Research–practice partnerships through lesson study: learning through the three worlds of experiences

References

• Boud, D., & Walker, D. (2006). Making the most of experience. Studies in Continuing Education, 12(2), 61–80.
   Google Scholar
• Bryk, A.S. (2009). Support a science of performance improvement. The Phi Delta Kappan, 90(8), 597–600.
   Web of Science ®Google Scholar
• Bryk, A.S. (2015). Accelerating how we learn to improve. Educational Researcher, 44(9), 467–477.
   Web of Science ®Google Scholar
• Cheng, M.M.H., Cheng, A.Y.N., & Tang, S.Y.F. (2010). Closing the gap between the theory and practice of teaching: Implications for teacher education programmes in Hong Kong. Journal of Education for Teaching, 36(1), 91–104.
   Web of Science ®Google Scholar
• Choy, B.H. (2016). Snapshots of mathematics teacher noticing during task design. Mathematics Education Research Journal, 28(3), 421–440.
   Web of Science ®Google Scholar
• Coburn, C.E., & Penuel, W.R. (2016). Research–practice partnerships in education:Outcomes, dynamics, and open questions. Educational Researcher, 45(1), 48–54.
   Web of Science ®Google Scholar
• Coburn, C.E., Penuel, W.R., & Farrell, C.C. (2021). Fostering educational improvement with research-practice partnerships. Phi Delta Kappan, 102(7), 14–19.
   Web of Science ®Google Scholar
• Coburn, C.E., Penuel, W.R., & Geil, K.E. (2013). Research-practice partnerships: A strategy for leveraging research for educational improvement in school districts. New York: William T. Grant Foundation.
   Google Scholar
• Cochran-Smith, M., & Lytle, S.L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249–305.
   Web of Science ®Google Scholar
• Dewey, J. (1986). Experience and education. The Educational Forum, 50(3), 241–252.
   Google Scholar
• Dindyal, J., Schack, E.O., Choy, B.H., & Sherin, M.G. (2021). Exploring the terrains of mathematics teacher noticing. ZDM – Mathematics Education, 53(1), 1–16.
   Google Scholar
• Elliott, J. (1991). A model of professionalism and its implications for teacher education. British Educational Research Journal, 17(4), 309–318. Retrieved from http://www.jstor.org/stable/1500642
   Google Scholar
• Engeström. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
   Google Scholar
• Farrell, C.C., Coburn, C.E., & Chong, S. (2019). Under what conditions do school districts learn from external partners? The role of absorptive capacity. American Educational Research Journal, 56(3), 955–994.
   Web of Science ®Google Scholar
• Farrell, C.C., Penuel, W.R., Coburn, C.E., Daniel, J., & Steup, L. (2021). Research-practice partnerships in education: The state of the field. New York: William T. Grant Foundation.
   Google Scholar
• Fernandez, C., Cannon, J., & Chokshi, S. (2003). A US–Japan lesson study collaboration reveals critical lenses for examining practice. Teaching and Teacher Education, 19(2), 171–185.
   Web of Science ®Google Scholar
• Fernandez, C., & Yoshida, M. (2004). Lesson study: A Japanese approach to improving mathematics teaching and learning. Mahwah, NJ: Erlbaum.
   Google Scholar
• Ghiso, M.P., Campano, G., Schwab, E.R., Asaah, D., & Rusoja, A. (2019). Mentoring in research-practice partnerships: Toward democratizing expertise. AERA Open, 5(4), 2332858419879448.
   Web of Science ®Google Scholar
• Gu, L., Huang, R., & Marton, F. (2004). Teaching with variation: A Chinese way of promoting effective mathematics learning. In L. Fan, N.-Y. Wong, J. Cai, & S. Li (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 309–347). Singapore: World Scientific.
   Google Scholar
• Hiebert, J., Morris, A.K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58(1), 47–61.
   Web of Science ®Google Scholar
• Jaworski, B. (2006). Theory and practice in mathematics teaching development: Critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9(2), 187–211.
   Google Scholar
• Kezar, A. (2000). Understanding the research-to-practice gap: A national study of researchers’ and practitioners’ perspectives. New Directions for Higher Education, 2000(110), 9–19.
