice of lesson study and the wider field of practice-based pedagogical research.

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International Journal for Lesson and Learning Studies, vol. 5 no. 4
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 4 November 2011

Mun Ling Lo and Ference Marton

One important contribution of variation theory to learning study is that it brings the focus of the learning study sharply on the object of learning and provides a…

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3881

Abstract

Purpose

One important contribution of variation theory to learning study is that it brings the focus of the learning study sharply on the object of learning and provides a theoretical grounding to understand some of the necessary conditions of learning. The purpose of this paper is to argue that variation theory can serve as a guiding principle of pedagogical design.

Design/methodology/approach

Data from two case studies are used to support the argument.

Findings

This paper shows that variation theory is indeed a guiding principle; what the teacher is supposed to do in the classroom does not follow mechanically, as exemplified by two learning study cases. The first example shows that the principles of variation theory imply what features of the object of learning has to be invariant and what should vary in the students' experience. However, this is a necessary but not sufficient condition for learning. The second example shows also that even if one is aware of the pattern of variation and invariance needed, still it might take quite a bit of ingenuity to bring it about.

Originality/value

Teachers need a sound theory to help them make wise decisions about teaching. Variation theory provides a theoretical grounding to understand some of the necessary conditions of learning, so that wise pedagogical decisions can be made. This paper contributes to a deeper understanding of variation theory and its application in practice. Furthermore, the paper also shows that while a learning theory enhances the quality of a lesson study, a lesson study can also provide a platform for the testing and application of a learning theory.

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

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Article
Publication date: 11 July 2016

Mun Ling Lo

– The purpose of this paper is to suggest ways that we can widen our vision since our views are limited by our theoretical lens.

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305

Abstract

Purpose

The purpose of this paper is to suggest ways that we can widen our vision since our views are limited by our theoretical lens.

Design/methodology/approach

The paper first draws on articles in the current issue to illustrate how limitations imposed by our theoretical lens can be partly overcome. It then draws on the insights from two recent papers by Svensson (2016) and Lo and Chik (2016) to discuss some ways forward. Svensson’s paper argues for integrating research on teaching and learning using case-based studies and the contextual analysis approach. Lo and Chik’s paper is about how our learning can go beyond the single case through attending to fusion in the external horizon. The conceptual lens from these two papers which are from the phenomenography, variation theory and learning study tradition is applied to look at some of the papers in this issue which are from the lesson study tradition.

Findings

Although there is an inherent limitation to what we can see as a consequence of the theoretical lens that we take, we can widen our vision by learning to see from others’ perspectives and gain insights that would be useful to us.

Originality/value

The conceptual lenses from the phenomenography, variation theory and learning study tradition is applied to look at some of the papers which are from the lesson study tradition to reveal alternative ways of seeing.

Details

International Journal for Lesson and Learning Studies, vol. 5 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

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Article
Publication date: 12 October 2015

Peter Posch

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242

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

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Article
Publication date: 27 May 2014

Lo Mun Ling

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609

Abstract

Details

International Journal for Lesson and Learning Studies, vol. 3 no. 2
Type: Research Article
ISSN: 2046-8253

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