|Timestamp||Name||Email address||Supervisor's name||Field of research||School grades involved||Keywords||(Tentative) Title of dissertation||Year of beginning||Expected completion year/Year of completion||Link to online doctoral dissertation||University||Country||School subject of the lessons||Short abstract|
|02/05/2018 15:01:51||AHYAN, Shahibulfirstname.lastname@example.org||Turmudi||Mathematical Literacy||Lower secondary ( Grade 7-9, age 11-14), Tertiary education (age 19 and more)||Mathematical literacy, lesson study, learning community, collaborative problem solving||Mathematical Literacy of Secondary School Students in Learning Community||2017||2020||Universitas Pendidikan Indonesia||Indonesia||Mathematics||Mathematical literacy as ...||By checking this, I agree that the informations provided by me will be available to the public viewing.|
|27/02/2018 18:10:01||BATTEAU Valérieemail@example.com||CLIVAZ Stéphane & DORIER Jean-Luc||Mathematics Education||Primary-Elementary (Grade 1 to 6, age 5-11 )||Teachers’ practices, lesson study, professional development||A study of the evolution of primary teachers’ practices in a training and research process in mathematics: lesson study||2013||2018||University of Geneva||Switzerland||Mathematics||This thesis is a study of the evolution of primary school teachers’ practices in mathematics by analysing the effects of training and research process in mathematics, lesson study. I answer the following question: what practices will change and what will resist to change when primary school teachers engage in lesson study as a form of professional development? Teachers’ practices are analysed using a double didactical and ergonomical approach (Robert & Hache, 2013; Robert & Rogalski, 2005). In the didactical approach, teachers’ practices are analysed by considering two closely linked elements: students’ activities and the teacher’s management of the class. In the ergonomical approach, the teacher is considered as a professional who is performing a specific job (Rogalski, 2013). In this twofold approach, teachers’ practices are seen as a complex, coherent and stable system. Teachers’ practices are categorised in levels of development (Charles-Pézard, Butlen, & Masselot, 2012) and teacher’s activity is analysed as a process of modifications between different tasks (Mangiante, 2012). The methodology used is a case study of three primary school teachers’ practices. The lesson study process shows potential for modifying teachers’ practices: in particular the cognitive, the mediative, and the personal components of practices.||By checking this, I agree that the informations provided by me will be available to the public viewing.|
|28/02/2018 15:24:45||BREITHAUPT Sandrinefirstname.lastname@example.org||MAULINI Olivier||in service teaching||Primary-Elementary (Grade 1 to 6, age 5-11 )||in service teacher education, discourse analyse, knowledge and development||Professional knowledge and development during a LS process. Case of study.||2016||2019||Geneva||Switzerland||geography||I try to understand what happen when teachers and researchers plan and analyse a research lesson during a lesson study process. What do they tell about it, how do they speak, how they collaborate.||By checking this, I agree that the informations provided by me will be available to the public viewing.|
|27/02/2018 22:09:33||BUCHARD Julienemail@example.com||MARTIN Daniel & SUCHAUT Bruno||LS in initial training for generalist primary teachers||Pre-school (Grade -2 , -1, age lower than 4), Primary-Elementary (Grade 1 to 6, age 5-11 )||Lesson study, impact, measure||Measuring Lesson Studies' impact on teachers' professionnal development||2015||2020||University of Lausanne||Switzerland||Math or 1st language (French)||Research about Lesson Studies promise positive effects on pupils through the development of teaching practice and of educational system. Yet, descriptions of the expected impact and how to measure it remain unclear. This thesis tries to build a tool that can help to evaluate Lesson Studies’ effectiveness.|
|43227.95662||CONCEIÇÃO, Teresafirstname.lastname@example.org||BAPTISTA, Mónica||Pre-service science teacher education, initial science teacher education, physics education||Upper secondary (Grade 10-12, age 15-18)||Lesson study, initial science teacher education, prospective science teachers, science teacher education, physics education||Lesson study with pre-service teachers of physics and chemistry in initial teacher training||2016||2019||Institute of Education, University of Lisbon||Portugal||Later|
