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1 – 10 of over 2000Bridget Flanagan, Mairéad Hourigan and Aisling Leavy
This research seeks to explore the potential of Lesson Study as a vehicle to support professional development (PD) in a rural, Irish primary school. Lesson Study was utilised to…
Abstract
Purpose
This research seeks to explore the potential of Lesson Study as a vehicle to support professional development (PD) in a rural, Irish primary school. Lesson Study was utilised to design and implement integrated STEM (Science, Technology, Engineering and Mathematics) lessons with young children (ages 4–7 years).
Design/methodology/approach
Three teachers were introduced to and participated in four cycles of Lesson Study over the course of one school year. Qualitative data were generated from interviews, collaborative weekly meetings and observation sheets.
Findings
Analysis suggests that Lesson Study supported the development of a culture of collaboration and provided an opportunity for teachers to share their knowledge. Findings also reveal that Lesson Study motivated teachers to reflect on their role within the classroom and enabled them to move away from teacher-led approaches. Although teachers perceived Lesson Study to be a beneficial form of PD, factors constrained their engagement, including practical, cultural and sustainability challenges.
Practical implications
The study explores the adaptability of Lesson Study in first level education in the context of STEM education. It reveals teachers’ first experience of Lesson Study, given its stark contrast to more “traditional” PD experiences they are accustomed to. This article will, therefore, be of interest to teachers, school leaders and policy makers.
Originality/value
This paper contributes initial findings to a currently under-researched area, Lesson Study in a rural context. This study also combines Lesson Study with STEM education, which has not been widely explored.
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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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This study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms.
Abstract
Purpose
This study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms.
Design/methodology/approach
This study reported only a part of large-scale action research. The participants were Grade 8 students selected by the convenience sampling method. The data were obtained through open-ended questions. The content analysis method was used to analyze the data.
Findings
Four categories emerged: connection, technology-supported teaching, use of concrete materials, practice, and teacher behavior and teaching style.
Research limitations/implications
This study reveals how students in a different culture and education system, such as Türkiye, want to learn mathematics in the LS process of Japanese origin. It also gives some important clues for applying LS in a different culture.
Practical implications
This study may attract the attention of educational stakeholders who want to implement LS in mathematics classrooms by considering student perspectives.
Social implications
Due to the nature of LS, this study may emphasize teacher–student and teacher–teacher interactions. Thus, it can draw attention to the importance of social learning environments where students take responsibility and interact.
Originality/value
This study emphasizes the importance of listening to student voices in LS. Some ideas about mathematics teaching in Turkey should also be given. Finally, it can provide a good basis for understanding and comparing LS practices in different cultures and understandings.
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Tammy Kraft and Omar Hernández Rodríguez
This article aims to identify and describe the research outcomes of studies that have employed the theoretical framework of lesson study (LS) in initial science teacher…
Abstract
Purpose
This article aims to identify and describe the research outcomes of studies that have employed the theoretical framework of lesson study (LS) in initial science teacher preparation programs. The focus is on the impact of LS on preservice teachers’ (PST) pedagogical and content knowledge, beliefs, routines and norms for professional learning and instructional practices.
Design/methodology/approach
A systematic approach was employed to compile pertinent literature by initially searching scholarly databases using specific keywords and phrases related to prospective science teacher preparation. Seventeen studies, encompassing both qualitative research and mixed-methods research, met the inclusion criteria and significantly contributed to the study’s findings. The authors independently conducted a coding process, applying a predefined code scheme based on Lewis et al.'s (2019) theoretical framework. The outcomes of the coding process were compared, and reliability tests were conducted to ensure the consistency of the coding.
Findings
In preservice science teacher (PSST) education, LS proves transformative, enriching pedagogical and content knowledge, shaping beliefs, fostering collaboration and influencing instructional practices. Its collaborative, reflective and iterative nature significantly contributes to the professional growth of preservice science teachers, preparing them for effective, student-centered teaching practices. Further investigation is warranted in the realm of LS, particularly concerning preservice science teachers and their beliefs.
Originality/value
This literature review on science PSTs is one of the pioneering efforts to employ the professional development framework crafted by Lewis et al. (2019).
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Takeshi Sakai, Hideyuki Akai, Hiroki Ishizaka, Kazuyuki Tamura, Ban Heng Choy, Yew-Jin Lee and Hiroaki Ozawa
This study aims to develop a self-reflection scale useful for teachers to improve their skills and to clarify the Japanese teachers’ characteristics during mathematics lesson…
Abstract
Purpose
This study aims to develop a self-reflection scale useful for teachers to improve their skills and to clarify the Japanese teachers’ characteristics during mathematics lesson observation (MLO). In MLO, it is important to understand the lesson plan in advance to clarify observation points, and we aim to develop a scale including these points.
Design/methodology/approach
Based on the pre-questionnaire survey, nine perspectives and two situations for MLO were extracted. From these, a questionnaire for MLO was created. The results obtained from 161 teachers were examined, and exploratory factor analysis was conducted. ANOVA was conducted to analyze the effect of differences across the duration of teaching experience on the identified factors.
Findings
We developed a self-reflection scale consisting of 14 items with three factors: [B1] focus on instructional techniques and evaluation, [B2] focus on proactive problem-solving lesson development and [B3] focus on the mathematical background of the learning content. While duration of teaching experience showed no effect, three factors of the self-reflection scale for MLO showed a significant effect. Further multiple comparisons revealed the degree of focus was [B2]>[B1]>[B3].
