Med naturen och Learning study modellen som inspirationskällor har jag arbetat med tema träd under två veckor på en förskola med barn i åldrarna 3 – 6 år. För att tydligt kunna synliggöra barnets lärande har för- och eftertester varit en del av metodarbetet. Testerna genomfördes med hjälp av intervjuer. Barnen fick även rita teckningar av ett träd både vid förtestet och eftertestet. Detta som ett ytterligare komplement för att kunna se deras kunskapsutveckling. Under dessa två veckor mellan för- och eftertestet deltog barnen i olika aktiviteter på ett lekfullt och lustfyllt sätt. Genom hela arbetet användes en handdocka i form av en ekorre. Handdockan gjorde att även de barn som var lite reserverade vågade prata och ställa frågor. Vidare användes även olika lekar såsom tillexempel memory och Kims lek. Utifrån den här studien med inspiration från Learning study metoden kan man konstatera att barnens kunskap inom temat träd har utvecklats.

Lesson study professional development, LSPD, is a technique during which teachers work collaboratively to create, implement, revise, and reflect on a specific lesson (Fernandez, 2002). This research proposed that using LSPD on integrating technology into teaching would provide teachers a collaborative and safe way to explore technology use in their classrooms. Technology adoption is not a single occurrence, but a process that takes time (Fullan, 2007; Roger, 2003). Unlike traditional forms of training, LSPD provides sustained support and a way to test technologies in low stakes situations through collaboration and observation. Both of these aspects, experimentation and observation, are important in the adoption of technology (Rogers, 2003). This study was aimed at understanding how teachers in a technology-infused LSPD change their beliefs and practices over time. Research questions included the following: a) how would teachers in a technology-infused LSPD develop their attitudes toward technology and in their technological pedagogical content knowledge (TPACK)?, b) how would teachers in a technology-infused LSPD change their lesson planning and teaching behaviors?, and c) would certain features of the group play a role in the teachers’ development? To address these questions, the study took qualitative approach to understanding teachers’ experiences during the lesson study process. Using interview transcripts, lesson plans, group meeting transcripts, and field notes, group cases were compiled to examine the experiences of the groups. Although three groups of teachers were followed during the semester, only one team was able to plan, teach, and re-teach a lesson. The LSPD process was disrupted by several factors independent of the lesson study model and more related to mandated testing and its results at the individual school level. The focus of the study shifted to describing the factors that contributed to and interfered with the carefully planned professional development model. The findings in this study can help us better understand the impact and intricacies of LSPD. / text

Lesson study is known as an effective Japanese professional development approach for teachers, since 1999.After that, this approach used dramatically as a way for improving teaching and learning in classroom through many countries and by many researchers. Review the literature of lesson study show that there is one common effort between the researchers to apply this approach. That is to make local model for using this Japanese approach as a localized one to release the unavoidable challenges of applying the method of another educational culture. This paper first reviews the literature on lesson study as a way of teachers\' professional development, which has been conducted since Meiji Period in Japan and is conducting for today\'s teaching in classroom. Then it clarifies how Iranian mathematics teachers encountered with this method. Finally, the finding of this research addresses a general translated model of lesson study that is preferred to apply lesson study for Iranian culture of education.

