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

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

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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7

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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8

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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11

Chaona, Sirirat, and Narumol Inprasitha. "Teacher’s Assessment for Students’ Learning in Classroom Using Lesson Study and Open Approach." Psychology 04, no. 12 (2013): 1069–72. http://dx.doi.org/10.4236/psych.2013.412156.

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Phukongchana, S., and S. Thinwiangthong. "Student’s Concepts of Subtraction in Mathematics Classroom Using Lesson Study and Open Approach." Journal of Physics: Conference Series 1340 (October 2019): 012089. http://dx.doi.org/10.1088/1742-6596/1340/1/012089.

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Wiriyaudomsatean, T., and S. Thinwiangthong. "Students’ Words in Mathematical Communication in Classroom Using Lesson Study and Open Approach." Journal of Physics: Conference Series 1340 (October 2019): 012090. http://dx.doi.org/10.1088/1742-6596/1340/1/012090.

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Kurniawati, Naning. "PENINGKATAN DAYA RETENSI SISWA MELALUI LESSON STUDY DENGAN PBL (PROBLEM BASED LEARNING) PADA MATERI LINGKARAN." Journal of Mathematics Education and Science 1, April (2018): 35–41. http://dx.doi.org/10.32665/james.v1iapril.15.

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Lesson study (LS) is a continuous assessment activity conducted by a group of teachers / lecturers on a regular and continuous basis to test and improve the effectiveness of learning. Lesson study through planning activities, implementation (do) and reflection (see) collaboratively which aims to improve the quality of learning. Lesson Study conducted can encourage students to learn actively, creatively, precisely and fun. Lesson Study can also improve the observation capabilities in the classroom so that teachers can pay attention to the students one by one. Lesson study activities conducted a

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15

Senawongsa, Chanika, Maitree Inprasitha, and Anake Sudejamnong. "Teachers’ Learning in Community of Implementing Mathematics Textbooks with Lesson Study and Open Approach." Psychology 10, no. 12 (2019): 1636–48. http://dx.doi.org/10.4236/psych.2019.1012108.

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Inprasitha, Maitree, and Narumon Changsri. "Teachers’ Beliefs about Teaching Practices in the Context of Lesson Study and Open Approach." Procedia - Social and Behavioral Sciences 116 (February 2014): 4637–42. http://dx.doi.org/10.1016/j.sbspro.2014.01.999.

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Pawattana, Aree, Supaporn Prasanphanich, Aukkarawut Kanhapong, and Pana-anong Chanthes. "Grade 2 students’representation of mathematical ideas on multiplication through open approach and lesson study." Journal of Physics: Conference Series 1835, no. 1 (2021): 012018. http://dx.doi.org/10.1088/1742-6596/1835/1/012018.

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18

Nasinsroy, Jatuporn, Maitree Inprasitha, and Narumon Changsri. "Synthesis of Research on Mathematical Thinking Development under the Lesson Study and Open Approach Context." Randwick International of Education and Linguistics Science Journal 2, no. 3 (2021): 296–306. http://dx.doi.org/10.47175/rielsj.v2i3.300.

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The qualitative educational research synthesis of this paper is the incorporation of existing knowledge and the research results using Lesson Study and Open Approach innovations that relevant to the concern of students’ mathematical thinking development. The purpose of synthesis is to upsurge the generalization and pertinency of new knowledge development based on the results in incorporation the two innovations. Researchers employed document analysis to analyze the evidence of 266 postgraduate studies from the academic year 2003 to 2020. The research procedure consists of three stages. The res

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Angelini, Maria Laura, and Neus Álvarez. "Spreading lesson study in pre-service teacher instruction." International Journal for Lesson and Learning Studies 7, no. 1 (2018): 23–36. http://dx.doi.org/10.1108/ijlls-03-2017-0016.

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Purpose The purpose of this paper is to examine the perceptions of pre-service teachers (PSTs) who used lesson study on a five-week school-based teaching placement. The paper analyses 12 undergraduate PSTs’ perceptions of the way lesson study affected classroom-based teaching of English as a foreign language to pre-school and primary school. Design/methodology/approach A qualitative study is carried out from the responses to a semi-structured interview to the PSTs, and written responses to the open-ended question: What are your perceptions of lesson study? Findings This paper provides empirica

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Thinwiangthong, Sampan, Maitree Inprasitha, and Suladda Loipha. "Adaptation of Lesson Study and Open Approach for Sustainable Development of Students’ Mathematical Learning Process." Psychology 03, no. 10 (2012): 906–11. http://dx.doi.org/10.4236/psych.2012.310136.