|43206.89308||FLANAGAN Bridgetemail@example.com||LEAVY Aisling||Education||Pre-school (Grade -2 , -1, age lower than 4), Primary-Elementary (Grade 1 to 6, age 5-11 )||Lesson study, stem, primary early years education||To explore the effectiveness of Lesson Study as a vehicle of collaborative professional development leading to impact teachers knowledge and skills in S.T.E.M. with children in early years education||2016||2020||Mary Immaculate College||Ireland||STEM (science, technology, engineering and maths)||The research aims to explore the effectiveness of Lesson Study as a vehicle of collaborative professional development leading to impact teachers’ knowledge and skills in STEM (science, technology, engineering and mathematics) with children in Junior and Senior Infants. The primary aim is to investigate teachers and their professional development through Lesson Study. I am currently teaching junior and senior infants and I intend to collaborate with two teachers working in my school. The lessons will focus on STEM and will seek to provide unique insights in teachers teachers continuing professional development in the area of STEM. My research will utilise an action research methodology.I find this approach attractive, because I have always seen the potential of my classroom based work for personal and social transformation.|
|09/05/2018 16:47:22||GILISSEN, Meldefirstname.lastname@example.org||KNIPPELS, Marie-Christine||Science Education||Upper secondary (Grade 10-12, age 15-18)||systems thinking, biology education, coherent understanding, higher order thinking skills||Fostering students' systems thinking in biology education||2016||2021||Universiteit Utrecht||The Netherlands||biology||Systems thinking, the ability to understand and interpret complex systems, is central in the academic field of systems biology, and biology education. This way of thinking fosters students’ coherent understanding of biology. The main aim of this PhD study is to investigate how teachers can foster students’ systems thinking during secondary biology education. A Lesson Study design will be used to design and test lessons in practice to gain insight into educational practice. One teacher performs a lesson and the other teachers each observe a different student. Afterwards the lesson will be evaluated, adapted and performed by another teacher. During one school year four Lesson Study cycles will be accomplished. The teachers have to design and test four different lessons on systems thinking that can be implemented throughout the biology curriculum. The teachers have to determine students’ learning goals and how they can assess whether these goals have been achieved. Teachers’ action repertoire and the (learning) effect on different students during the lessons will be closely monitored and evaluated. From these observations key design features will be distilled, accompanied by recommendations of the action repertoire of teachers during these activities, e.g. asking specific questions, use of language, and so on.|
|20/04/2018 12:53:52||INTAROS, Pimpakaemail@example.com||INPRASITHA, Maitree, THINWIANGTHONG, Sampan||Students' Learning||Primary-Elementary (Grade 1 to 6, age 5-11 )||Flow of Lesson, Mathematical Idea, Mathematization, Open Approach, Lesson Study||Emerging of Students’ Mathematical Ideas through Flow of Lesson in Classroom Using Lesson Study and Open Approach||2012||2018||Khon Kaen University||Thailand||Mathematics||The objectives of this research were 1) to investigate flow of lessons; (1) Representations of Real World (2) Semi Concrete Aids (3) Representations of Mathematical World, in collaboratively plan of Lesson Study team 2) to investigate emerging of students’ ideas in mathematics classroom through flow of lesson and 3) to analyze students’ mathematics ideas in which occurred from those students’ ideas in the mathematics classroom using an open approach to be a teaching approach and the lesson study to be a tool to improve the classroom teaching approach (Inprasitha, 2015). This research was done using qualitative research methodology. Method of protocol analysis was used to analyze obtained data and its results were presented by analytic description. |
This research was conducted with a targeted group included eight students of the first graders studying at Thongchai Wittaya School, Lampang Province, in the first semester of 2017 school year. This school has been participating in the Project of Students’ Mathematical Higher Thinking Development in the Northeastern of Thailand, Khon Kaen University, in which continued from the Project for Professional development of Mathematics Teachers through Lesson Study and Open Approach. The teachers have been organizing learning activity by using the open approach as teaching approach since 2009 school year that is supervised by Center for Research in Mathematics Education (CRME), Khon Kaen University. For conducting the research, the researcher and co-researchers collaboratively participated in the process of the lesson study that composes of three steps, namely: collaboratively plan, collaboratively do and collaboratively reflection, respectively.
