Search results

1 – 10 of 626
Open Access
Article
Publication date: 20 July 2021

Susanne Jansen, Marie-Christine P.J. Knippels and Wouter R. van Joolingen

The purpose of this paper is to explore the merits of lesson study (LS) as a research approach for research in (science) education. A lesson was developed to introduce students to…

5412

Abstract

Purpose

The purpose of this paper is to explore the merits of lesson study (LS) as a research approach for research in (science) education. A lesson was developed to introduce students to model-based reasoning: a higher order thinking skill that is seen as one of the major reasoning strategies in science.

Design/methodology/approach

Participants of the LS team were three secondary school teachers and two educational researchers. Additionally, one participant fulfilled both roles. Both qualitative and quantitative data were used to investigate the effect of the developed lesson on students and to formulate focal points for using the LS as a research approach.

Findings

The developed lesson successfully familiarized students with model-based reasoning. Three main focal points were formulated for using LS as a research approach: (1) make sure that the teachers support the research question that the researchers bring into the LS cycle, (2) take into account that the lesson is supposed to answer a research question that might cause extra stress for the teachers in an LS team and (3) state the role of both researchers and teachers in an LS team clearly at the beginning of the LS cycle.

Originality/value

This study aims to investigate whether LS can be used as a research approach by the educational research community.

Details

International Journal for Lesson & Learning Studies, vol. 10 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Content available
Article
Publication date: 14 June 2022

Yanping Fang, Lynn Paine and Rongjin Huang

This special issue reveals how lesson study in China continues to serve as a powerful platform to support change in teaching. The papers included in this issue explore how…

Abstract

Purpose

This special issue reveals how lesson study in China continues to serve as a powerful platform to support change in teaching. The papers included in this issue explore how university faculty members and researchers support teachers to cross boundaries resulting from the introduction of key competencies-based (hexin suyang 核心素养) curriculum reform (KCR).

Design/methodology/approach

The theme of continuity and change is examined against the backdrop of Chinese lesson study's (CLS's) consistent supporting role in enabling curriculum reform. These analyses make use of concepts involved in understanding boundary crossing, such as using boundary objects and their roles, to help make sense of the new theories, tools, and resources as well as relationships engendered in responding to the reform's demand. While recognizing the continuity at play in Chinese LS, the authors use the lens of learning at the boundary of research-practice partnerships (RPPs) (Farrell et al., 2022) to contemplate the future of CLS.

Findings

The papers touch on three major themes: (1) the role of university-school partnerships in meeting the new demands of key competencies reform; (2) resourceful tools, strategies and structures to support boundary crossing for teachers; and (3) roles and relationships for mutual learning in university-school partnerships. Together these three themes, considered across the papers in this issue, point to the need to redefine CLS to engender versatility and hybridity and to enlist mutual learning relationships in future university-school partnerships. Such redefinition positions lesson study to both continue and change.

Research limitations/implications

The papers in this issue are expected to promote mutualist learning in future CLS research-practice partnerships. To do so, research needs to move from focusing on change of a single case teacher to clarifying what experts and teachers each learn from the LS and from each other. Attention also needs to focus on the collaborative discourse and ways such discourse is able to promote mutual learning, emotional support in facing change as well as critical and constructive problem solving.

Practical implications

Practically, to better support boundary crossing, this special issue encourages academics and teachers to identify and work around boundary objects and their enabling features to enhance knowledge and identity of both university and teacher participants for more effective research-practice partnerships.

Originality/value

This special issue offers a pioneering set of studies that contributes to an in-depth understanding of how CLS is supporting the current competencies-based reform in China. It also provides concrete future directions for research and practice to enhance university-school partnerships' response to reform.

Open Access
Article
Publication date: 19 May 2023

Marla T.H. Hahnraths, Maartje Willeboordse and Onno C.P. van Schayck

To gain insight into factors enhancing or obstructing implementation in various school-settings, which is vital for widespread dissemination and sustainable integration of…

2163

Abstract

Purpose

To gain insight into factors enhancing or obstructing implementation in various school-settings, which is vital for widespread dissemination and sustainable integration of school-based health-promoting interventions.

Design/methodology/approach

A mixed methods multisite comparative case study to investigate (factors influencing) the implementation of health-promoting activities in twelve Dutch primary schools. Data were collected during three school years (2019–2022) through observations, questionnaires and interviews.

Findings

The project resulted in the implementation of small, incidental activities. Important reasons for the limited implementation were lack of commitment and bottom-up involvement. School directors and teachers were not involved early on in the project, which limited project support and commitment. On school level, directors largely carried project responsibility themselves, hindering project sustainability and integration. Coronavirus disease 2019 (COVID-19) made that schools had difficulties forming long-term visions and plans. Other observed barriers included limited perceived necessity to change, high workload and high staff turnover. Important facilitators were the presence of a process coordinator and sharing experiences from other schools.