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Premprayoon, Kasem, Suladda Loipha, and Maitree Inprasitha. "Language and Symbol Students Use in Thai Mathematical Classroom of Lesson Study and Open Approach." Creative Education 05, no. 16 (2014): 1523–27. http://dx.doi.org/10.4236/ce.2014.516169.

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Senawongsa, Chanika, Maitree Inprasitha, and Anake Sudejamnong. "Boundaries of the Community of Teachers’ Implementing Mathematics Textbooks with Lesson Study and Open Approach." Creative Education 10, no. 09 (2019): 1999–2012. http://dx.doi.org/10.4236/ce.2019.109146.

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23

Lathifah, Maghfirotul. "PENERAPAN LESSON STUDY PADA MATA KULIAH PRAKTIKUM MIKRO KONSELING REALITA." HELPER : Jurnal Bimbingan dan Konseling 35, no. 1 (2018): 55–62. http://dx.doi.org/10.36456/helper.vol35.no1.a1460.

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Lesson study is a structured process adapted from Japan that enables to plan, observe, analyze, and define actual classroom lesson. This study aims to enable students to practice counseling with reality approach. The research used qualitative descriptive method with the following stages. (a) plan; (b) do; (c) see. The results showed that the achievement of learning practicum micro counseling reality by applying lesson study reached 80%. The findings of this study are expected to explore and open educators that will learn from a lesson. Lesson study adalah proses terstruktur dari Jepang y

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24

Laah-On, Saastra, Maitree Inprasitha, Kiat Sangaroon, and Narumon Changsri. "Using Classroom Video in Designing Open-ended Problem Situations." International Educational Research 4, no. 1 (2021): p46. http://dx.doi.org/10.30560/ier.v4n1p46.

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Teacher and teacher trainees have been introduced to practice Thailand Lesson Study incorporated Open Approach Model as the problem-solving-based teaching approach for the past two decades. The problem-solving-based teaching approach has to begin with posing open-ended problem situation in order to encourage students to solve the problem independently using their own method. Therefore, open-ended problem situation design is considered a key factor for teachers or teacher trainees to provide sufficient opportunities to students’ learning experiences in solving the problems (Inprasitha, 2017). A

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Suyono. "Lesson Study Approach: Upaya Meningkatkan Kompetensi Pedagogis Guru melalui Supervisi Klinis di MTs Nurul Ummah Yogyakarta." Jurnal Pendidikan Madrasah 5, no. 1 (2020): 81–90. http://dx.doi.org/10.14421/jpm.2020.51-09.

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This research aims to improve the pedagogical competence of teachers in MTs Nurul Ummah Yogyakarta. This research uses a method of surveillance measures that emphasize on practice, including the actions of plan (planning), do (implementation/implementation) and see (reflection). The results showed that the lesson study can effectively improve the teacher's pedagogical competence. Lesson study activities were able to make teachers open to each other and discuss learning issues in the classroom, and together looking for solutions to the solution. This can be seen from the increased improvement o

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Woranetsudathip, Naphaporn, Chokchai Yuenyong, and Tien-Trung Nguyen. "The innovative lesson study for enhancing students’ mathematical ideas about addition and subtraction through open approach." Journal of Physics: Conference Series 1835, no. 1 (2021): 012061. http://dx.doi.org/10.1088/1742-6596/1835/1/012061.

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27

Weaver, Joanna C., Gabriel Matney, Allison M. Goedde, Jeremy R. Nadler, and Nancy Patterson. "Digital tools to promote remote lesson study." International Journal for Lesson & Learning Studies 10, no. 2 (2021): 187–201. http://dx.doi.org/10.1108/ijlls-09-2020-0072.

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PurposeThe authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.Design/methodology/approachThis is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.FindingsDigital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.Research limitations/implicationsDigital tools use

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Ratini. "Lesson Study: Upaya Meningkatkan Kompetensi Pedagogis Guru melalui Supervisi Klinis di MI Nurul Ummah." Jurnal Pendidikan Madrasah 4, no. 2 (2020): 221–30. http://dx.doi.org/10.14421/jpm.2019.42-10.

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This research aims to improve the competency of teachers through clinical supervision activities. This research uses action research methods with a lesson study approach, conducted at MI Nurul Ummah. The lesson study conducted through three stages: planning, open learning, and reflection. The results of the research are in good category by fulfilling several indicators, namely 1) Students' learning motivation is increasing and the atmosphere of the class is more conducive, 2) increase in absorption and activity of students in class during study, 3) teachers more open, 4) teachers More motivate

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Goh, Rachel, and Yanping Fang. "Improving English language teaching through lesson study." International Journal for Lesson and Learning Studies 6, no. 2 (2017): 135–50. http://dx.doi.org/10.1108/ijlls-11-2015-0037.