The researcher’s professional role as an Education Officer was the impetus for this study. Designing and implementing professional development activities is a significant component of the researcher’s position description and as a result of reflection and feedback from participants and colleagues, the creation of a more effective model of professional development became the focus for this study. Few studies have examined all three links between the purposes of professional development that is, increasing teacher knowledge, improving teacher practice, and improving student outcomes. This study is significant in that it investigates the nature of the growth of teachers who participated in a model of professional development which was based upon the principles of Lesson Study. The research provides qualitative and empirical data to establish some links between teacher knowledge, teacher practice, and student learning outcomes. Teacher knowledge in this study refers to mathematics content knowledge as well as pedagogical-content knowledge. The outcomes for students include achievement outcomes, attitudinal outcomes, and behavioural outcomes. As the study was conducted at one school-site, existence proof research was the focus of the methodology and data collection. Developing over the 2007 school year, with five teacher-participants and approximately 160 students from Year Levels 6 to 9, the Lesson Study-principled model of professional development provided the teacher-participants with on-site, on-going, and reflective learning based on their classroom environment. The focus area for the professional development was strategising the engagement with and solution of worded mathematics problems. A design experiment was used to develop the professional development as an intervention of prevailing teacher practice for which data were collected prior to and after the period of intervention. A model of teacher change was developed as an underpinning framework for the development of the study, and was useful in making decisions about data collection and analyses. Data sources consisted of questionnaires, pre-tests and post-tests, interviews, and researcher observations and field notes. The data clearly showed that: content knowledge and pedagogical-content knowledge were increased among the teacher-participants; teacher practice changed in a positive manner; and that a majority of students demonstrated improved learning outcomes. The positive changes to teacher practice are described in this study as the demonstrated use of mixed pedagogical practices rather than a polarisation to either traditional pedagogical practices or contemporary pedagogical practices. The improvement in student learning outcomes was most significant as improved achievement outcomes as indicated by the comparison of pre-test and post-test scores. The effectiveness of the Lesson Study-principled model of professional development used in this study was evaluated using Guskey’s (2005) Five Levels of Professional Development Evaluation.

Submitted by Carolina Cordeiro Batista null (carolina@feg.unesp.br) on 2018-01-11T15:43:57Z No. of bitstreams: 1 Dissertação de Mestrado_Carolina Cordeiro Batista.pdf: 1392568 bytes, checksum: b71a69d4eeddbe9d5427d4da6680b41f (MD5) / Approved for entry into archive by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br) on 2018-01-11T17:07:22Z (GMT) No. of bitstreams: 1 batista_cc_me_rcla.pdf: 1100406 bytes, checksum: 0001e582c9ed4db0e33115ea46f74c12 (MD5) / Made available in DSpace on 2018-01-11T17:07:22Z (GMT). No. of bitstreams: 1 batista_cc_me_rcla.pdf: 1100406 bytes, checksum: 0001e582c9ed4db0e33115ea46f74c12 (MD5) Previous issue date: 2017-12-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa tem por objetivo investigar como o professor percebe o aluno produzindo conhecimento matemático com tecnologia. Os dados da pesquisa são oriundos de um grupo de formação continuada de professores de matemática da rede pública estadual de Guaratinguetá, município de São Paulo. No decorrer dos encontros do grupo foram elaboradas e discutidas pelos professores tarefas investigativas de conteúdo matemático que seriam desenvolvidas em sala de aula com o software GeoGebra. Após o planejamento as aulas foram ministradas pelos professores, acompanhadas pela pesquisadora e filmadas. Os vídeos foram editados visando destacar trechos nos quais era possível discutir ações dos alunos. O objetivo da edição foi fazer vídeos curtos que pudessem ser assistidos no grupo de formação oportunizando o diálogo com os professores. As ações no grupo de formação de professores foram conduzidas com base nos Estudos de Aula e o foco era a aprendizagem do aluno ao estar com tecnologia. As discussões no grupo de formação também foram filmadas e o filme foi transcrito pela pesquisadora tornando-se texto aberto à interpretação. Assumindo a pesquisa qualitativa de abordagem fenomenológica, os dados foram analisados e mostrou-se que os professores percebem a produção de conhecimento matemático de seus alunos a partir do modo como eles vêem a atitude/postura (do aluno) para a investigação matemática e para expressar o compreendido a si e ao outro. / This research aims at investigating how the teacher perceives the student producing mathematical knowledge with technology. The data of the research comes from a continuous education group of mathematic teachers from state public schools in Guaratinguetá, a city in São Paulo state. During the group meetings, it was elaborated and discussed by the teachers investigative tasks of mathematical content that would be developed in the classroom with the GeoGebra software. After planning, the classes were taught by the teachers, accompanied by the researcher and filmed. The videos were edited in order to highlight sections where it was possible to discuss students‟ actions. The purpose of the edition was to make short videos that could be watched in the group meeting, facilitating the dialogue with teachers. The actions in the teacher training group were conducted based on the Lesson Study and the focus was on the student's learning while being with technology. The discussions in the continuous education group were also filmed and the video was transcribed by the researcher, becoming an open to interpretation text. Assuming the qualitative research of phenomenological approach, the data was analyzed and it was shown that the teachers perceive their students‟ production of mathematical knowledge from the way they see the attitude/posture (of the student) for mathematical investigation and for expressing what was understood.