|19/04/2018 20:02:47||Kubrafirstname.lastname@example.org||Dogan||Mathematics Education, Teacher Education||Primary-Elementary (Grade 1 to 6, age 5-11 )||Lesson study, measurement topics, perimeter, area measurement, length measurement||Professional development of primary teachers through lesson study||2016||2021||Gazi University||Turkey||Mathematics||My study focuses on primary school teachers' professional development through lesson study considering the measurement content area. My study is a three-year lesson study project with primary school teachers from Ankara, Turkey. These teachers will work cooperatively with each other building on their teaching experiences the measurement topics. That is, they will come together to plan, design, implement, evaluate, and refine their lessons. |
|17/04/2018 14:07:59||LENDÍNEZ, Elenaemail@example.com||GARCÍA, Francisco Javier||Mathematics Education||Pre-school (Grade -2 , -1, age lower than 4), Primary-Elementary (Grade 1 to 6, age 5-11 )||Lesson Study, preservice teacher education, Early Childhood Education, praxeological equipment, ATD, TDS.||Lesson Study in the initial education of prospective Early Childhood teachers for a meaningful teaching of numbers.||2015||2019||Universidad de Jaén||Spain||Teacher education is a prominent research domain in the field of Mathematics Education. This research starts from the perceived difficulties in Early Childhood Education teachers to interpret a school mathematical activity able to give rise to a meaningful learning of numbers and numbering. Also from the insufficiencies detected in the didactic organisations proposed in textbooks. Thus, our aim is to design, experiment, optimise and evaluate new devices - based on Lesson Study ¬- for the initial education of prospective teachers, effective to develop the praxeological equipment of the teaching profession for a functional and meaningful teaching of number and numbering, from the perspective of the Theory of the Didactic Situations. The objective is to determine the potential and viability of these devices, integrating the epistemological, institutional and ecological dimensions (Gascon, 2011), and from the perspective of the teaching profession (Ruiz-Olarría, 2015; y Chevallard, 2006, 2009).|
|17/04/2018 22:35:30||LINDSTRÖM Clarefirstname.lastname@example.org||LINDQVIST Christina & KULLBERG Angelika & LÖWENADLER John||English language education||Lower secondary ( Grade 7-9, age 11-14), Upper secondary (Grade 10-12, age 15-18)||Variation theory, Learning study, language learning, progressive aspect, English grammar||"I'd rather be drowning than drowned!" Exploring the teaching and learning of the English progressive aspect||2017||2020||Gothenberg University||Sweden||English language||The PhD thesis takes the form of a portfolio of articles and the focus is to investigate how the English progressive aspect can be taught to secondary school pupils in an effective way. Firstly, a phenomenographic approach is taken to explore pupils’ conceptions as a starting point for classroom instruction. Building upon these conceptions, a Learning study cycle of research lessons is designed, implemented, and analysed in collaboration with a team of teachers. Variation theory is used as a tool to find critical aspects of the object of learning and what pupils need to discern to enhance their knowledge of the progressive. Furthermore, the study investigates how an instructional design can afford opportunities for learning, for example, what methods, teaching materials, learning activities, exercises, scaffolding questions and powerful examples enable learning.|
|17/04/2018 08:52:51||Meiliasari Meiliasariemail@example.com||Dr. Wanty Widjaja||Pre-service teachers' pedagogical content knowledge||Tertiary education (age 19 and more)||lesson study, pre-service teachers, pedagogical content knowledge, mathematics||Developing pre-service teachers' pedagogical content knowledge through lesson study||2014||2018||Deakin University||Australia||Mathematics||This study investigates the development of pre-service teachers’ pedagogical content knowledge (PCK) during the implementation of lesson study in a teaching practicum program at a university in Jakarta, Indonesia. The lesson study in the teaching practicum was conducted in two secondary