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Purpose The purpose of this paper is to report on how a grade level team in a Singapore primary school used lesson study to mediate the implementation of the English language national curriculum. It aims to explore how this process had mobilised different teachers’ knowledge, challenged their beliefs of teaching and student learning, and created impact on their learning and knowledge. Design/methodology/approach An interpretive qualitative study using a case study methodology was employed. Data collected included participant observations and individual interviews. Transcripts of lesson study d

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Susanto, Herry Agus, Erika Laras Astutiningtyas, and Dewi Susilowati. "MICROTEACHING DALAM JARINGAN BERBASIS LESSON STUDY DAN PENINGKATAN KETERAMPILAN MENGAJAR SERTA PENGEMBANGAN LESSON PLAN." Delta: Jurnal Ilmiah Pendidikan Matematika 9, no. 2 (2021): 243. http://dx.doi.org/10.31941/delta.v9i2.1406.

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<p class="Els-keywords">The purpose of this study is to improve skills in developing Lesson Plans and teaching skills for students. This type of research is a descriptive study with a qualitative approach. The research subjects were 11 students of the Mathematics Education Study Program, Teacher Training and Education Faculty, Universitas Veteran Bangun Nusantara Sukoharjo. The research was conducted on Microteaching Courses which were conducted based on Lesson Study. Recovery is carried out in a network using several platforms, namely: YouTube, the Learning System in the Universitas Vet

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Mayrhofer, Edgar. "Lesson study and teachers’ beliefs." International Journal for Lesson and Learning Studies 8, no. 1 (2019): 19–33. http://dx.doi.org/10.1108/ijlls-11-2018-0091.

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Purpose The purpose of this paper is to show, from a theoretical perspective, how lesson study (LS) can initiate processes that have an effect on most fundamental teachers’ (and teacher–students’) personal beliefs which are the basis of a teacher’ interactions. On the basis of research referring to educational beliefs and good practice, the paper’s approach is to bring underlying beliefs into relation to Pierre Bourdieu’s sociocultural concept of the habitus. Awareness of these unconscious fundamentals is a requirement for improvement. Developing a professional habitus will allow inappropriate

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Shingphachanh, Sommay. "Teachers’ understanding and concerns about the practices of lesson study in suburb schools in Laos." International Journal for Lesson and Learning Studies 7, no. 2 (2018): 150–62. http://dx.doi.org/10.1108/ijlls-12-2017-0062.

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PurposeLesson study is a vital approach to improve teaching and learning that Japanese teachers have been utilizing for a century. Lesson study, however, has only recently been recognized as a teacher development strategy in Laos and started implementing in teacher training colleges (TTCs) in 2015. The purpose of this paper is to investigate the extent to which teachers have gained an understanding of the procedure of lesson study and to reveal their initial concerns about its implementation.Design/methodology/approachThis research reports on lesson study implementation in a Lao TTC during 201

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Sudejamnong, Anake, Kittipot Robsouk, Suladda Loipha, and Maitree Inprasitha. "Development of Teachers’ Mathematical Knowledge for Teaching by Using the Innovation of Lesson Study and Open Approach." Sociology Mind 04, no. 04 (2014): 317–27. http://dx.doi.org/10.4236/sm.2014.44032.

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Moonsri, Alisa, Maitree Inprasitha, and Narumon Changsri. "Core Values of Graduate Students in the Context of Lesson Study Process." International Educational Research 4, no. 1 (2021): p38. http://dx.doi.org/10.30560/ier.v4n1p38.

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The purpose of this research was planned to explore graduate students’ core values in the context of the Lesson Study process. The selected research institute is a Faculty of Education of a public university in Khon Kaen province, Thailand. A total of 59 samples were purposively selected to participate in a survey. The target group was selected based on the condition that they are studying Mathematics Education Graduate Program for not less than one year and have practiced several cycles of the Lesson Study process during their studies. The target group consisted of 40 and 19 samples who are c

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Ernawati, Ernawati. "Pengembangan perangkat pembelajaran matematika berbasis open-ended approach untuk mengembangkan HOTS siswa SMA." Jurnal Riset Pendidikan Matematika 3, no. 2 (2016): 209. http://dx.doi.org/10.21831/jrpm.v3i2.10632.

