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1
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1642317653
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A Practical Guide to Translating Lesson Study for a U.S. Setting
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October
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Lesson study is a Japanese approach to professional development in which teachers conduct systematic inquiry into their practice. For a brief introduction to lesson study, see Clea Fernandez and Sonal Chokshi, "A Practical Guide to Translating Lesson Study for a U.S. Setting," Phi Delta Kappan, October 2002, pp. 128-34.
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(2002)
Phi Delta Kappan
, pp. 128-134
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Fernandez, C.1
Chokshi, S.2
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2
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85039573521
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paper commissioned by the Board on International Comparative Studies in Education, Committee on a Framework and Long-Term Research Agenda for International Comparative Education Studies, NAS/National Research Council, Washington, D.C., March
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See Sonal Chokshi and Clea Fernandez, "Impact of Lesson Study, " paper commissioned by the Board on International Comparative Studies in Education, Committee on a Framework and Long-Term Research Agenda for International Comparative Education Studies, NAS/National Research Council, Washington, D.C., March 2003; Clea Fernandez, "Learning from Japanese Approaches to Professional Development: The Case of Lesson Study," Journal of Teacher Education, vol. 53, 2002, pp. 393-405; Clea Fernandez, Joanna Cannon, and Sonal Chokshi, "A U.S.-Japan Lesson Study Collaboration Reveals Critical Lenses for Examining Practice," Teaching and Teacher Education, vol. 19, 2003, pp. 171-85; and Clea Fernandez et al., "Learning About Lesson Study in the United States," in Edward R. Beauchamp, ed., New and Old Voices on Japanese Education (Armonk, N.Y.: M. E. Sharpe, forthcoming). Catherine Lewis also devotes a chapter to six common misconceptions about lesson study in Lesson Study: A Handbook of Teacher-Led Instructional Change (Philadelphia: Research for Better Schools, 2002).
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(2003)
Impact of Lesson Study
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Chokshi, S.1
Fernandez, C.2
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3
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0036853178
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Learning from Japanese Approaches to Professional Development: The Case of Lesson Study
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See Sonal Chokshi and Clea Fernandez, "Impact of Lesson Study, " paper commissioned by the Board on International Comparative Studies in Education, Committee on a Framework and Long-Term Research Agenda for International Comparative Education Studies, NAS/National Research Council, Washington, D.C., March 2003; Clea Fernandez, "Learning from Japanese Approaches to Professional Development: The Case of Lesson Study," Journal of Teacher Education, vol. 53, 2002, pp. 393-405; Clea Fernandez, Joanna Cannon, and Sonal Chokshi, "A U.S.-Japan Lesson Study Collaboration Reveals Critical Lenses for Examining Practice," Teaching and Teacher Education, vol. 19, 2003, pp. 171-85; and Clea Fernandez et al., "Learning About Lesson Study in the United States," in Edward R. Beauchamp, ed., New and Old Voices on Japanese Education (Armonk, N.Y.: M. E. Sharpe, forthcoming). Catherine Lewis also devotes a chapter to six common misconceptions about lesson study in Lesson Study: A Handbook of Teacher-Led Instructional Change (Philadelphia: Research for Better Schools, 2002).
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(2002)
Journal of Teacher Education
, vol.53
, pp. 393-405
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Fernandez, C.1
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4
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0037320998
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A U.S.-Japan Lesson Study Collaboration Reveals Critical Lenses for Examining Practice
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See Sonal Chokshi and Clea Fernandez, "Impact of Lesson Study, " paper commissioned by the Board on International Comparative Studies in Education, Committee on a Framework and Long-Term Research Agenda for International Comparative Education Studies, NAS/National Research Council, Washington, D.C., March 2003; Clea Fernandez, "Learning from Japanese Approaches to Professional Development: The Case of Lesson Study," Journal of Teacher Education, vol. 53, 2002, pp. 393-405; Clea Fernandez, Joanna Cannon, and Sonal Chokshi, "A U.S.-Japan Lesson Study Collaboration Reveals Critical Lenses for Examining Practice," Teaching and Teacher Education, vol. 19, 2003, pp. 171-85; and Clea Fernandez et al., "Learning About Lesson Study in the United States," in Edward R. Beauchamp, ed., New and Old Voices on Japanese Education (Armonk, N.Y.: M. E. Sharpe, forthcoming). Catherine Lewis also devotes a chapter to six common misconceptions about lesson study in Lesson Study: A Handbook of Teacher-Led Instructional Change (Philadelphia: Research for Better Schools, 2002).
