Relevant bibliographies by topics / Lesson Study with Open Approach

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Lesson Study with Open Approach'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Lesson Study with Open Approach"

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Moonsri, Alisa, and Auijit Pattanajak. "Lesson Planning in Primary School Using Lesson Study and Open Approach." Psychology 04, no. 12 (2013): 1064–68. http://dx.doi.org/10.4236/psych.2013.412155.

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Manmai, Thong-oon, Maitree Inprasitha, Narumon Changsri, and Auijit Pattanajak. "Development of Reasoning Habits Through Lesson Study and Open Approach Teaching Practices." International Educational Research 3, no. 2 (2020): p29. http://dx.doi.org/10.30560/ier.v3n2p29.

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This research aimed to investigate the development of reasoning habits after introducing the lesson study and open approach to teaching practices. A total of eight 6th-Grade students from Chumchon Ban Kaeng Khro Nong Phai School, Chaiyaphum province, Thailand were purposively selected to participate in this research. This is because they have attended the mathematics lessons using the innovation of lesson study and open approach. A qualitative research design was employed using five types of research instruments, namely 13 lesson plans, observation records, field notes, interview protocol, and
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Panbanlame, Kwanta, Kiat Sangaroon, and Maitree Inprasitha. "Students’ Intuition in Mathematics Class Using Lesson Study and Open Approach." Psychology 05, no. 13 (2014): 1503–16. http://dx.doi.org/10.4236/psych.2014.513161.

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Bunlang, Sunti, Maitree Inprasitha, and Narumon Changsri. "Design Mathematical Activity in Mathematics Classroom: Decimal Number." Randwick International of Education and Linguistics Science Journal 2, no. 3 (2021): 247–59. http://dx.doi.org/10.47175/rielsj.v2i3.293.

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The research was aimed to investigate six-lesson study team members in designing mathematical activities to develop students’ mathematization using Open Approach in the second step of the Lesson Study process in teaching decimal numbers. A total of 16 Grade 4 students participated as the target group. Three instruments were used namely lesson plans, student worksheets, and observation field notes. Researchers employed ethnographic research design to study how the mathematical activities could assist students to develop their mathematical ideas from the real world to the mathematical world thro
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Moonpo, Pimlak, Maitree Inprasitha, and Narumon Changsri. "Algebraic Reasoning in Early Grade: Promoting through Lesson Study and Open Approach." Psychology 09, no. 06 (2018): 1558–69. http://dx.doi.org/10.4236/psych.2018.96094.

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Kunseeda, Phattaraphong, Maitree Inprasitha, Narumon Changsri, and Anake Sudjamnong. "Students’ Speaking Skills in Mathematics Classroom Using Lesson Study and Open Approach." Creative Education 10, no. 07 (2019): 1702–12. http://dx.doi.org/10.4236/ce.2019.107121.

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Raethong, Korkiat, and S. Thinwiangthong. "Levels of Discourse in Mathematics Classroom using Lesson Study and Open Approach." Journal of Physics: Conference Series 1340 (October 2019): 012087. http://dx.doi.org/10.1088/1742-6596/1340/1/012087.

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Intaros, Pimpaka, and Maitree Inprasitha. "How Students’ Mathematical Ideas Emerged through Flow of Lesson in Classroom Using Lesson Study and Open Approach." Psychology 10, no. 06 (2019): 864–76. http://dx.doi.org/10.4236/psych.2019.106056.

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Thinwiangthong, Sampan, Colleen M. Eddy, and MaitreeInprasitha MaitreeInprasitha. "MATHEMATICS TEACHERS’ ABILITIES IN DEVELOPING FORMATIVE ASSESSMENT AFTER THE INTRODUCTION OF LESSON STUDY AND OPEN APPROACH INNOVATIONS." Malaysian Journal of Learning and Instruction (MJLI) Vol. 17, No.1 Jan. 2020 17, Number 1 (2020): 101–32. http://dx.doi.org/10.32890/mjli2020.17.1.5.

