Lesson study and teachers’ beliefs
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-11-2018-0091
Enhancing the generative learning of young people in the domain of financial literacy through learning study
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-09-2018-0065
Lesson Study effectiveness for teachers’ professional learning: a best evidence synthesis
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-04-2019-0031
Quality criteria for lesson and learning studies as forms of action research
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-02-2019-0018
Lesson study outcomes: a theoretical model
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-08-2018-0057
Developing theoretical coherence in teaching and learning: case of neuroscience-framed learning study
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-10-2018-0072
Mechanisms enabling knowledge production in learning study
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-11-2018-0084
Are lesson study participants sharing their professional knowledge
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/ijlls-11-2018-0090
The knowledge machinery and claims in learning study as paedeutical research
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/ijlls-02-2019-0010
Lesson study beyond Japan: evaluating impact
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-09-2018-0061
A study of variation theory to enhance students’ genre awareness and learning of genre features
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-10-2018-0070
Lesson study: exploring implementation challenges in England
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/ijlls-08-2019-0059
Lesson study as a trigger for preservice physics and chemistry teachers’ learning about inquiry tasks and classroom communication
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-11-2018-0081
A research environment for teacher-driven research – some demands and possibilities
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/ijlls-02-2019-0015
Student voice in Lesson Study as a space for EFL teachers’ learning: a case study in Kazakhstan
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/ijlls-06-2019-0054
Learning to see distinctions through learning studies: Critical aspects as an example of pedagogical content knowledge
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-10-2018-0069
Integrating lesson study in Myanmar teacher training
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-04-2018-0024
Transcending conventional assessment boundaries in conducting learning study: A case in Hong Kong
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-10-2018-0078
Conceptualizing the implementation of Lesson Study in Kazakhstan within a social theory framework
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/ijlls-08-2019-0060
Preservice EFL teachers’ collaborative understanding of lesson study
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-12-2018-0092
Transforming a practice-based problem into research questions
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-08-2018-0059
A first time lesson study that turned into a learning study
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/ijlls-04-2019-0029
Lesson Study: analytic stance and depth of noticing in post-lesson discussions
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/ijlls-04-2019-0034
Towards a conceptual-based, student-centred pedagogy
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-04-2019-0038
Malawi mathematics teacher educators’ understanding of Lesson Study
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-06-2018-0039
Exploring the impact of lesson study through the views of Lao mathematics teacher educators on the needs, learning and difficulties
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-06-2018-0040
Promoting math teacher active learning with the lesson study approach: A case study of in-service teachers’ perspectives
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-11-2018-0088
Scripting the experience of mathematics teaching: The value of student teacher participation in identifying and reflecting on critical classroom incidents
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/ijlls-02-2019-0017
Knowledge management strategies for sustaining Lesson Study
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/ijlls-10-2019-0070
Lesson study with didactical engineering for student teachers in Brazil
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/ijlls-03-2019-0027
Building on student conceptions in the design of history instruction addressing sources: A learning study in upper secondary school
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/ijlls-05-2019-0047
Practicing lesson study in a Turkish education context: Considering the challenges, suggestions and benefits from EFL teachers’ perspectives
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/ijlls-05-2018-0036
Involving students in lesson study: a new perspective
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/ijlls-04-2018-0026
Lesson study with music: a new way to expand the dialogic space of learning and teaching
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-03-2019-0019
Going the distance: a lesson study on deriving the distance formula
来源期刊：International Journal for Lesson and Learning StudiesDOI：10.1108/IJLLS-08-2018-0052