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(2003)
Teaching and Teacher Education
, vol.19
, pp. 171-185
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Fernandez, C.1
Cannon, J.2
Chokshi, S.3
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5
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26044464430
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Learning about Lesson Study in the United States
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Edward R. Beauchamp, ed., Armonk, N.Y.: M. E. Sharpe, forthcoming
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See Sonal Chokshi and Clea Fernandez, "Impact of Lesson Study, " paper commissioned by the Board on International Comparative Studies in Education, Committee on a Framework and Long-Term Research Agenda for International Comparative Education Studies, NAS/National Research Council, Washington, D.C., March 2003; Clea Fernandez, "Learning from Japanese Approaches to Professional Development: The Case of Lesson Study," Journal of Teacher Education, vol. 53, 2002, pp. 393-405; Clea Fernandez, Joanna Cannon, and Sonal Chokshi, "A U.S.-Japan Lesson Study Collaboration Reveals Critical Lenses for Examining Practice," Teaching and Teacher Education, vol. 19, 2003, pp. 171-85; and Clea Fernandez et al., "Learning About Lesson Study in the United States," in Edward R. Beauchamp, ed., New and Old Voices on Japanese Education (Armonk, N.Y.: M. E. Sharpe, forthcoming). Catherine Lewis also devotes a chapter to six common misconceptions about lesson study in Lesson Study: A Handbook of Teacher-Led Instructional Change (Philadelphia: Research for Better Schools, 2002).
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New and Old Voices on Japanese Education
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Fernandez, C.1
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6
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0141986975
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Philadelphia: Research for Better Schools
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See Sonal Chokshi and Clea Fernandez, "Impact of Lesson Study, " paper commissioned by the Board on International Comparative Studies in Education, Committee on a Framework and Long-Term Research Agenda for International Comparative Education Studies, NAS/National Research Council, Washington, D.C., March 2003; Clea Fernandez, "Learning from Japanese Approaches to Professional Development: The Case of Lesson Study," Journal of Teacher Education, vol. 53, 2002, pp. 393-405; Clea Fernandez, Joanna Cannon, and Sonal Chokshi, "A U.S.-Japan Lesson Study Collaboration Reveals Critical Lenses for Examining Practice," Teaching and Teacher Education, vol. 19, 2003, pp. 171-85; and Clea Fernandez et al., "Learning About Lesson Study in the United States," in Edward R. Beauchamp, ed., New and Old Voices on Japanese Education (Armonk, N.Y.: M. E. Sharpe, forthcoming). Catherine Lewis also devotes a chapter to six common misconceptions about lesson study in Lesson Study: A Handbook of Teacher-Led Instructional Change (Philadelphia: Research for Better Schools, 2002).
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(2002)
Lesson Study: A Handbook of Teacher-led Instructional Change
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7
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84993725998
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A Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One?
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June/July
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James Hiebert, Ronald Callimore, and James Stigler, "A Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One?," Educational Researcher, June/July 2002, pp. 3-15.
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(2002)
Educational Researcher
, pp. 3-15
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Hiebert, J.1
Callimore, R.2
Stigler, J.3
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8
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85039562613
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An initial version of this survey was conducted in collaboration with Catherine Lewis of Mills College. For more information about the data, please visit www.tc.columbia.edu/lessonstudy/lsgroups.html.
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10
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1642325701
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It's a Matter of Time
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Spring/Summer
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Lynn Liptak, "It's a Matter of Time," RBS Currents, Spring/Summer 2002, pp. 6-7.
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(2002)
RBS Currents
, pp. 6-7
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Liptak, L.1
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85039580057
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note
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One might argue that it is premature to talk about student performance or other outcome measures associated with lesson study in the U.S., since the process is still being explored and adapted. Teachers must first come to understand lesson study and do it well, before it can be treated as a testable intervention.
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85039580864
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note
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This principle does not imply that the teacher is not part of the equation. Obviously, one can still learn from the teacher's unique style and rapport with students, but the focus should be on learning, not judging,
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85039574292
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note
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This is not meant to suggest that teachers in a lesson study group should not engage in rapport-building activities or conversations. The importance of such conversations is that they help teachers to 1) understand one another's perspectives, 2) instill respectful norms for exchanging ideas, 3) develop a shared vocabulary for exchanging ideas, and 4) establish some common ground.
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25
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1642356487
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Lesson Study: Teachers Learning Together
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Spring
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Denise Jarrett Weeks and Jennifer Stepanek, eds., "Lesson Study: Teachers Learning Together," Northwest Teacher, Spring 2001.
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(2001)
Northwest Teacher
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Weeks, D.J.1
Stepanek, J.2
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