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Purpose – The main purpose of this study was to examine mathematics teachers’ abilities in developing formative assessments when teaching algebraic reasoning after utilizing two innovations: lesson study and open approach. Methodology – A single group quasi-experimental research design was employed in two mathematics classes in a school in Chaiyaphum province, Thailand. The target group was all the 11 mathematics teachers, who were pre-tested, then post-tested afterthe lesson study and open approach training. This was followed bytheir participation in setting up a lesson study group and conduc
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Nesusin, Nuchanart, Passara Intrarakhamhaeng, Pilunthana Supadol, Nuanpan Piengkes, and Suthasinee Poonpipathana. "Development of Lesson Plans by the Lesson Study Approach for the 6 th Grade Students in Social Study Subject based on Open Approach Innovation." Procedia - Social and Behavioral Sciences 116 (February 2014): 1411–15. http://dx.doi.org/10.1016/j.sbspro.2014.01.407.

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Dissertations / Theses on the topic "Lesson Study with Open Approach"

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Petty, Clinton Scott. "Mathematics Teacher Motivation in the Context of Lesson Study with Open Approach." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538674/.

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Providing professional development to in-service teachers remains a high priority when attempting to meet state and federal school accountability requirements, yet principals may neglect teacher motivation and the teacher change process when facilitating teacher learning. Drawing on self-determination theory, this research examined social and environmental factors shaping teacher motivation in the context of lesson study with open approach. This descriptive case study included the perceptions of eight secondary mathematics teachers who engaged lesson study as a form of professional development
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Ngesi, Sifiso Eric. "A rhetorical study of the open democracy bill : a Perelmanian approach." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/3545.

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Bargo, Julia Robinson. "FOSTERING IMAGINATIVE EXPRESSION IN ELEMENTARY ART STUDENTS: A DESCRIPTIVE STUDY OF TEACHER STRATEGIES." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1627.

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Boriani, Filippo <1977&gt. "The "Orthoplastic" combined surgical approach to open tibia fractures: a multicentric prospective outcome study." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amsdottorato.unibo.it/6754/.

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Introduction: Open fractures of the leg represent a severe trauma. The combined approach, shared between plastic and orthopaedic surgeons, is considered to be important, although this multidisciplinary treatment is not routinely performed. Aim of this study was to verify whether the orthoplastic treatment is of any advantage over the traditional simply orthopedic treatment, through a multicentric inclusion of these unfrequent injuries into a prospective study. Material and methods: The following trauma centres were involved: Rizzoli Orthopaedic Institute/University of Bologna (leading c
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Sriharan, Abiramy. "Using realist approach to open the black box of global continuing medical education partnerships." Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669702.

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Adomnita, Alexandr. "Balancing walled garden and open platform approaches for the Internet of Things : A case study of Husqvarna Group." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Informatik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35887.

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The term “Internet of Things” (IoT) was first introduced by a technology pioneer Kevin Ashton in 1999.Although the term is relatively new, the idea of making networks and computers communicate in order totrack and manage devices has been around for many years. As of now IoT is a rising topic in technicalcommunity. Some specialists are anticipating that by 2025 there will be around 100 billion connected IoTdevices with a worldwide economic impact of more than $11 trillion. On the other hand, Internet of Thingsemerges significant challenges. Currently the organization around world use two main a
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Joksimovic, Srecko. "An analytics-based approach to the study of learning networks in digital education settings." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/25819.

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Investigating howgroups communicate, build knowledge and expertise, reach consensus or collaboratively solve complex problems, became one of the main foci of contemporary research in learning and social sciences. Emerging models of communication and empowerment of networks as a form of social organization further reshaped practice and pedagogy of online education, bringing research on learning networks into the mainstream of educational and social science research. In such conditions, massive open online courses (MOOCs) emerged as one of the promising approaches to facilitating learning in net
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Isabel, Santos. "Designing Future Cities through a Living Labs Approach : Case-Study of the Väsby Labs." Thesis, KTH, Industriell ekonomi och organisation (Inst.), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-123539.