Originality/value
Teachers who use this developed scale may grasp the strengths and weaknesses of their own MLO, which leads to self-improvement. The perspectives emphasized in lesson observation are the same when creating lesson plans and implementing lessons, leading to lesson improvement. Furthermore, based on the characteristics of teachers revealed, new training programs regarding MLO can lead to higher-quality lesson studies.
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Julian Bucher, Klara Kager and Miriam Vock
The purpose of this paper is to systematically review the history and current state of lesson study (LS) in Germany. In particular, this paper describes the development of LS over…
Abstract
Purpose
The purpose of this paper is to systematically review the history and current state of lesson study (LS) in Germany. In particular, this paper describes the development of LS over time and its stakeholders.
Design/methodology/approach
Conducting a systematic literature review, we searched three scientific databases and Google Scholar, examined 806 results and included 50 articles in our final sample, which we analyzed systematically.
Findings
The spread of LS in Germany can be divided into three phases, characterized by their own LS projects as well as their own ways of understanding LS. Although interest in LS has increased significantly in recent years, it is only present at a small number of schools and universities in Germany if compared internationally. Furthermore, this paper identifies the so-called learning activity curves as a tool frequently used for observation and reflection that appears to be unknown outside German-speaking countries.
Originality/value
This paper may act as an outline for countries without large-scale LS projects and with limited support from policymakers. The experience from Germany demonstrates the outcomes and challenges that can arise in such a situation and shows how unique LS features and proceedings have emerged.
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Jeroen Pronk, Sui Lin Goei, Tirza Bosma and Wilma Jongejan
Despite their pivotal role in classroom social dynamics, teachers are not always aware of, and/or do not know how to respond to, bottlenecks in these dynamics. This study…
Abstract
Purpose
Despite their pivotal role in classroom social dynamics, teachers are not always aware of, and/or do not know how to respond to, bottlenecks in these dynamics. This study investigated the effectiveness of the Social Classroom Dynamics Intervention with Lesson Study (SKILS, acronym of the Dutch program name) in supporting teachers with regards to improving their classrooms' social dynamics.
Design/methodology/approach
A sample of Dutch secondary school classrooms was divided into five SKILS classrooms (n = 86; 53.5% boys; Mage-T0 = 13.62 years and SD = 1.02 years) and nine control classrooms (n = 156; 50.6% boys; Mage-T0 = 13.55 years and SD = 0.89 years). Involvement in bullying and social cohesion was assessed pre- and post-intervention using student peer reports. Teachers of SKILS classrooms formed SKILS teams of five teachers (N = 25; 60% male; Mage-T0 = 42.45 years and SD = 12.81 years; teacher's experience: MT0 = 11.35 years and SD = 8.36 years). Teachers were interviewed post-intervention.
Findings
While SKILS had little effect on classroom bullying dynamics, it had a positive effect on student social cohesion. Teachers indicated a learning effect with regard to identifying bottlenecks within classroom dynamics and felt more competent to intervene in response to bottlenecks due to SKILS.
Originality/value
The findings suggest that teachers can successfully impact classroom social cohesion by increasing their knowledge of classroom dynamics and working in Lesson Study (LS) teams with colleagues to develop tailored interventions for these dynamics.
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Jessica Rene Peterson, Kyle C. Ward and Michaela Lawrie
The purpose is to understand how farmers in rural American communities perceive crime, safety and policing.
Abstract
Purpose
The purpose is to understand how farmers in rural American communities perceive crime, safety and policing.
Design/methodology/approach
An online survey, adapted from a version used in Victoria, Australia (Harkness, 2017), was modified and administered through social media and farming organizations throughout three US states. The survey covers topics relating to crime and victimization, feelings of safety or fear in rural areas, policing practices and trust in police in their areas and any crime prevention practices that respondents use.
Findings
With nearly 1,200 respondents and four scales investigated, results indicate that those respondents with more favorable views of law enforcement and the criminal justice system had the highest fear of crime, those who had been prior victims of crime had a higher fear of crime than those who did not, those with higher community involvement had higher fear of crime, and those from Nebraska compared to Colorado had higher fear of crime.
Research limitations/implications
A better understanding of the agricultural community’s perceptions of crime, safety and policing will aid law enforcement in community policing efforts and in farm crime investigation and prevention. Limitations of the study, including the distribution method will be discussed.
Originality/value
Farm- and agriculture-related crimes have serious financial and emotional consequences for producers and local economies. Stereotypes about rural areas being “safe with no crime” are still prevalent. Rural American farmers’ perceptions of crime, safety and police are largely absent from the literature and are important for improving farm crime prevention.
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Kelly Chandler-Olcott, Sharon Dotger, Heather E. Waymouth, Keith Newvine, Kathleen A. Hinchman, Molly C. Lahr, Michael T. Crosby and Janine Nieroda
This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary…
Abstract
Purpose
This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course.
Design/methodology/approach
Using methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers’ written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators’ analysis sessions and pre-service teachers’ post-program interviews. Data were analyzed within and across iterations.
Findings
Initial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers’ attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives.
Originality/value
This paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study’s applicability across content areas.
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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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