Exploring knowledge bridging and translation in lesson study using an inter-professional team

International Journal for Lesson and Learning Studies

Volumn 5, Issue 3, 2016, Pages 180-195

  Norwich, Brahm ^a   Koutsouris, George ^a   Fujita, Taro ^a   Ralph, Thomas ^a   Adlam, Anna ^a   Milton, Fraser ^a  

^a UNIVERSITY OF EXETER   (United Kingdom)

Author keywords

Lesson study; Neuropsychology; Professional learning; Psychology; SECI model

Indexed keywords

EID: 84981501576     PISSN: 20468253     EISSN: 20468261     Source Type: Journal    
DOI: 10.1108/IJLLS-02-2016-0006     Document Type: Article

References (38)

1. Adlam, A.R., de Haan, M., Hodges, J.R. and Patterson, K. (2013), “Memory for action sequences in semantic dementia”, Neuropsychologia, Vol. 51 No. 8, pp. 1481-1487.
2. Argyris, C. (1993), Knowledge for Action: A Guide to Overcoming Barriers to Organizational Change, Jossey-Bass, San Francisco, CA.
3. Barmby, P., Harries, T., Higgins, S. and Suggate, J. (2009), “The array representation and primary children’s understanding and reasoning in multiplication”, Educational Studies in Mathematics, Vol. 70 No. 3, pp. 217-241.
4. Bennett, S. and Monsen, J. (2011), “A critical appraisal of four approaches which support teachers’ problem solving within educational settings”, Educational Psychology in Practice, Vol. 27 No. 1, pp. 19-35.
5. Biggs, S. (2013), “Neuroeducation: 25 findings over 25 years”, available at: www.opencolleges.edu.au/informed/features/neuroeducation-25-findings-over-25-years/ (accessed 1 June 2016).
6. Bishop, D.V.M. (2014), “What is educational neuroscience?”, Figshare, available at: http://dx.doi.org/10.6084/m9.figshare.1030405 (accessed 1 June 2016).
7. Brain Gym International (2015), “What is brain gym?”, available at: www.braingym.org/ (accessed 1 June 2016).
8. Bruer, J.T. (1997), “Education and the brain: a bridge too far”, Educational Researcher, Vol. 26 No. 8, pp. 4-16.
9. Chia, N.K.H. (2013), “Modified lesson study within the integrated teaching-learning framework for professional development of special education teachers”, Educational Research International, Vol. 2 No. 1, pp. 22-33.
10. Cobb, P., Confrey, J., diSessa, A., Lehrer, R. and Schauble, L. (2003), “Design experiments in educational research”, Educational Researcher, Vol. 32 No. 1, pp. 9-13.
11. Cragg, L. and Gilmore, C. (2014), “Skills underlying mathematics: the role of executive function in the development of mathematics proficiency”, Trends in Neuroscience and Education, Vol. 3 No. 2, pp. 63-68.
12. Dekker, S., Lee, N.C., Howard-Jones, P. and Jolles, J. (2012), “Neuromyths in education: prevalence and predictors of misconceptions among teachers”, Frontiers in Psychology, Vol. 3, October, Article 429. doi: 10.3389/fpsyg.2012.00429.
13. Dotger, S. (2015), “Methodological understandings from elementary science lesson study facilitation and research”, Journal of Science Teacher Education, Vol. 26 No. 4, pp. 349-389.
14. Dudley, P. (2004), “Lessons for learning: research lesson study, innovation, transfer and meta-pedagogy; a design experiment?”, paper presented at the 5th Annual Conference of the TLRP, Cardiff, 22-24 November.
15. Dudley, P. (2012), “Lesson study development in England: from school networks to national policy”, International Journal for Lesson and Learning Studies, Vol. 1 No. 1, pp. 85-100.
16. Elliott, J. (2012), “Developing a science of teaching through lesson study”, International Journal for Lesson and Learning Studies, Vol. 1 No. 2, pp. 108-125.
17. Eraut, M. (2007), “Learning from other people in the workplace”, Oxford Review of Education, Vol. 33 No. 4, pp. 403-422.
18. Gómez, E.S., Núñez, M.J.S., Pérez-Gómez, A.I. and Trapero, N.P. (2015), “Lesson study and the development of teacher’s competences: from practical knowledge to practical thinking”, International Journal for Lesson and Learning Studies, Vol. 4 No. 3, pp. 209-223.