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Title - Designing Future Sustainable Cities through a Living Labs Approach – A Case study of “Väsby Labs” Purpose - The purpose of this study is to analyze the contributions of the Living Labs research and innovation methodology to the planning process of designing future sustainable cities as well as its main shortcomings. Additionally, this study intends to provide possible solutions to improve the model in the future. The Living Labs model focuses on creating platforms for communication, innovation and long term development by inviting different stakeholders to an open planning process befo
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Hermawan, F. "A strategic approach to enhancing sustainable practices in public building projects : a case study of Indonesian Local Authorities." Thesis, Coventry University, 2015. http://curve.coventry.ac.uk/open/items/569ce432-8b55-43cd-86c0-dc1680a8bfec/1.

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In the last few decades, there has been well documented evidence that the performance of the public building projects in local authorities in Indonesia does not fully meet the expectation of the stakeholders involved and demonstrates sustainable practices. This mediocre performance impacts on the competitiveness of building industry, and therefore would require the development of a strategic approach to address these fundamental structural and cultural issues. The strategic approach, which facilitates sustainable practices, to a large extent, depends on the local priorities, goals and success
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Subra, Mani Vishnu Aishwaryan. "Design, Development and Characterization of a Wrap Spring Clutch/Brake Mechanism as a Knee Joint for a Hybrid Exoskeleton." Digital WPI, 2020. https://digitalcommons.wpi.edu/etd-theses/1359.

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Evolution had played a significant role in structuring on how humans stand, walk or run. The nervous system plays a major role in the control of locomotion and injuries to the system can lead to gait abnormalities or disabilities. A Spinal Cord Injury (SCI) causes lack of signal communication between the central nervous system and the muscle fibers leading to deprived or no activation of the muscles thus resulting in paraplegia or quadriplegia. Over the past decade wearable robotics and exoskeletons have been gaining outstanding recognition in the field of medical, assistive and augmentative r
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Books on the topic "Lesson Study with Open Approach"

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Fernandez, Clea. Lesson study: A Japanese approach to improving mathematics teaching and learning. Lawrence Erlbaum Associates, 2004.

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Mitchell, Bruce M. The dynamic classroom: A creative planning approach to the teaching/evaluation process. 4th ed. Kendall/Hunt Pub. Co., 1988.

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Mitchell, Bruce M. The dynamic classroom: A creative planning approach to the teaching/evaluation process. 4th ed. Kendall/Hunt Pub. Co., 1986.

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Board, Toronto District School. IDC40, Interdisciplinary studies: Media studies, grade 12, open : sample course of study. Toronto District School Board, 2004.

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Lesson plans for the busy librarian: A standards-based approach for the elementary library media center. Libraries Unlimited, 2002.

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An "open" approach to information policy making: A case study of the Moore Universal Telephone Service Act. Ablex Pub., 1989.

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Lesson plans for the busy librarian: A standards based approach for the elementary library media center : volume 2. Libraries Unlimited, 2006.

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1972-, Howell Jo, ed. Creating drama with 7-11 year olds: Lesson ideas to integrate drama into the primary curriculum. Routledge, 2010.

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Tandy, Miles. Creating drama with 7-11 year olds: Lesson ideas to integrate drama into the primary curriculum. Routledge, 2010.

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1972-, Howell Jo, ed. Creating drama with 4-7 year olds: Lesson ideas to integrate drama into the primary curriculum. Routledge, 2010.

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Book chapters on the topic "Lesson Study with Open Approach"

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Friedkin, Shelley. "Refining the research lesson’s instructional approach during lesson study." In Stepping up Lesson Study. Routledge, 2020. http://dx.doi.org/10.4324/9781003002536-6.

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Isoda, Masami, Raimundo Olfos, and Takeshi Noine. "The Teaching of Multidigit Multiplication in the Japanese Approach." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_7.