abstract: Federal mandates, such as, No Child Left Behind (NCLB) set high standards, but in reality did little to promote critical thinking instruction and learning in our nation's schools. Race to the Top is our nation's current attempt to improve education and thanks to this legislation there is now a set of common core standards aimed at infusing critical thinking into the curriculum. Districts in Arizona are struggling to provide common core training to prepare teachers to teach these new, rigorous standards. This is a problem because teaching critical thinking is challenging. While grade level teams often get together, little time is devoted to create lessons that are focused on deep learning and little time is set aside to observe lessons and reflect on student engagement. One potential solution to this may be lesson study. Lesson study is a method of professional development that encourages teachers to reflect on their teaching through a cycle of collaborative lesson planning and observation. The lesson study cycle connects with the constructed nature of learning provided by Vygotsky Space. This action research was designed to explore how 10 fourth, fifth, and sixth grade teachers at a K-8 school in Arizona learned how to infuse critical thinking into their lessons. This study took place from July to November of 2011. A mixed methods approach was used to collect data. Quantitative measures included Likert-items on a survey and lesson plans scored with the district rubric. Qualitative measures included open-ended survey items, transcriptions of lesson debriefs, reflective learning logs, and the researcher's personal field notes. Data were analyzed separately and then triangulated to reduce bias. Findings from this study indicate that although it was challenging for the teachers, lesson study enabled them to successfully integrate critical thinking into their lesson plans. The process of lesson study increased the teachers' efficacy to create lessons, and it helped them understand how important critical thinking was for their students. The teachers also came to value the lesson study process as a positive approach to professional development. Based on these findings, implications are made, and further action research cycles suggested. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2012

abstract: Due to the push down of academics, today's elementary students are being asked to learn more concepts and sit for longer periods of time. Sitting slows thinking, whereas movement wakes up the brain. Using movement to learn is embodied cognition, or learning through both the body and the brain. Movement should be part of instruction for young students; however teachers are often not sure how to incorporate movement in their lesson plans. The Japanese practice of lesson study may help because it embeds teachers' new learning in their classrooms while intimately connecting it to the learning of their students, and it links with the cyclical, constructed theory of learning provided by Vygotsky Space. If teachers incorporate movement in their lessons, children have the potential to become more engaged and learn. This action research study was designed to understand if two first grade, two second grade, and one third grade teacher at a Title One elementary school in the Southwestern United States could learn how to use movement more during instruction through lesson study. This innovation took place for 14-weeks during which 12 lessons using movement were developed and taught. Data were collected prior to the study and during each portion of the cyclical process including, while teachers learned, during lessons using movement, and when lessons were discussed and changed. The data sources were pre and post teacher surveys, student surveys, observation protocols, lesson plans, transcripts of lesson study meetings, and researcher notes. To reduce bias a triangulated mixed methods design was used. Results indicate that through lesson study teachers were able to learn about movement, try it, observe the results, and adjust it to fit their teaching style and their students' needs. Data showed increased student engagement in lessons that incorporated movement as evidenced in the students' words, bodies, and learning. After participating in the study, the teachers realized they personally use movement to learn, and teachers' efficacy regarding their ability to plan movement in their lessons increased. Additionally, they started purposefully planning movement across their curriculum. Based on the results, further cycles / Dissertation/Thesis / Ed.D. Leadership and Innovation 2012

