344
Views
2
CrossRef citations to date
0
Altmetric
Research Article

Curriculum deliberation and expansive learning through lesson study – Teaching Inference skills through an Aesop’s fable

Pages 42-57 | Received 04 Mar 2021, Accepted 25 Feb 2022, Published online: 23 May 2022

References

  • Akkerman, S., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169.
  • Bautista, A., Wong, J., & Gopinathan, S. (2015). Teacher professional development in Singapore: Depicting the landscape. Psychology, Society and Education, 7(3), 311–326.
  • Bruner, J. (1986). Actual minds, possible worlds. Harvard University Press.
  • Bryk, A. (2015). AERA Distinguished Lecture: Accelerating how we learn to improve. Educational Researcher, 44(9), 467–477.
  • Cain, K., & Oakhill, J. (2007). Reading comprehension difficulties: Correlates, causes, and consequences. In K. Cain & J. Oakhill (Eds.), Children's comprehension problems in oral and written language: A cognitive perspective (41–75). Guilford Press.
  • Coburn, C.E., Penuel, W.R., & Geil, K.E. (2013). Practice Partnerships: A Strategy for Leveraging Research for Educational Improvement in School Districts [White paper]. William T. Grant Foundation. Retrieved from https://eric.ed.gov/?id=ED568396
  • Curdt-Christiansen, X.L., & Silver, R. (2013). New wine into old skins: The enactment of literacy policy in Singapore language and education. Routledge, 27(3), 246–260.
  • Deng, Z. (2021). Constructing ‘powerful’ curriculum theory. Journal of Curriculum Studies, 53(2), 179–196.
  • Elleman, A.M. (2017). Examining the impact of inference instruction on the literal and inferential comprehension of skilled and less skilled readers: A meta-analytic review. Journal of Educational Psychology, 190(6), 761–781.
  • Engestrom, Y. (2000). Activity theory as a framework for analysing and redesigning Work. Ergonomics, 43(7), 960–974.
  • Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1–24.
  • Fang, Y.P., Lee, K.E.C., & Haron, S.T. (2009). Lesson study in mathematics: Three cases from Singapore. In K.Y. Wong, P.Y. Lee, B. Kaur, P.Y. Foong, & S.F. Ng (Eds.), Mathematics education - The Singapore journey (pp. 104–129). Singapore: World Scientific.
  • Fang, Y., & Wang, H. (2021). Trends of and implications for the diffusion of lesson study: Thematic analysis of WALS2019 conference presentations. International Journal for Lesson & Learning Studies, 10(1), 61–74.
  • Fang, Y., Wang, X., & Lee, C.K.E. (2019). Representing instructional systems through a process analysis of research lessons – A case of equivalent fractions in Singapore. In R. Huang, A. Takahashi, & J. Ponte (Eds.), Theory and practices of lesson study in mathematics: An international perspective (pp. 393–418). New York: Springer.
  • Farrell, et al. (2022). Learning at the boundaries of research and practice: A Framework for understanding research–practice partnerships. Educational Researcher, XX(X), 1–12.
  • Fernandez, C., Cannon, J., & Chokshi, S. (2003). A US-Japan lesson study collaboration reveals critical lenses for examining practice. Teaching and Teacher Education, 19, 171–185.
  • Fernandez, C., & Yoshida, M. (2004). Lesson study: A Japanese approach to improving mathematics teaching and learning. Mahwah, NJ: Erlbaum.
  • Goh, R., & Fang, Y. (2017). Improving English language teaching through lesson study: Case study of teacher learning in a Singapore primary school grade level team. International Journal for Lesson and Learning Studies, 6(2), 135–150.
  • Huang, R., Fang, Y., & Chen, X. (2017). Chinese lesson study: A deliberate practice, a research methodology, and an improvement science. International Journal of Lesson and Learning Studies, 6(4), 270–282.
  • Lee, L. H. J., & Tan, S. C. (2020). Teacher learning in lesson study: Affordances, disturbances, contradictions, and implications. Teaching and Teacher Education, 89(2), 102986.
  • Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Philadelphia: Research for Better Schools.
  • Lewis, C. (2015). What is improvement science? Do we need it in education? Educational Researcher, 44(1), 54–61.
  • Lewis C., Friedkin, S., Emerson, K., Henn, L., Goldsmith, L. (2019). How does lesson study work? Toward a theory of lesson study process and impact. In R. Huang, A. Takahashi, J. Ponte et al. (Eds.), Theory and practices of lesson study in mathematics: An international perspective (pp. 13–37). New York: Springer.
  • Lewis, C., Perry, R., & Hurd, J. (2004). A deeper look at lesson study. Educational Leadership, 61(5), 18–23.
  • Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3–14.
  • Pelletier, J., & Beatty, R. (2015). Children’s understanding of Aesop’s fables: Relations to reading comprehension and theory of mind. Frontiers in Psychology, 6, 1448, 1–9.
  • Reid, W.A. (2012). Curriculum as institution and practice: Essays in the deliberative tradition. New Jersey: Erlbaum.
  • Schön, D. (1983). The Reflective Practitioner. London: Temple Smith.
  • Schwab, J.J. (1969). The practical: A language for curriculum. The School Review, 78(1), 1–23.
  • Schwab, J.J. (1973). The practical 3: Translation into curriculum. The School Review, 81(4), 501–522.
  • Silver, R.E., & Steele, R.S. (2005). Priorities in English language education policy and classroom implementation. Language Policy, 4(1), 107–128.
  • Stake, R.E. (1995). The art of case study research. Thousand Oaks, CA: Sage Publications Inc.
  • Stigler, J., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Free Press.
  • Suchman, L. (1994). Working relations of technology production and use. Computer Supported Cooperative Work, 2, 21–39.
  • Takahashi, A. (2014). The role of the knowledgeable other in lesson study: Examining the final comments of experienced lesson study practitioners. Mathematics Teacher Education and Development, 16(1), 4–21.
  • Tomasulo, D., & Pawelski, J. (2012). Happily ever after: The use of stories to promote positive interventions. Psychology, 3, 1189–1195.
  • Walker, D.F. (1971). A naturalistic model for curriculum development. The School Review, 80(1), 51–65.
  • Watanabe, T., Takahashi, A., & Yoshida, M. (2008). Kyozaikenkyu: A Critical Step for Conducting Effective Lesson Study and Beyond. AMTE Monograph Series, 5, 131–142.
  • Xu, H., & Pedder, D. (2014). Lesson Study: An international review of research. In P. Dudley (Ed.), Lesson Study: Professional Learning for Our Time (pp. 29–59). London: Routledge.
  • Yin, R. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks: Sage Publications.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.