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AbstractMultidigit multiplication in vertical form uses the idea of the distributive law such as 27 × 3 = (20 + 7) × 3 = 20 × 3 + 7 × 3 for using a multiplication table under the base ten place value system. Multiplication in vertical form is not simply repeated addition such as 27 + 27 + 27. In this meaning, through the extension of multiplication from single digit to multidigit by use of vertical form with a multiplication table, students have to integrate their knowledge on the base ten system with the definition of multiplication by measurement (a group of groups; see Chaps. 10.1007/978-3-030-28561-6_3, 10.1007/978-3-030-28561-6_4, 10.1007/978-3-030-28561-6_5, and 10.1007/978-3-030-28561-6_6 of this book) and so on. How does the Japanese approach enable students to develop multiplication in vertical form by and for themselves based on their learned knowledge?This chapter illustrates this process as follows. Firstly, the diversity of multiplication in vertical form is explained in relation to the multiplier and multiplicand, and the Japanese approach in comparison with other countries such as Chile and the Netherlands is clearly illustrated. Secondly, how a Japanese teacher enables students to develop multiplication in vertical form beyond repeated addition is explained with an exemplar of lesson study. Thirdly, the exemplar illustrates a full-speck lesson plan under school-based lesson study which demonstrates how Japanese teachers try to develop students who learn mathematics by and for themselves including learning how to learn (see Chap. 1). Fourthly, it explains the process to extend multiplication in vertical form to multidigit numbers by referring to Gakko Tosho textbooks.
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Mendes, Fátima, Joana Brocardo, and Hélia Oliveira. "Building Opportunities for Learning Multiplication." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_10.

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AbstractThis chapter seeks to illustrate a comprehension-based learning approach focused on multiplication. We use episodes to show the potential of a teaching design of multiplication focused on the development of mental calculation based on tasks with appropriate contexts and calculations anchored in the use of benchmark numbers and operation properties, with examples to explain the ideas that are introduced. They are based on a collaborative work experience between a third-grade primary teacher and a researcher (the first author of this chapter). Using these specific examples, we discuss mathematical ideas and didactic options that can guide the actions of teachers when teaching multiplication. Finally, we discuss some points of convergence between the approach introduced here and the lesson study approach.
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Isoda, Masami, and Raimundo Olfos. "Introduction: Japanese Theories and Overview of the Chapters in This Book." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_1.

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AbstractThis introductory chapter explains the origin of this book and provides overviews of every chapter in Parts I and II of the book. Part I of the book is aimed at explaining what multiplication and lesson study are in relation to the Japanese approach. It provides an overview of Japanese theories on mathematics education for developing students who learn mathematics by and for themselves and provides necessary ideas to understand the Japanese approach and lesson study. Part II consists of contributions from leading researchers in Ibero-America. Through their contributions, this book provides various perspectives based on different theories of mathematics education which provide the opportunity to reconsider the teaching of multiplication and theories.
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Isoda, Masami, and Raimundo Olfos. "Introduction of Multiplication and Its Extension: How Does Japanese Introduce and Extend?" In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_4.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorganizing it, the students are able to challenge mathematics by and for themselves. In relation to multiplication, the Japanese curriculum and textbooks provide a consistent sequence for preparing future learning on the principle of extension and integration by using previous knowledge, up to proportions. (The extension and integration principle (MED, 1968) corresponds to mathematization by Freudenthal (1973) which reorganizes the experience in the our life (Freudenthal, 1991). Exemplars of the Japanese approach on this principle are explained in Chaps. 10.1007/978-3-030-28561-6_6 and 10.1007/978-3-030-28561-6_7 of this book.) This chapter is an overview of the Japanese curriculum sequence with terminology which distinguish conceptual deferences to make clear the curriculum sequence in relation to multiplication. First, the teaching sequence used for the introduction of multiplication, and the foundation for understanding multiplication in the second grade, are explained. Based on these, further study of multiplication is done and extended in relation to division up to proportionality. The Japanese approach to multiplication is explained with Japanese notation and terminology as subject specific theories for school mathematics teaching (Herbst and Chazan, 2016). The Japanese approach was developed by teachers through long-term lesson study for exploring ways on how to develop students who learn mathematics by and for themselves (Isoda, Lesson study: Challenges in mathematics education. World Scientific, New Jersey, 2015a; Isoda, Selected regular lectures from the 12th International Congress on Mathematical Education. Springer, Cham, Switzerland, 2015b). This can be done only through deep understanding of the curriculum sequence which produces a reasonable task sequence and a concrete objective for every class in the shared curriculum, such as in the Japanese textbooks (Isoda, Mathematical thinking: How to develop it in the classroom. Hackensack: World Scientific, 2012; Isoda, Pensamiento matemático: Cómo desarrollarlo en la sala de clases. CIAE, Universidad de Chile, Santiago, Chile, 2016) (This is also illustrated in Chap. 10.1007/978-3-030-28561-6_7 of this book.).
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Sabba, Claudia Georgia, and Ubiratan D’Ambrosio. "An Ethnomathematical Perspective on the Question of the Idea of Multiplication and Learning to Multiply: The Languages and Looks Involved." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_8.

