Lesson study practices in the development of secondary teaching of students with moderate learning difficulties: a systematic qualitative analysis in relation to context and outcomes

Abstract

This paper examines data from the novel use of Lesson Study (LS), an internationally known strategy for professional development, to improve the teaching of students with Moderate Learning Difficulties (11-14 years old). The paper aims to use a systematic qualitative analytic approach to identify variations in LS practice in a Development andResearch project with about 100 teachers across 30 schools in 2 LS phases. It also examines the extent to which the immediate context of undertaking the LSs relates to the LS practices and the outcomes for teachers and learners. Different data sources were used to examine the LS context, LS practices and outcomes. Analysis showed how teachers adapted the LS strategy to their particular subjects areas, the needs of students identified with MLD and their teaching contexts, while mainly keeping to the expected LS procedures. Co-variation analysis showed how the degree to which contexts were supportive of LS could be related to student learning gains and teacher outcomes, but no mediating factors were identified. The conclusions indicate the 2 importance of context for successful LS use. The findings are discussed in terms of possible mediating factors to better understand what is involved in quality and effective LS.

Teachers’ Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability

“…Drawing on Dall'Alba's [6] analysis of being with others through their publications (but not in person), the element of study (code 3) was also another way in which Action Researchers for ISEND were with others. First, in contrast to other university-led teacher-researcher projects (for example, [15,47]), all of the Action Researchers for ISEND engaged in study, and they independently selected their own material, although some struggled to obtain literature that was not open-access. Regarding the ways the group engaged with the literature, there is parity with Cain's [48] analysis of teachers' engagement with published research, which he describes as teachers transforming research into conceptual and context-specific understandings, or making transformations from the narrow into the broad.…”

Implementation of Lesson Study in the context of STEM education in a rural setting in Ireland: challenges and opportunities

“…However, more recently LS has been used in a variety of other subject areas, i.e. teaching children with learning difficulties (Norwich and Ylonen, 2015), exploring teacher self-efficacy (Schipper et al ., 2018) and in initial teacher education contexts (Leavy and Hourigan, 2018). These studies provide evidence that LS can be effective in improving teaching practice and children’s learning outcomes in a variety of educational contexts beyond mathematics.…”

Developing Problem Based Learning through Lesson Study

“…Improvement of the PBL learning process can be done with educator collaborative learning through Lesson Study (LS) activities to analyze the curriculum, and student needs, and can be useful to improve learners' learning outcomes, create an active student learning atmosphere, and foster the creativity of learners (Singerin et al, 2020). LS activities are carried out with educators in the field of subjects to solve learning problems (Norwich & Ylonen, 2015;Ono & Ferreira, 2010). Shared learning is done by reflecting the results of learning activities based on the experience they gained during the learning process (Inprasitha & Changsri, 2014;van Driel & Berry, 2012) The application of PBL in Plant Physiology (Fistum) learning is very appropriate and in accordance with the context of problems in PBL that require other understanding outside the Fistum subject.…”