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Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika berupa Rencana Pelaksanaan Pembelajaran (RPP), Petunjuk Kegiatan Siswa (PKS), dan Tes Ketercapaian Kompetensi (TKK) berbasis open-ended approach yang layak dalam mengembangkan keterampilan berpikir tingkat tinggi pada siswa SMA. Penelitian ini merupakan penelitian pengembangan yang terdiri atas 3 tahap utama, yaitu pendahuluan, desain produk, dan pengembangan dan evaluasi. Subjek uji coba penelitian yaitu 105 siswa, seorang guru SMAN 1 Barabai, seorang guru SMAN 2 Barabai, dan seorang guru SMAN 8 Barabai. Instrumen p

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Fitriyah, Ludiana, Siti Maghfirotun Amin, and Tatag Yuli Eko Siswono. "Designing Open-Ended Instruction for Improving Elementary School Student’s Critical Thinking Ability." Volume 5 - 2020, Issue 8 - August 5, no. 8 (2020): 47–52. http://dx.doi.org/10.38124/ijisrt20aug229.

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The ability to think critically is an important ability that elementary school students must have. The ability to think critically helps students make the right decisions about what to believe and what actions to take in the present or in the future. The ability to think critically can be developed by an open-ended approach to learning mathematics. The open-ended approach uses open-ended problems that have more than one correct answer and various ways of solving. Open-ended problem is expected to motivate students to find solutions independently so that in the process students' critical thinki

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Chaona, Sirirat, Maitree Inprasitha, Narumon Changsri, and Kiat Sangaroon. "Mathematics Educators’ Perspective on Pre-service Mathematics Teachers’ Professional Competencies." International Educational Research 4, no. 1 (2021): p55. http://dx.doi.org/10.30560/ier.v4n1p55.

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This research was designed to study pre-service mathematics teachers' professional competencies to assist student learning by using Lesson Study and Open Approach innovations from mathematics educators' perspectives. A total of 35 mathematics educators have more than three years of experience not only in terms of utilizing the Lesson Study and Open Approach innovations but also in providing training to the pre-service mathematics teachers were selected. The researchers employed three data collection methods, namely document analysis, a survey using a questionnaire, and interviews. The obtained

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Rappleye, Jeremy, and Hikaru Komatsu. "How to make Lesson Study work in America and worldwide: A Japanese perspective on the onto-cultural basis of (teacher) education." Research in Comparative and International Education 12, no. 4 (2017): 398–430. http://dx.doi.org/10.1177/1745499917740656.

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Lesson Study is a Japanese approach to teacher development borrowed by American researchers in the late 1990s seeking to break from top-down, “best practice” approaches. Two decades later, Lesson Study has gained a strong foothold in American policy circles. Seeking to contribute to the growing research base, this article looks deeper into the cultural obstacles obstructing effective practice in the American context. It suggests that the divergent onto-cultural basis of the Japanese context may be one major factor that helps make Lesson Study successful in Japan but challenging in other nation

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Kadroon, Thanya, and Maitree Inprasitha. "Professional Development of Mathematics Teachers with Lesson Study and Open Approach: The Process for Changing Teachers Values about Teaching Mathematics." Psychology 04, no. 02 (2013): 101–5. http://dx.doi.org/10.4236/psych.2013.42014.

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Suthisung, Nisara, and Dr Kiat Sangaroon. "Theoretical Framework in Analysis of Abstraction Process for The Students’ Concept Formation in Classroom Using Lesson Study and Open Approach." Khon Kaen University Journal (Graduate Studies) 12, no. 1 (2012): 142–54. http://dx.doi.org/10.5481/kkujgs.2012.12.1.13.

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Sarkar Arani, Mohammad Reza. "Cross cultural analysis of an Iranian mathematics lesson." International Journal for Lesson and Learning Studies 4, no. 2 (2015): 118–39. http://dx.doi.org/10.1108/ijlls-07-2014-0017.

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Purpose – The purpose of this paper is to examine an Iranian mathematics lesson through the eyes of Japanese educators, and the critiques of Iranian teachers for raising the quality of teaching. In this paper, the Japanese lesson study process is considered as an approach to raising the quality of teaching. Design/methodology/approach – Qualitative methods including pre-lesson planning, peer observation of the lesson, post-lesson discussion, and semi-structured interviews with the participants of the post-lesson discussion meetings in Iran and Japan were employed for data collection. A detaile

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Kongthip, Yanin, Maitree Inprasitha, Auijit Pattanajak, and Narumol Inprasitha. "Mathematical Communication by 5<sup>th</sup> Grade Students’ Gestures in Lesson Study and Open Approach Context." Psychology 03, no. 08 (2012): 632–37. http://dx.doi.org/10.4236/psych.2012.38097.