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AbstractThis chapter invites appreciation of the development of an ethnomathematical perspective on the question of the idea of multiplication. The teaching approach described here is grounded on miniprojects that integrate diverse areas of knowledge. It reveals a style of work being performed in the Waldorf Schools of São Paulo, Brazil, where the concept of multiplication is constructed together with the geometry of plane figures through the elaboration of mathematical thinking together with figures mounted on a circular wooden table. The sequence highlights ideas of context connected to the use of cellular phones by the students to introduce the concept of proportionality by taking photos of their bodies and faces, and then using them to study Leonardo da Vinci’s Vitruvian Man.
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Isoda, Masami, and Raimundo Olfos. "Problematics for Conceptualization of Multiplication." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_3.

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AbstractThis chapter addresses the problematics for the conceptualization of multiplication in school mathematics and fundamental difficulties, which include semantics for defining multiplication meaningfully, syntax in relation to languages, and difficulties that originate from historical transitions. The chapter discusses the contradictions or inconsistencies in the various meanings of multiplication in school mathematics situations. Many of these problems of multiplication are originated from European languages. This discussion of these problematics provides some answers to the questions posed in Chap. 2 and provides bases for the necessity to consider the Japanese approach described in Chaps. 4, 5, 6, and 7 of this book. The terminology of multiplication discussed here is related to mathematical usages of multiplication in relation to situations and models. Educational terminology used for multiplication to explain the curriculum and task sequences for designing lessons are discussed in Chap. 4 of this book.
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Olfos, Raimundo, and Masami Isoda. "Japanese Lesson Study for Introduction of Multiplication." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_5.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_2, we posed questions about the differences in several national curricula, and some of them were related to the definition of multiplication. In Chap. 10.1007/978-3-030-28561-6_3, several problematics for defining multiplication were discussed, particularly the unique Japanese definition of multiplication, which is called definition of multiplication by measurement. It can be seen as a kind of definition by a group of groups, if we limit it to whole numbers. In Chap. 10.1007/978-3-030-28561-6_4, introduction of multiplication and its extensions in the Japanese curriculum terminology were illustrated to explain how this unique definition is related to further learning. Multiplicand and multiplier are necessary not only for understanding the meaning of multiplication but also for making sense the future learning. The curriculum sequence is established through the extension and integration process in relation to multiplication. In this chapter, two examples of lesson study illustrate how to introduce the definition of multiplication by measurement in a Japanese class. Additionally, how students develop and change their idea of units—that any number can be a unit in multiplication beyond just counting by one—is illustrated by a survey before and after the introduction of multiplication. After the illustration of the Japanese approach, its significance is discussed in comparison with the Chilean curriculum guidebook. Then, the conclusion illustrates the feature of the Japanese approach as being relatively sense making for students who learn mathematics by and for themselves by setting the unit for measurement (McCallum, W. (2018). Making sense of mathematics and making mathematics make sense. Proceedings of ICMI Study 24 School Mathematics Curriculum Reforms: challenges, changes and Opportunities (pp. 1–8). Tsukuba, Japan: University of Tsukuba.). A comparison with Chile is given in order to demonstrate the sense of it from the teacher’s side. In relation to lesson study, this is a good exemplar of how Japanese teachers develop mathematical thinking. It also illustrates the case for being able to see the situation based on the idea of multiplication (Isoda, M. and Katagiri, S. (2012). Mathematical thinking: How to develop it in the classroom. Singapore: World Scientific; Rasmussen and Isoda Research in Mathematics Education 21:43–59, 2019), as seen in Figs. 10.1007/978-3-030-28561-6_4#Fig2 and 10.1007/978-3-030-28561-6_4#Fig3 in Chap. 10.1007/978-3-030-28561-6_4 of this book.
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Olfos, Raimundo, Masami Isoda, and Soledad Estrella. "Multiplication of Whole Numbers in the Curriculum: Singapore, Japan, Portugal, the USA, Mexico, Brazil, and Chile." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_2.

