Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective

By Rongjin Huang, Yoshinori Shimizu. 2016

166 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/a0adb391ee31275ff7d2684b56cac0880806a2e6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Tijmen M. Schipper
2. Sui Lin Goei
3. S. D. Vries
4. K. van Veen

In Education

1. Tijmen M. Schipper
2. Sui Lin Goei
3. S. D. Vries
4. K. van Veen
5. R. Saunders

In Statistics and Probability

1. K. van Veen

Citations in the corpus

• Developing teachers’ self-efficacy and adaptive teaching behavior through Lesson Study (2018, background): “The reviews of Huang and Shimizu (2016) and Xu and Pedder (2015) show, among other things, that participating in LS contributes to teachers’ beliefs of self-efficacy and the quality of teaching and learning as well as a more explicit focus on and more https://doi.org/10.1016/j.ijer.2018.01.011…”
• Professional growth in adaptive teaching competence as a result of Lesson Study (2017, unknown): “LS is predominantly used and examined in content specific teams focusing on mathematics (Huang & Shimizu, 2016), but is also used in other subject areas such as language education (Hurd & Licciardo-Musso, 2005) and sciences (Lee Bae, Hayes, Seitz, O’Connor, & DiStefano, 2016).”