Lesson study : a handbook of teacher-led instructional change

By C. Lewis. 2002

573 citations recorded by the source corpus.

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Citations in the corpus

Tracing the Effects of Teacher Inquiry on Classroom Practice. (2010, methodology): “Ultimately, the plan is put into action in the classroom so that teachers can test out their ideas as a joint experiment and gather evidence about their problem solving efforts (Ferrance, 2000; Getting Results Network, 2004; Hiebert et al., 2003; Lewis, 2002).”
Enhancing Self-Efficacy in Elementary Science Teaching With Professional Learning Communities (2013, background): “One especially promising form of PLC is the Lesson Study, a version of professional development that is widely practiced at virtually all elementary schools in Japan and has been implemented at hundreds of sites across the United States in the past 15 years (Kelley 2002; Lewis 2002).”
What is the nature of knowledge development in lesson study? (2009, methodology): “…curriculum or of collaboration within a school (Lewis 2002b; Lewis et al. 2006; Lewis and Tsuchida 1998; Takahashi 2003) – but the basic shared purpose of any lesson study effort is to improve instruction (Fernandez and Yoshida 2004; Lewis 2002a, 2002b; Lewis and Tsuchida 1997, 1998; Yoshida 1999).”
What Is Assessment for Learning (2011, background): “Following the pattern that is common in middle schools in Japan (Lewis, 2002 p. 76), although 14 periods are allocated to the unit, the teacher makes sure that all the content is covered in the first 11 periods.”
ONE TEACHER, TWO LESSONS: THE LESSON STUDY PROCESS (2012, background): “Most research in Japan and other countries refers to identifying the components of LS ( Lewis, 2002a, b), examining the change in teacher beliefs and the improvement in their teaching (Fernandez, Cannon & Chokshi, 2003; Puchner & Taylor, 2006).”
Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics (2010, unknown): “Here we refer to scientific analyses of video performed by researchers, distinguishing these from less formal analyses of the type conducted by teachers who participate in lesson study or video clubs as an approach to professional development (eg, C. Lewis, 2002 ; Sherin, 2004 , 2007 ).”
Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era (2015, background): “Lesson study is a collaborative, team-based approach to lesson planning, implementation, and analysis that includes peer support (Lewis, 2002).”
Teaching, Rather Than Teachers, As a Path Toward Improving Classroom Instruction (2012, background): “If this is true, it provides considerable support for the approach to improving teaching that we describe because lesson study focuses directly on developing and refining annotated lesson plans (Lewis, 2002; Wang-Iverson & Yoshida, 2005) using common assessments to gather relevant information (Stigl”
Introduction: Conceptual Overview of Lesson Study (2011, background): “Through multiple iterations of the process, teachers have many opportunities to discuss student learning and how their teaching affects it. Lesson study typically follows the steps outlined in Fig. 1, with a research lesson (live lesson observation) as the centerpiece of the study process (Fernandez”
Investigating how and what prospective teachers learn through microteaching lesson study (2010, methodology): “It includes cycles composed of several phases: collaborative planning, lesson observation by colleagues and other knowledgeable advisors, analytic reflection, and ongoing revision (Lewis, 2002; Stigler & Hiebert, 1999).”
Integrating Assessment with Learning: What Will It Take to Make It Work? (2007, background): “The building-in of time for responses is a central feature of much elementary and middle school teaching in Japan.”
Learning study: helping teachers to use theory, develop professionally, and produce new knowledge to be shared (2012, background): “In the Japanese lesson study approach, teachers plan lessons and evaluate classroom practices carefully and collaboratively for the purpose of improving their teaching and thus student learning (e.g., Lewis 2002).”