Lesson study in inclusive educational settings
edited by Sui Lin Goei, Brahm Norwich, Peter Dudley.
Bok Engelsk 2021 · Electronic books.
| Medvirkende | Dudley, Peter, (editor.)
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| Utgitt | Routledge
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| Omfang | 1 online resource (237 pages) : : illustrations
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| Opplysninger | Includes index.. - Intro -- Half Title -- Series Page -- Title Page -- Copyright Page -- Contents -- Figures -- Tables -- Contributors -- Foreword -- 1. Lesson Study for inclusive teaching in various settings -- Introduction -- Inclusive education -- Inclusive teaching: Initial teacher education and continuing professional development -- Lesson Study -- Lesson Study for inclusive teaching -- What is to be covered in the book -- Concluding comments -- References -- 2. Lesson Study as a teacher professional development method to foster differentiation in an inclusive setting in the Netherlands -- Introduction -- Lesson Study -- Differentiated instruction -- Case study -- Context -- Lesson Study cycle and the principles of differentiation -- Assessment mindset -- Differentiating content and learning goals -- Differentiating in process and products -- Teacher as coach -- Philosophy of differentiation -- Conclusion and discussion -- Notes -- References -- 3. The implementation of Lesson Study in primary education in the Netherlands -- Introduction -- Lesson Study -- Lesson Study in Japan -- Lesson Study outside Japan -- Lesson Study as a professional development approach in the Netherlands -- Conditions influencing the process of implementing professional development activities -- Organisation-wide learning -- Communication -- Leadership and shared vision -- Participation -- School organisation and school culture -- The Dutch educational context -- Case study: Description of the Lesson Study context -- The Lesson Study cycle in the research schools -- Phase 1: Goal-setting and collaborative planning -- Phase 2: Teaching, filming and observing research lesson -- Phase 3: The post-lesson discussion and revision -- Phase 4: Teaching the revised version of the lesson, filming (observing) and discussing the revised lesson (optional).. - 7. Supporting Lesson Study in special education schools in Singapore -- Introduction -- Key considerations in developing a model for the adoption of Lesson Study as continuing professional development for SPED teachers -- Strengthening the theory-practice nexus -- Teacher learning communities -- Collective teacher efficacy -- Advancing SPED teacher competencies -- Professional development of SPED teachers through Lesson Study -- Lesson Study for school improvement -- Changes observed in teaching practice of participating schools -- Conclusion -- Note -- References -- 8. Implementing Lesson Study for special education professionals: Potential challenges and solutions -- Introduction -- Why Lesson Study? -- Potential challenges in implementation -- Potential solutions -- Eight Steps to Transforming Your Organisation -- Conclusion -- References -- 9. Lesson Study for the enhancement of the use of assistive technology in teaching and learning -- Introduction -- Assistive technology -- TPACK -- Lesson Study -- Lesson Study and assistive technology -- Steps in Lesson Study -- Formulating learning goals -- User dimension -- Examples of assistive technology -- Learning dimension -- Designing the research lesson -- Designing the study -- Teaching and observing the research lesson -- Analysing the evidence -- Repeating the process -- Documenting Lesson Study -- Conclusion -- References -- 10. The use of Learning Study to enhance theoretically-based instruction for students with high functioning autism spectrum disorder -- Introduction -- Learning and HFA/AS -- Instruction based on variation theory -- Learning Study as professional development -- The steps in a Learning Study -- The object of learning related to students' understanding -- Design of learning opportunities-to create patterns of variation -- Evaluation.. - Features of the UK Lesson Study model that are in common with Japanese Lesson Study -- Distinctive elements of the UK Lesson Study model -- What the term 'learning difficulties' means in the UK context and what Lesson Study offers the field of special needs education -- The MLD Lesson Study project -- The MLD Lesson Study project design -- Project schools and pupils -- Modifications to the project's Lesson Study design -- Systematic qualitative analysis of variations in Lesson Study practices and outcomes in terms of contexts and processes -- The use of Lesson Study for dynamic assessment purposes -- Rationale and principles -- LSfA trial -- Conclusions and future prospects -- Notes -- References -- 6. Developing the methodology of Lesson Study to enhance the spiritual, moral, social and cultural development of pupils with moderate learning difficulties in a UK special school setting -- Introduction and context -- The school context -- The context of spiritual, moral, social and cultural development in the United Kingdom -- Learning Study or Lesson Study?: Special education practitioners as phenomenographic explorers -- Development or decoration? Designing a methodology which was responsive to the priorities for the spiritual, moral, and social development of pupils with SEND -- Research findings and analysis -- Negotiating 'practitioner puzzles': How did the research activity build professional capacity to address the holistic needs of SEND learners? -- Learning about Learning Study: How did this research shape practitioners' thinking about joint practice development in special school settings? -- Future considerations for Learning Study in special settings -- Learning Study for assessment and learner voice: Engagement profiling -- The role of teaching assistants in a Lesson/Learning Study -- References.. - Phase 5: Evaluating the cycle and consolidating the learning result -- Research questions for the study -- Method -- Sample -- Measures -- Results -- Follow up: Lesson Study in 2015-17 -- Limitations -- Conclusion and advice -- Note -- References -- 4. Lesson Study in secondary education: Students' educational needs of sense-making of Mathematics and teacher professional development -- Introduction -- Teacher professional development -- The context of the Lesson Study project -- Improvement of Mathematics education by Lesson Study focussed on students' educational needs -- Dutch curriculum in secondary schools -- Participants -- Topics -- Short overview of five years of Dutch Lesson Study -- Students' needs of sense-making of Mathematics -- Students' needs of sense-making of the derivative using ICT -- Students' needs of sense-making of the derivative stimulating thinkable concepts using icons -- Class enactment with regard to the derivative using ICT -- Class enactment with regard to the derivative using the development of icons -- Teacher professional development -- Professional development with regard to sense making of the derivative in the first project year -- Professional development with regard to the derivative using ICT in the second project year -- Professional development with regard to the derivative using the development of icons in the third year -- Students' needs of sense making of combinatorial reasoning problems -- Class enactment with regard to combinatorial reasoning problems -- Professional development with regard to combinatorial reasoning problems -- Reflection -- Challenges -- References -- 5. The contribution of Lesson Study to teaching and assessing pupils with learning difficulties: Recent UK developments -- Introduction -- Context and background -- The background of the Lesson Study model used in these studies.. - The Swedish educational system for students with HFASD -- Material and methods -- Participants -- Procedure -- Measures of participants' academic difficulties -- The screening -- Data analysis -- Findings -- The design of the lessons -- The students' learning outcomes -- Lesson A -- Lesson B -- The teachers' professional development -- Discussion -- Limitations -- Acknowledgements -- References -- Index.
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| ISBN | 1-315-66858-0. - 1-317-36154-7
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