schools, involving five pre-service teachers, two mentor teachers, and one university lecturer in each school. Two cycles of lesson study were implemented in each school and the researcher acted as the “knowledgeable other” in both schools. This research employed case study methodology. Data were collected through field-notes, interviews, and video recordings of all phases of the lesson study. The Knowledge Quartet framework (Rowland et al., 2009) was used to analyse the data. The findings showed that lesson study enabled the interconnection of the Knowledge Quartet dimensions. Firstly, the findings showed that the connection dimension underpins the pre-service teachers’ transformation knowledge. Secondly, the connection dimension also contributes to the pre-service teachers’ foundation knowledge. And lastly, the contingency dimension contributes to the pre-service teachers’ foundation knowledge.|
|43200.13589||MORRISON Karenfirstname.lastname@example.org||Dr. COLEMAN Julianne||Curriculum & Instruction: Elementary Literacy||Primary-Elementary (Grade 1 to 6, age 5-11 )||lesson study, graphical literacy||The implications of using lesson study as a professional development model to support graphical literacy in second grade||2012||2019||The University of Alabama||United States||Science Nonfiction Text Graphical Literacy||To be added ...|
|20/06/2018 22:34:03||MUILENBURG Elskeemail@example.com||SCHILDKAMP Kim and VAN VEEN Klaas||School leadership (and school organization)||Lower secondary ( Grade 7-9, age 11-14), Upper secondary (Grade 10-12, age 15-18)||school leadership, PLCs, sustainability, school improvement||The Role of School Leadership in Realizing Sustainable School Improvement with Professional Learning Communities||2017||2021||University of Twente||The Netherlands||A promising way to realize school improvement is through the work of professional learning communities (PLCs), such as Lesson Study teams and datateams. However, it is a challenge for these PLCs to realize sustainable school improvement. Leadership plays an important role in this process. By leadership we do not mean one single formal leader, but rather the whole of activities (e.g., facilitate PLC members in time), competencies (e.g., intellectual stimulation of colleges), and organizational structures (e.g., a hierarchical structure). Therefore, this study focusses on the role of leadership in realizing sustainable school improvement with PLCs, and which competences are needed for this in the school.|
A total of eight schools will participate in this study. Six of the schools are still working with the PLC; two schools are not working with the PLC anymore. Data will be collected and the social networks will be mapped through interviews, questionnaires and ethnographic field work.
|17/04/2018 14:12:22||ODINDO Fred Osena||F.Odindo@uea.ac.uk||NARDI Elena and ROWLAND Tim||Mathematics Education||Learning Study, Variation Theory, Collaboration, Group Work, Quadratic Expressions and Equations||Introducing Learning Study Design in the Teaching and Learning of Mathematics in Kenyan Secondary Schools||2014/2015||2018||University of East Anglia||United Kingdom||School of Education and Lifelong Learning||Recent reports have shown that students’ performance in the national mathematics examinations in Kenya is weak; this raises questions about the pedagogical methods adopted by teachers. The Kenyan Government has made some interventions in the past, including the initiation of in-service training for mathematics and science teachers in secondary schools; however, performance has not improved significantly (Kenya National Examinations Council [KNEC], 2014). |
The purpose of this study is to explore the effect of Learning Study (LS) design in the teaching and learning of quadratic expressions and equations – one of the topics of concern (KNEC, 2014). The LS approach promotes collaborative work between teachers; firstly, they prepare a lesson together, then one of them teaches the lesson while the others observe, and they later meet to reflect on the lesson. The lessons were organised with the students participating in small group discussions followed by a whole-class discussion, which promote student-centred learning in line with the Kenyan Ministry of Education policy (MoEST, 2012).