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AbstractThis chapter shows how the teaching of multiplication is structured in national curriculum standards (programs) around the world. (The documents are distributed by national governments via the web. Those documents are written in different formats and depths. For understanding the descriptions of the standards, we also refer to national authorized textbooks for confirmation of meanings.) The countries chosen for comparison in this case are two countries in Asia, one in Europe, two in North America, and two in South America: Singapore, Japan, Portugal, the USA (where the Common Core State Standards (2010) are not national but are agreed on by most of the states), Mexico, Brazil, and Chile, from the viewpoint of their influences on Ibero-American countries. (The National Council of Teachers of Mathematics (NCTM) standards (published in 2000) and the Japanese and Singapore textbooks have been influential in Latin America. Additionally, Portugal was selected to be compared with Brazil). To distinguish between each country’s standard and the general standards described here, the national curriculum standards are just called the “program.” The comparison shows the differences in the programs for multiplication in these countries in relation to the sequence of the description and the way of explanation. The role of this chapter in Part I of this book is to provide the introductory questions that will be discussed in Chaps. 3, 4, 5, 6, and 7 to explain the features of the Japanese approach. (As is discussed in Chap. 1, the Japanese approach includes the Japanese curriculum, textbooks, and methods of teaching which can be used for designing classes, as has been explored in Chile (see (Estrella, Mena, Olfos, Lesson Study in Chile: a very promising but still uncertain path. In Quaresma, Winsløw, Clivaz, da Ponte, Ní Shúilleabháin, Takahashi (eds), Mathematics lesson study around the world: Theoretical and methodological issues. Cham: Springer, pp. 105–122, 2018). The comparison focuses on multiplication of whole numbers. In multiplication, all of these countries seem to have similar goals—namely, for their students to grasp the meaning of multiplication and develop fluency in calculation. However, are they the same? By using the newest editions of each country’s curriculum standards, comparisons are done on the basis of the manner of writing, with assigned grades for the range of numbers, meanings, expression, tables, and multidigit multiplication. The relationship with other specific content such as division, the use of calculators, the treatment of multiples, and mixed arithmetic operations are beyond the scope of this comparison. Those are mentioned only if there is a need to show diversity.
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Koyama, Masataka. "Problem-solving approach and lesson study for improving performance in mathematics." In Mathematics Education for Sustainable Economic Growth and Job Creation. Routledge, 2021. http://dx.doi.org/10.4324/9781003048558-4.

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Conference papers on the topic "Lesson Study with Open Approach"

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Nurpandi, Finsa, Armein Z. R. Langi, and Yoanes Bandung. "Using instructional design model to implement open lesson with lesson study approach for online teacher community." In 2013 Joint International Conference on Rural Information & Communication Technology and Electric-Vehicle Technology (rICT & ICeV-T). IEEE, 2013. http://dx.doi.org/10.1109/rict-icevt.2013.6741562.

