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Understanding Lesson Study From Different Theoretical Perspectives (Part 1)
Sun, April 15, 8:15 to 9:45am, New York Hilton Midtown, Floor: Third Floor, Americas Hall 1-2 - Exhibit HallSession Type: Poster Session
Abstract
This symposium brings together researchers from the United States, United Kingdom, Spain and Japan who each draw on different theoretical perspectives to inform lesson study design and analysis in a range of different cultural contexts. Theoretical considerations are informed by self-determination theory, knowledge integration, Cultural Historical Activity Theory and the Anthropological Theory of Didactics. Further to this the contribution from Japan seeks to explore an insider’s view and draws on both quantitative and qualitative of well-established practices in lesson study to propose new theorisation.
The symposium will explore the different insights that each theoretical approach offers and how these might be harnessed to inform future design and development of effective learning with direct relevance to classroom practice.
Sub Unit
Chairs
Papers
39. Synergies Between the Teaching for Robust Understanding Framework and Lesson Study - Alan H. Schoenfeld, University of California - Berkeley; Angela Dosalmas
40. Lesson Study Final Commentary as a Means to Reveal and Develop Teachers' Knowledge - Laura Henn, Mills College
41. Lesson Study Design Features to Improve Instruction and Student Learning: Synthesizing Results of Studies From Florida - Aki Murata, University of Florida; Motoko Akiba, Florida State University; Judith Fabrega, University of Florida; Cassie Howard, Florida State University
42. Developing Rationale for Instructional Choices During Lesson Study: The Mock-Up Lesson - Shelley Friedkin, Mills College
43. Lesson Study as a Laboratory for Specifying and Enacting Culturally Relevant Pedagogy - Jennifer M. Lewis, Wayne State University; Jeffery Delshawn Robinson, Detroit Public Schools; Lenuel Hernandez, Wayne State University
44. The Use of Lesson Study to Unpack Learning Trajectories and Deepen Teachers' Content Knowledge - Jennifer M. Suh, George Mason University; Padmanabhan Seshaiyer, George Mason University; Terrie McLaughlin Galanti, University of North Florida; Sara Birkhead, George Mason University; Rachelle Farmer
45. A Closer Look at the Impact of Lesson Study on Strengthening Teacher Knowledge of Mathematics and Classroom Instruction - Anne Nesbitt, Westport Public Schools
46. Discussions of Pedagogy in a Modified Lesson Study Program - Lisa Skultety, University of Illinois at Urbana-Champaign; Gabriela Elizabeth Vargas, University of Illinois at Urbana-Champaign; Gloriana Gonzalez, University of Illinois at Urbana-Champaign
47. Creating Opportunities to Listen Through Lesson Study - Colleen M. Eddy, University of North Texas; Eloise Aniag Kuehnert, University of North Texas; Sarah Smitherman Pratt, University of North Texas
48. Engaging Teacher Candidates in Lesson Study - Marietta Smith Adams, University of Louisiana at Lafayette; Melissa A. Gallagher, University of Louisiana at Lafayette; Micah Nicole Bruce-Davis, University of Louisiana at Lafayette
49. Examining Design-Based Implementation of Lesson Study for Multiple Professional Development Contexts - Jennifer M. Suh, George Mason University; Padmanabhan Seshaiyer, George Mason University; Sara Birkhead, George Mason University
50. Lesson Study Design Features, Learning Process, and Teacher Learning Outcomes - Motoko Akiba, Florida State University; Aki Murata, University of Florida; Cassie Howard, Florida State University; Judith Fabrega, University of Florida; Gareth Bryan Wilkinson, Florida State University
51. Lesson Study With Mathematics Teacher Educators Across Five Universities: Implementation and Learning - Dittika Gupta, Midwestern State University; Lara Dick, Bucknell University; Mollie H. Appelgate, Iowa State University; Shawn Broderick, Weber State University; Melissa Marie Soto, San Diego State University
52. Taking the Lead With Lesson Study: Preservice Minority Teachers' Negotiation of Identity and Sociomathematical Authority - Rupam Saran, Medgar Evers College - CUNY
53. How Lesson Study Can Shift the Focus of Teachers' Mind-Sets From Constraints to Licenses - Katherine Emerson, Mills College; Angela Dosalmas, University of California - Berkeley