The findings show that students: adequately learned the topic, experienced positive changes in their attitude towards mathematics, improved participation and communication in the mathematics lesson, and increased their confidence when solving mathematical problems. The teachers expressed their appreciation of the LS approach, saying that the teamwork improved their teaching of the topic and helped them learn from each other.
|18/04/2018 18:42:49||RODRIGUEZ ROBLES, Cristinafirstname.lastname@example.org||Ángel I Pérez Gómez y Encarna Soto Gómez||Pre service education||Pre-school (Grade -2 , -1, age lower than 4), Primary-Elementary (Grade 1 to 6, age 5-11 ), Tertiary education (age 19 and more)||Pre service, practicum, practical thinking, Infants School Teachers||Lesson Study as a tool for rebuilding the practical thinking. An experience in initial teacher training for Infants School Teachers. Study of cases.||2016||2020||University Málaga||Spain||Practicum III for children's education teacher||My focus is to deepen, observe and describe the possible learning processes Early Childhood Education degree students can experiment through the Lesson Study Methodology, which has been introduced in the last apprenticeship as a new proposal. I would like to glimpse the pedagogical virtualities this methodological proposal can offer to the initial teacher training.|
- Know and analyze the possible pedagogical virtualities that the LS can offer within a multidisciplinary proposal located in the 4th year of the Early Childhood Education degree apprenticeship.
- Explore and analyze the building or of construction processes of tacit knowledge (Pérez Gómez, 2011) and its possible relation with the different phases of an L.S.
- Know real experiences of Lesson Studies in initial formation at an international and national level.
The Lesson Study involved five pre service tearchers, five mentor teachers and one university teacher. It was developed through a group study and individual cases.
|43216.17882||SCHIPPER Tijmenemail@example.com||VAN VEEN Klaas; GOEI Sui Lin; DE VRIES Siebrich||Teacher professional development / Adaptive teaching / School culture and conditions||Lower secondary ( Grade 7-9, age 11-14), Upper secondary (Grade 10-12, age 15-18)||Lesson Study, teacher professional development, Adaptive teaching, teacher self-efficacy, school conditions||Teacher professional development through Lesson Study: Adaptive teaching, teacher self-efficacy, and school culture and conditions||2015||2019||University of Groningen||The Netherlands||Various||Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. This dissertation focuses on the effect of Lesson Study on adaptive teaching and teachers' feelings of self-efficacy. Because teacher professional learning takes place in the school context, this dissertation also examines the school culture and conditions that promote or hinder professional learning. Qualitative, quantitative and mixed-methods designs were used to examine whether Lesson Study influences teachers' perceptions, experiences, self-efficacy beliefs and teacher behavior. The sample sizes within these studies range from 22 to 60 teachers, including teachers who participated in Lesson Study and comparison group teachers. Results show that Lesson Study influences teachers' professional growth in terms of adaptive teaching in terms of self-efficacy beliefs and teaching behavior as well as perceptions with regards to the school culture and conditions.|
|24/04/2018 19:11:23||TAN Shirleyfirstname.lastname@example.org||SHIBATA Yoshiaki||lesson analysis, bansho, culture, lesson study||Primary-Elementary (Grade 1 to 6, age 5-11 )||bansho, culture, lesson analysis, lesson study||Visualisation of cultural script in Japanese classrooms through bansho (board writing)analysis||2014||2019||Nagoya University||Japan||Cultural values embedded in classroom practices play a significant role in supporting or undermining the teaching and learning process. Since teaching is a cultural activity guided by cultural scripts, it must be understood in terms of its relations to the cultural values that surround it. This could be done through an analysis of cultural outputs (Davis, 2008) in classroom, which chalkboard is one of the cultural outputs. The significance of chalkboard in a Japanese classroom is proven with a technical term coined for its usage- bansho(board writing). It is one of the most recurring themes in research of lesson study (Shimizu, 2007; Stigler & Hiebert, 1999; Takahashi, 2006; Yoshida,2010) and has gained attention as a unique teaching technique of Japan worldwide (e.g Kusrini, 2009; Literacy and Numeracy Secretariat, 2010; Yoshida; 2010). With the gained prominence of lesson study as the primary form of professional development among teachers, its significant aspect of bansho is deemed to be worth noting and analysed. |
Research on bansho has always focused on the effectiveness of bansho as a teaching method, but that is deemed to be insufficient. The actual process involved in the production of bansho is also vital as it could possibly disclose the learners’ cognitive processes that lead to the discovery of hidden classroom cultural scripts. With that, the study aimed to investigate the variety of bansho, to rediscover the functions of bansho and to identify the cultural scripts of Japanese classrooms through bansho analysis.