19. Goswami, U. (2006), “Neuroscience and education: from research to practice?”, Nature Reviews Neuroscience, Vol. 7 No. 5, pp. 406-413.
20. Korthagen, F. (2010), “The relationship between theory and practice in teacher education”, in Baker, E., McGaw, B. and Peterson, P. (Eds), International Encyclopedia of Education, Vol. 7, Elsevier, Oxford, pp. 669-675.
21. Lipp, O. and DeVelle, S. (2013), “From experimental psychology to a science of learning”, in Keogh, S. (Ed.), How the Brain Learns: What Lessons are There for Teaching? ACER Research Conference 2013, Australian Council for Educational Research, Melbourne, pp. 116-121.
22. Moss, J., Hawes, Z., Naqvi, S. and Caswell, B. (2015), “dapting Japanese lesson study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: a case study”, The International Journal on Mathematics Education, Vol. 47 No. 3, pp. 377-390. doi:10.1007/s11858-015-0679-2.
23. Nature Neuroscience Editorial (2006), “The science of education reform”, Nature Neuroscience, Vol. 9 No. 11, pp. 1345-1345.
24. Nonaka, I. and Takeuchi, H. (1995), The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation, Oxford University Press, Oxford.
25. Nonaka, I. and Toyama, R. (2003), “The knowledge-creating theory revisited: knowledge creation as a synthesizing process”, Knowledge Management Research and Practice, Vol. 1 No. 1, pp. 2-10.
26. Nonaka, I. and von Krogh, G. (2009), “Tacit knowledge and knowledge conversion: controversy and advancement in organisational knowledge creation theory”, Organisation Science, Vol. 20 No. 3, pp. 635-652.
27. Norwich, B. (2015), “Educational psychology, neuroscience and lesson study: translating research knowledge into practice requires teacher research”, Knowledge Cultures, Vol. 3 No. 2, pp. 7-25.
28. Norwich, B. and Ylonen, A. (2013), “Design based research to develop the teaching of pupils with moderate learning difficulties (MLD): evaluating lesson study in terms of pupil, teacher and school outcomes”, Teaching and Teacher Education, Vol. 34, August, pp. 162-173.
29. Paavola, S. and Hakkarainen, K. (2005), “The knowledge creation metaphor – an emergent epistemological approach to learning”, Science and Education, Vol. 14 No. 6, pp. 535-557.
30. Parks, A.N. (2008), “Messy learning: preservice teachers’ lesson-study conversations about mathematics and students”, Teaching and Teacher Education, Vol. 24 No. 5, pp. 1200-1216.
31. Puchner, L.D. and Taylor, A.R. (2006), “Lesson study, collaboration and teacher efficacy: stories from two school-based math lesson study groups”, Teaching and Teacher Education, Vol. 22 No. 7, pp. 922-934.
32. Raghubar, K.P., Barnes, M.A. and Hecht, S.A. (2010), “Working memory and mathematics: a review of developmental, individual difference, and cognitive approaches”, Learning and Individual Differences, Vol. 20 No. 2, pp. 110-122.
33. Royal Society (2011), Neuroscience Implications for Education and Lifelong Learning, Royal Society, London.
34. Sims, L. and Walsh, D. (2009), “Lesson study with preservice teachers: lessons from lessons”, Teaching and Teacher Education, Vol. 25 No. 5, pp. 724-733.
35. Steinbring, H. (1997), “Epistemological investigation of classroom interaction in elementary mathematics teaching”, Educational Studies in Mathematics, Vol. 32 No. 1, pp. 49-92.
36. Takahashi, A. and Yoshida, M. (2004), “Lesson-study communities”, Teaching Children Mathematics, Vol. 10 No. 9, pp. 436-437.
37. Wong, M.E., Chia, N. and Lim, B.H. (2015), “A triple-D model of primary case management system for special education”, Asian Journal of Management Sciences and Education, Vol. 4 No. 1, pp. 12-22.
38. Ylonen, A. and Norwich, B. (2013), “Professional learning of teachers through a lesson study process in England: contexts, mechanisms and outcomes”, International Journal for Lesson and Learning Studies, Vol. 2 No. 2, pp. 137-154.