Originality/value

This research provided valuable insights into (factors influencing) the implementation of health-promoting initiatives in diverse, real-world school contexts. More extensive support is needed to create commitment, bottom-up involvement and a project vision. Furthermore, empowering in-school champions and/or school-wide project groups is desirable to decrease schools' dependence on long-term external support. The findings can be used by various stakeholders throughout development, adoption and implementation and can facilitate widespread dissemination and sustainable integration of school-based health-promoting interventions.

Details

Health Education, vol. 123 no. 2
Type: Research Article
ISSN: 0965-4283

Keywords

Open Access
Article
Publication date: 2 January 2024

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.

Details

International Journal for Lesson & Learning Studies, vol. 13 no. 5
Type: Research Article
ISSN: 2046-8253

Keywords

Open Access
Article
Publication date: 11 April 2019

Jenni Sullanmaa, Kirsi Pyhältö, Janne Pietarinen and Tiina Soini

Shared understandings of curriculum reform within and between the levels of the educational system are suggested to be crucial for the reform to take root. The purpose of this…

4095

Abstract

Purpose

Shared understandings of curriculum reform within and between the levels of the educational system are suggested to be crucial for the reform to take root. The purpose of this paper is to explore variation in perceived curriculum coherence and school impact among state- and district-level stakeholders.

Design/methodology/approach

The participants (n=666) included state- and district-level stakeholders involved in a national curriculum reform in Finland. Latent profile analysis was employed to identify profiles based on participants’ perceptions of the core curriculum’s coherence and the reform’s impact on school development.

Findings

Two profiles were identified: high coherence and impact, and lower consistency of the intended direction and impact. State-level stakeholders had higher odds of belonging to the high coherence and impact profile than their district-level counterparts.

Practical implications

The results imply that more attention needs to be paid in developing a shared and coherent understanding particularly of the intended direction of the core curriculum as well as the reform’s effects on school-level development among state- and district-level stakeholders.

Originality/value

The study contributes to the literature on curriculum reform by shedding light on the variation in perceived curriculum coherence and school impact of those responsible for a large-scale national curriculum reform process at different levels of the educational system.

Details

Journal of Educational Administration, vol. 57 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Content available
Article
Publication date: 1 January 2014

John Elliott

1023

Abstract

Details

International Journal for Lesson and Learning Studies, vol. 3 no. 1
Type: Research Article
ISSN: 2046-8253

Open Access
Article
Publication date: 10 May 2021

Abhilasha Dixit and Yogesh Upadhyay

In the backdrop of job demands-resources model, the purpose of this paper is to investigate the effect of selected job resources (job autonomy and rewards and recognition) and job…

3154

Abstract

Purpose

In the backdrop of job demands-resources model, the purpose of this paper is to investigate the effect of selected job resources (job autonomy and rewards and recognition) and job demands (problem with work) on innovative work behaviour through the mediation of employee engagement in the higher education sector of India.

Design/methodology/approach

The sample consists of randomly selected 275 teachers from higher education institutions from a city in India. This study used PLS-SEM for data analysis.

Findings

The results suggest that employee engagement associates closely with innovative work behaviour. Job autonomy, one of the resources, affects innovative work behaviour directly and its effect does not move via employee engagement. Further, reward and recognition does not impact innovative work behaviour directly, rather, its effect moves through employee engagement. Finally, the work suggests that employee engagement mediates between selected job resources and job demands and innovative work behaviour.

Research limitations/implications

This study can be extended to include more demands and resources which are unique to academic institutions. For example, a transparent career path to all teachers or a high-octane research culture can serve as a boon. Additionally, their interaction effect can also be studied. The present study being a cross-sectional study, at best, offers a snap-shot view of relationship among the variables.

Practical implications

This study shall help organizations to use job resources and job demands to enhance teachers’ engagement and innovative work behaviour. Specifically, results of this study offer a reason to academic institutions to give more autonomy and rewards to their teachers to eke out innovative work behaviour.

Social implications

Firstly, this study will have a positive outcome for students who will be the prime beneficiaries of innovative work behaviour of teachers. Secondly, broadly the society and its constituents will get benefited by improvement in research outcomes.

Originality/value

The outcome of this study proposes that job autonomy and reward and recognition do not connect with employee engagement and innovative work behaviour in a known way.

Details

RAUSP Management Journal, vol. 56 no. 2
Type: Research Article
ISSN: 2531-0488

Keywords

Content available
Article
Publication date: 18 September 2019

James S. Chisholm and Jennifer Alford

326

Abstract

Details

English Teaching: Practice & Critique, vol. 18 no. 2
Type: Research Article
ISSN: 1175-8708

Abstract

Details

Journal of Educational Administration, vol. 56 no. 5
Type: Research Article
ISSN: 0957-8234

Content available
Book part
Publication date: 6 April 2018

Abstract

Details

Teacher Leadership in Professional Development Schools
Type: Book
ISBN: 978-1-78743-404-2

1 – 10 of 626