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dc.contributor.authorHadfield, Mark
dc.contributor.authorJopling, Michael
dc.date.accessioned2017-10-10T14:27:32Z
dc.date.available2017-10-10T14:27:32Z
dc.date.issued2016-09-01
dc.identifier.citationProblematizing lesson study and its impacts: Studying a highly contextualised approach to professional learning 2016, 60:203 Teaching and Teacher Education
dc.identifier.issn0742-051X
dc.identifier.doi10.1016/j.tate.2016.08.001
dc.identifier.urihttp://hdl.handle.net/2436/620746
dc.description.abstractResearching the efficacy of lesson study has been complicated by the manner in which it has been reinterpreted in different settings and contexts. Drawing on research into a national school improvement programme in England, this paper looks at how various reconfigurations of lesson study were affected by the different collaborative arrangements among schools and practitioners in the programme. Utilising a mixed methods approach, the paper provides and problematizes new empirical evidence concerning the effectiveness of lesson study. It concludes with a consideration of how those researching lesson study intitaives would benefit from adopting a more critical contextual analysis.
dc.language.isoen
dc.publisherElsevier
dc.relation.urlhttp://linkinghub.elsevier.com/retrieve/pii/S0742051X16301615
dc.subjectlesson study
dc.subjectprofessional learning
dc.subjectimpact
dc.titleProblematizing lesson study and its impacts: Studying a highly contextualised approach to professional learning
dc.typeJournal article
dc.identifier.journalTeaching and Teacher Education
dc.date.accepted2016-08-02
rioxxterms.funderUniversity of Wolverhampton
rioxxterms.identifier.projectUoW101017MJ
rioxxterms.versionAM
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0
rioxxterms.licenseref.startdate2018-11-01
dc.source.volume60
dc.source.issueNovember
dc.source.beginpage203
dc.source.endpage214
refterms.dateFCD2018-10-19T09:10:47Z
refterms.versionFCDAM
refterms.dateFOA2019-03-18T10:31:21Z
html.description.abstractResearching the efficacy of lesson study has been complicated by the manner in which it has been reinterpreted in different settings and contexts. Drawing on research into a national school improvement programme in England, this paper looks at how various reconfigurations of lesson study were affected by the different collaborative arrangements among schools and practitioners in the programme. Utilising a mixed methods approach, the paper provides and problematizes new empirical evidence concerning the effectiveness of lesson study. It concludes with a consideration of how those researching lesson study intitaives would benefit from adopting a more critical contextual analysis.


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