|17/04/2018 17:12:28||TYSKERUD Anitaemail@example.com||Raymond Bjuland, Reidar Mosvold and Janne Fauskanger||Teacher learning, development of professional teaching practice in mathematics.||Lower secondary ( Grade 7-9, age 11-14), Upper secondary (Grade 10-12, age 15-18)||Teacher learning, commognition, discourse, teaching||Teacher learning in Lesson Study: - A commognitive perspective on mathemtaics teachers' professional development||2015||2018||University of Stavanger||Norway||Volume, the Pythagoran theorem and arithmetic||Learning is regarded as a change in discourse and teachers' discourse on and of teaching are analyzed. The author has followed a group of mathematics teachers during three Lesson Study cycles. The dissertation includes four articles, two related to the teachers discourse on teaching, two related to the teachers discourse of teaching. The aim of the study is to investigate teacher learning in and from Lesson Study.|
|17/04/2018 18:55:36||UFFEN Irisfirstname.lastname@example.org||DE VRIES Siebrich||Teacher Education||Lower secondary ( Grade 7-9, age 11-14), Upper secondary (Grade 10-12, age 15-18)||professional development, learning processes, facilitation, discourse analysis||Lesson Study in the Netherlands||2017||2022||University of Groningen||the Netherlands||International research shows that Lesson Study (LS) enhances professional dialogue between teachers and lesson quality. However, within the Dutch context, LS research is still in its early stages. Although evidence points to LS’s effectiveness, we do not know how the learning processes during LS exactly work, and how facilitation can contribute to these processes. This research therefore focuses on the following questions:|
1. How does LS contribute to the quality of teachers' work in the Dutch context?
2. How do teachers learn during LS?
3. How does facilitation contribute to the LS process?
By obtaining detailed information from participants of LS - the individual LS team members, their facilitators and students - this research contributes to the optimization of LS for teacher and student learning.
|20/04/2018 17:42:07||YILMAZ Nadideemail@example.com||Dr. Elif Yetkin Özdemir||Preservice teachers' statistical content and pedagogical content knowledge||Lower secondary ( Grade 7-9, age 11-14), Upper secondary (Grade 10-12, age 15-18)||preservice teachers, statistics content and pedagogical content knowledge, lesson study||An investigation of Preservice teachers content and pedagogical content knowledge through lesson study||2013||2019||Hacettepe University||Turkey||To be added.|
|25/06/2018 19:12:42||Laifirstname.lastname@example.org||Thanh||Education Management||Pre-school (Grade -2 , -1, age lower than 4), Primary-Elementary (Grade 1 to 6, age 5-11 ), Lower secondary ( Grade 7-9, age 11-14), Upper secondary (Grade 10-12, age 15-18), Tertiary education (age 19 and more)||learning lesson||learning lesson||learning lesson||learning lesson||Viet nam||Viet nam||learning lesson|