This thesis is an exploration of a head teacher's experience of Lesson Study. It aims to consider how Lesson Study develops teacher learning through consideration of collaboration, expertise and professional conflict. The methodology embraces the lived experience of introducing a collaborative method of teacher development, Lesson Study into a primary school and exploring its impact. The research is conducted through an exploratory layered method, considering the Lesson Study teams, the whole school and the head teacher's thoughts and reflections on and about Lesson Study. The exploration in this thesis found that Lesson Study is far from breath-takingly simple (Dudley, 2013) and that there are many complexities and variables within each Lesson Study group that need to be considered carefully in order to enhance any opportunity for teacher learning. This thesis describes how these different elements, collaboration, expertise and professional conflict, interacted in two different Lesson Study teams. These findings, are presented alongside the head teacher's reflections. Building on these reflections the thesis starts to articulate how Lesson Study could offer teacher learning opportunities and which elements of school culture, teacher expertise and understanding would need to be developed, honed and considered in order to create an outcome which results in teacher learning. This research provides an exploration how teacher learning may be generated through Lesson Study work. It extends the current literature on teacher learning in Lesson Study by identifying and exploring professional conflict alongside collaboration and expertise. Teacher learning opportunities are not simply created in the context the research took place. It concludes that while teacher learning can be generated through Lesson Study; the conditions and culture of a setting, alongside the skills, knowledge and expertise of the teachers involved in each team are also crucial.

abstract: ABSTRACT There is a continuing emphasis in the United States to improve student's mathematical abilities and one approach is to better prepare teachers. This study investigated the effects of using lesson study with preservice secondary mathematics teachers to improve their proficiency at planning and implementing instruction. The participants were students (preservice teachers) in an undergraduate teacher preparation program at a private university who were enrolled in a mathematics methods course for secondary math teachers. This project used lesson study to engage preservice teachers in collaboratively creating lessons, field testing them, using feedback to revise the lessons, and re-teaching the revised lesson. The preservice teachers worked through multiple cycles of the process in their secondary math methods class receiving feedback from their peers and instructor prior to teaching the lessons in their field experience (practicum). A mixed methods approach was implemented to investigate the preservice teacher's abilities to plan and implement instruction as well as their efficacy for teaching. Data were collected from surveys, video analysis, student reflections, and semi-structured interviews. The findings from this study indicate that lesson study for preservice teachers was an effective means of teacher education. Lesson study positively impacted the preservice teachers' ability to plan and teach mathematical lessons more effectively. The preservice teachers successfully transitioned from teaching in the methods classroom to their field experience classroom during this innovation. Further, the efficacy of the preservice teachers to teach secondary mathematics increased based on this innovation. Further action research cycles of lesson study with preservice teachers are recommended. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2013

abstract: Teacher learning in the workplace is situated within a complex context involving the individual and multiple aspects of an educational organization. The present action research study uses a socio-constructionist inquiry lens to further research the local and multifaceted nature of professional learning in schools. The goal is to re-conceptualize professional development away from reductionist approaches that assume teacher practice can be isolated, packaged, and directly transferable into the classroom. The present study examines how lesson study can structure interdisciplinary professional learning to address the current gap in the literature regarding professional development of secondary specialty teachers. Five teachers participated in two lesson study cycles for a period of 13-weeks. This study focused on how teachers co-construct pedagogical knowledge and the extent to which they make changes to their practice. Using a sequential mixed methods research design, this study collected qualitative and quantitative data in three phases. In the initial phase, participants completed a demographical survey and shared a digital ethnography of their philosophy of teaching. Phase two consisted of video recordings for two lesson study cycles. Phase three involved a second survey and semi-structured interviews. Classroom observations were conducted during the first and last phase of the study. All qualitative data was analyzed inductively using open and thematic coding. Cross-case analysis was employed at the analysis stage to integrate data tools for the purpose of complementarity. Results suggest lesson study was an effective, job-embedded model that supports active and continuous professional development that is sustained and transferrable to the classroom. The type of disposition reported and displayed by teachers changed positively over time having transformational effects in the depth of relationships among teachers, increasing co-creation of pedagogical knowledge, and increasing reflectiveness. Teachers' level of openness to learning related to higher levels of effective practices implemented during lessons. Further research is needed to examine the ways in which teacher disposition influences professional learning when secondary specialty teachers engage in lesson study. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2014