Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/482
Title: A New Approach to Lesson Study Practice in Japan from the DBIR Perspective
Authors: Oshima, Jun
Oshima, Ritsuko
Chiyonishio, Yuji
Ohsaki, Ayano
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Oshima, J., Oshima, R., Chiyonishio, Y., & Ohsaki, A. (2018). A New Approach to Lesson Study Practice in Japan from the DBIR Perspective. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: We report our progress in developing continuous improvement for educational practices in a local school district in Japan. Utilizing design-based implementation research (DBIR) design principles, we started to identify a focus for joint work with a school. After three years of searching for and identifying a focus for joint work (development and evaluation of student collaboration skills), a teacher and researchers started collaborative DBIR research practice as a new lesson study using a new evaluation tool, socio-semantic network analysis of student discourse. In addition to an ordinary post-lesson colloquium, we performed a second post-lesson colloquium that combined researchers’ discourse analysis with teacher observations and evaluations to share and discuss. The second post-lesson colloquium was found to significantly facilitate comprehension of how students engaged in student learning.
URI: https://doi.dx.org/10.22318/cscl2018.673
https://repository.isls.org//handle/1/482
Appears in Collections:ICLS 2018

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