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Hasan Saragih, Abdul. "Development of Character-Based Instructional Model through Constructivism Approach in Lesson Study." In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.48.

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Rudland, D., and C. Harrington. "Extremely Low Probability of Rupture (xLPR) Version 1.0 Code: Pilot Study Problem Results." In ASME 2011 Pressure Vessels and Piping Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/pvp2011-57531.

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Nuclear Regulatory Commission (NRC) Standard Review Plan (SRP) 3.6.3 describes Leak-Before-Break (LBB) assessment procedures that can be used to demonstrate compliance with the 10CFR50 Appendix A, GDC-4 requirement that primary system pressure piping exhibit an extremely low probability of rupture. SRP 3.6.3 does not allow for assessment of piping systems with active degradation mechanisms, such as Primary Water Stress Corrosion Cracking (PWSCC) which is currently occurring in systems that have been granted LBB approvals. Along with a series of existing qualitative steps to assure safety in LB
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Forbush, Dominic D., Kelley Ruehl, David Ogden, Jennifer van Rij, Yi-Hsiang Yu, and Nathan Tom. "Development and Validation of Passive Yaw in the Open-Source WEC-Sim Code." In ASME 2020 39th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/omae2020-19255.

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Abstract A passive yaw implementation is developed, validated, and explored for the WEC-Sim, an open-source wave energy converter modeling tool that works within MATLAB/Simulink. The Reference Model 5 (RM5) is selected for this investigation, and a WEC-Sim model of the device is modified to allow yaw motion. A boundary element method (BEM) code was used to calculate the excitation force coefficients for a range of wave headings. An algorithm was implemented in WEC-Sim to determine the equivalent wave heading from a body’s instantaneous yaw angle and interpolate the appropriate excitation coeff
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Kusterer, Karsten, René Braun, Norbert Moritz, Takao Sugimoto, Kazuhiko Tanimura, and Dieter Bohn. "Comparative Study of Solar Thermal Brayton Cycles Operated With Helium or Argon." In ASME Turbo Expo 2013: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/gt2013-94990.

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Concentrating Solar Power (CSP) plants often use Rankine cycles operated with water/steam as energy conversion cycles. Since the solar central receiver technology could provide receiver fluid outlet temperatures higher than 900°C, open and closed gas turbine technologies become a promising alternative. Closed solar Brayton cycles operating with appropriate fluids can reach similar or higher thermal efficiencies than water/steam Rankine cycles but have the advantage of less consumption of fresh water. This paper presents the results of a comparative thermodynamic and process study of closed sol
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Conceição, Teresa, Mónica Baptista, and João Pedro da Ponte. "LESSON STUDY AS A PROFESSIONAL DEVELOPMENT PROCESS OF PRESERVICE PHYSICS AND CHEMISTRY TEACHERS." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.35.

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The aim of the research is to show the learning of pre-service physics and chemistry teachers in a lesson study about tasks. The research methodology is qualitative and interpretive, with the participation of three pre-service physics and chemistry teachers. The data is collected through interviews and written reflections of the participants. The results show that pre-service teachers learn to identify tasks of different natures, valorizing open and challenging tasks in the development of students’ competences. They also recognized that when students like the task they will become more involve
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Peixoto, Luis, Wilfred Nathaniel Provost, and Jesse Thomas Gerber. "Development and Trial of Technology for Open Hole Wells Performance Enhancement in GoM." In Offshore Technology Conference. OTC, 2021. http://dx.doi.org/10.4043/31190-ms.

