Towards a comprehensive pedagogical theory to inform lesson study: an editorial review

International Journal for Lesson and Learning Studies

Volumn 4, Issue 4, 2015, Pages 318-327

  Elliott, John ^a  

^a UNIVERSITY OF EAST ANGLIA   (United Kingdom)

Author keywords

Accelerated learning; Democratic pedagogy; Dialogic teaching; Learning motivation; Planning by objectives; Principles of procedure; Variation theory

Indexed keywords

EID: 84958951045     PISSN: 20468253     EISSN: 20468261     Source Type: Journal    
DOI: 10.1108/IJLLS-08-2015-0028     Document Type: Article

References (7)

1. Alexander, R. (2008), Essays on Pedagogy, Routledge, Abingdon, pp. 112-114, 130-139.
2. Hogan, P. (2015), “Review article: lesson study in east and west: identifying some key issues”, International Journal for Lesson and Learning Studies, Vol. 4 No. 2, pp. 178-181.
3. Lo, M.L. (2012), Variation Theory and the Improvement of Teaching and Learning, Gothenburg Studies in Educational Sciences 323, Göteborgs Universitet, Göteborg, pp. 115-200, 215.
4. Marton, F. and Booth, S. (1997), Learning and Awareness, Lawrence Erlbaum Associates, Mahwah, NJ.
5. Runesson, U. (2015), “Pedagogical and learning theories and the improvement and development of lesson and learning studies”, International Journal for Lesson and Learning Studies, Vol. 4 No. 3, pp. 186-193.
6. Stenhouse, L. (1971), Postscript: The Humanities Curriculum Project in Culture and Education, Nelson’s University Paperback, London, pp. 163-164.
7. Stenhouse, L. (1975), An Introduction to Curriculum Research and Development, Heinemann Educational, London, Chapters 3-5.