   Google Scholar
• Langley, G.J., Moen, R.D., Nolan, K.M., Nolan, T.W., Norman, C.L., & Provost, L.P. (2009). The improvement guide: A practical approach to enhancing organizational performance. San Francisco: Jossey-Bass.
   Google Scholar
• Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity, 3(3), 149–164.
   Google Scholar
• Lee, M.Y., & Choy, B.H. (2017). Mathematical teacher noticing: The key to learning from Lesson Study. In E.O. Schack, M.H. Fisher, & J.A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 121–140). Cham, Switzerland: Springer.
   Google Scholar
• Lewis, C. (2015). What is improvement science? Do we need it in education? Educational Researcher, 44(1), 54–61.
   Web of Science ®Google Scholar
• Lewis, C., Friedkin, S., Baker, E., & Perry, R. (2011). Learning from the key tasks of lesson study. In O. Zaslavsky & P. Sullivan (Eds.), Constructing knowledge for teaching secondary mathematics (pp. 161–176). US: Springer.
   Google Scholar
• Lo, M.L. (2012). Variation theory and the improvement of teaching and learning. Gothenburg: Goteborgs Universitet.
   Google Scholar
• Marton, F., & Pang, M.F. (2006). On some necessary conditions of learning. Journal of the Learning Sciences, 15(2), 193–220.
   Web of Science ®Google Scholar
• Mason, J. (2002). Researching your own practice: The discipline of noticing. London: RoutledgeFalmer.
   Google Scholar
• Mason, J. (2003). Seeing worthwhile things. Journal of Mathematics Teacher Education, 6(3), 281–292.
   Google Scholar
• Mason, J. (2011). Noticing: Roots and branches. In M.G. Sherin, V.R. Jacobs, & R.A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 35–50). New York: Routledge.
   Google Scholar
• Murata, A. (2011). Introduction: Conceptual overview of lesson study. In L.C. Hart, A.S. Alston, & A. Murata (Eds.), Lesson study research and practice in mathematics education (pp. 1–12). Netherlands: Springer.
   Google Scholar
• Nuthall, G. (2008). Relating classroom teaching to student learning: A critical analysis of why research has failed to bridge the theory-practice gap. Harvard Educational Review, 74(3), 273–306.
   Google Scholar
• Resnick, A.F., & Kazemi, E. (2019). Decomposition of practice as an activity for research-practice partnerships. AERA Open, 5(3), 2332858419862273.
   Web of Science ®Google Scholar
• Rigby, J.G., Forman, S., Fox, A., & Kazemi, E. (2018). Leadership development through design and experimentation: Learning in a research–practice partnership. Journal of Research on Leadership Education, 13(3), 316–339.
   Google Scholar
• Schack, E.O., Fisher, M.H., & Wilhelm, J.A. (Eds.). (2017). Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks. Cham, Switzerland: Springer.
   Google Scholar
• Sherin, M.G., Jacobs, V.R., & Philipp, R.A. (Eds.). (2011). Mathematics teacher noticing: Seeing through teachers’ eyes. New York: Routledge.
   Google Scholar
• Stigler, J., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: The Free Press.
   Google Scholar
• Takahashi, A., & McDougal, T. (2016). Collaborative lesson research: Maximizing the impact of lesson study. Zdm, 48(4), 513–526.
   Google Scholar
• Watanabe, T., & Wang-Iverson, P. (2005). The role of knowledgeable others. In P. Wang-Iverson, and M. Yoshida (Eds.), Building our understanding of lesson study (pp. 85–92). Philadelphia: Research for Better Schools.
   Google Scholar
• Yang, Y., & Ricks, T.E. (2013). Chinese lesson study: Developing classroom instruction through collaborations in school-based teaching research group activities. In Y. Li & R. Huang (Eds.), How Chinese teach mathematics and improve teaching (pp. 51–65). New York: Routledge.
   Google Scholar
• Yoshida, M. (2005). An overview of lesson study. In P. Wang-Iverson & M. Yoshida (Eds.), Building our understanding of lesson study (pp. 3–14). Philadelphia: Research for Better Schools.
   Google Scholar