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Abstract Open hole (OH) completions are not very common in the GoM, but the area has seen an uptick in OH wells in recent years, and a few big projects have elected to use the same completion archetype. There are several different ways to complete an OH well, and one of these completion techniques involves running screens across the OH in Drill-In fluid (DIF), displacing the DIF out of the OH with brine, and then setting the packer, before pumping a filter cake breaker, designed to remove the filter cake and restore the reservoir permeability to near pre-drilling levels. A review of past open
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Savona, Annamaria. "ANALYSING LESSON-BASED INTERVIEWS USING THE LESSON ACTIVITIES MAP (LAMAP) AS A VISUAL TOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end100.

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During training as generalists, some teachers find it complex and challenging to teach songs and lead class singing. The Song Leading research project longitudinally examines case studies of 16 trainees to explore how they acquire and develop the knowledge and skills to conduct a class singing lesson. The data corpus consists of video-recorded lessons, audio-recorded lesson-based interviews and personalised open-ended questionnaires. In this paper some phases of the interview analysis are presented. As each interview is conducted while watching the video-recorded lesson, its analysis should no
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Hudallah, Noor. "Problem-Solving, Think Pair Share and Lesson Study Approach for Improvement of Practical Skill of Vocational Students." In Proceedings of the 1st Vocational Education International Conference (VEIC 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.028.

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Odom, Brent A., Carlos A. Ortiz, and Patrick E. Phelan. "Critical Heat Flux in Microchannels With an Adjustable Inlet Orifice." In ASME 2012 Heat Transfer Summer Conference collocated with the ASME 2012 Fluids Engineering Division Summer Meeting and the ASME 2012 10th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/ht2012-58335.

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The benefits of eliminating instabilities in two-phase microchannel flow with inlet orifices come with costs. This study describes the tradeoffs between microchannels with and without inlet orifices, focusing on results from critical heat flux data obtained for various orifice sizes and mass fluxes. An adjustable inlet orifice controlled with a micrometer was placed in front of an array of 31 parallel microchannels each with a hydraulic diameter of 0.235 mm and a length of 1.33 cm. For mass fluxes ranging from 186 kg m−2 s−1 to 847 kg m−2 s−1, critical heat flux (CHF) data were obtained for 7
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Reports on the topic "Lesson Study with Open Approach"

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Johnson, Mark, John Wachen, and Steven McGee. Policy window in a pandemic: How a computer science RPP fostered equity in credit recovery. The Learning Partnershipip, 2021. http://dx.doi.org/10.51420/conf.2021.1.

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The Chicago Alliance for Equity in Computer Science is a research-practice partnership that is working to broaden the participation of Chicago Public Schools’ students in computer science. For this study, we applied the multiple streams approach from theories of the policy process (Kingdon, 1995; Zahariadis, 2014) to explain how the COVID-19 pandemic helped open a policy window for the continued use of synchronous online instruction during the implementation of an equity-centered computer science credit recovery option in Chicago.
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Atela, Martin, Atela, Martin, Ojebode, Ayobami Ojebode, Ayobami, Aina, Omotade Aina, Omotade, and Agbonifo, John Agbonifo, John. Demanding Power: Struggles over Fuel Access in Nigeria. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.054.

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Why do some fuel protests in Nigeria lead to a response from government, but others are barely noticed? What are the politics behind government response and who are the winners and losers? Using a multi-method approach, this study focuses on the period between 2007 and 2017 to investigate the dynamics of fuel protest in Nigeria to ask how, and under which conditions, struggles over energy access in Nigeria produce accountability and empowerment. The findings suggest that accountability and empowerment outcomes of the struggles over fuel access in Nigeria are severely limited by the very condit
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Frazer, Sarah, Anna Wetterberg, and Eric Johnson. The Value of Integrating Governance and Sector Programs: Evidence from Senegal. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0028.2109.

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As the global community works toward the Sustainable Development Goals, closer integration between governance and sectoral interventions offers a promising, yet unproven avenue for improving health service delivery. We interrogate what value an integrated governance approach, intentionally combining governance and sectoral investments in strategic collaboration, adds to health service readiness and delivery using data from a study in Senegal. Our quasi-experimental research design compared treatment and control communes to determine the value added of an integrated governance approach in Seneg
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