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Suthisung, Nisara, and Maitree Inprasitha. "Students’ Abstraction Process Based on Compression into Thinkable Concept from Blending Embodiment and Symbolism under Context Lesson Study and Open Approach." Psychology 03, no. 09 (2012): 729–36. http://dx.doi.org/10.4236/psych.2012.39110.

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Samphantakul, N., and S. Thinwiangthong. "Mathematical Conceptual Understanding about Geometry of 8th Grade Students in Classroom Using Lesson Study and Open Approach with The Geometer’s Sketchpad." Journal of Physics: Conference Series 1340 (October 2019): 012088. http://dx.doi.org/10.1088/1742-6596/1340/1/012088.

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45

Martin, Daniel, and Anne Clerc-Georgy. "Use of theoretical concepts in lesson study: an example from teacher training." International Journal for Lesson and Learning Studies 4, no. 3 (2015): 261–73. http://dx.doi.org/10.1108/ijlls-10-2014-0039.

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Purpose – The purpose of this paper is to present a lesson study (LS) approach implemented as part of the initial training of primary school teachers in a course on the oversight and accompaniment of learning. This course aims to develop students’ ability to analyse their practice and to shift attention to pupils’ learning processes. Design/methodology/approach – Data were collected on the contribution of the LS system and interaction protocols used in class, according to students. Findings – Qualitative analysis of this data shows the role played by the use of theoretical concepts in the qual

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Reza Sarkar Arani, Mohammad, Yoshiaki Shibata, Kim-Eng Christine Lee, et al. "Reorienting the cultural script of teaching: cross cultural analysis of a science lesson." International Journal for Lesson and Learning Studies 3, no. 3 (2014): 215–35. http://dx.doi.org/10.1108/ijlls-10-2013-0056.

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Purpose – The purpose of this paper is to reveal the cultural script of the teaching of a lower secondary science lesson on the topic “Classification of Non-living Things” in Singapore through the eyes of Japanese and Singaporean researchers and teachers. In particular, the study analyzes the structural content, i.e. organization of learning activities of a lower secondary science lesson of Singapore and the culture of teaching, i.e. views about teaching held as tacit knowledge of science teachers. It focusses on students’ inquiry skills in a participative and problem-driven science lesson in

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Et.al, Nurul Nabila Amirah Rostan. "The Use of Multisensory Technique in the Teaching Open Syllables Reading Skill for Preschoolers from a Teacher’s Perspective." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 820–28. http://dx.doi.org/10.17762/turcomat.v12i3.789.

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The ability to read is important for an individual as it is related to language proficiency. Therefore, language proficiency among children is the foundation of cognitive development which involves the process of knowledge acquisition through reading activities. Various ways and methods can be applied in order to improve children’s reading skills. This is to ensure that they are not experiencing any problems during a learning session. This study aims to identify the teacher’s perspective towards the use of multisensory technique in a teaching lesson for 6-year-old pre-schoolers on reading open

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Khokhotva, Olga, and Iciar Elexpuru Albizuri. "Teachers’ educational beliefs change through lesson study: implications for school culture." International Journal for Lesson & Learning Studies 9, no. 4 (2020): 317–31. http://dx.doi.org/10.1108/ijlls-04-2020-0016.

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PurposeThe study aims at exploring the perspective of three English as a Foreign Language teachers after their year-long involvement in the Lesson Study project in the context of Kazakhstan in order to capture and list any perceived changes in teachers’ educational beliefs over the period of the Lesson Study intervention. The main argument of the study suggests that the school-based Lesson Study initiative is conducive to triggering changes in teachers’ educational beliefs, and thus, might lead to positive changes in school culture in Kazakhstani schools. Shaped following Hill et al., (1982) i

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Sarkar Arani, Mohammad Reza. "Raising the quality of teaching through Kyouzai Kenkyuu – the study of teaching materials." International Journal for Lesson and Learning Studies 6, no. 1 (2017): 10–26. http://dx.doi.org/10.1108/ijlls-07-2016-0018.

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Purpose This study attempts to provide cross-cultural learning by focusing on a very important aspect of research, the study of teaching materials, known as Kyouzai Kenkyuu in Japan. The purpose of this paper is to investigate teachers’ views and awareness about the study of teaching materials, in particular, the views and awareness of Iranian teachers, who are beginning to understand their teaching practice and professional development through lesson study. Design/methodology/approach Qualitative research methods were employed for data collection. These methods included comparative analysis o

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Sarkar Arani, Mohammad Reza. "An examination of oral and literal teaching traditions through a comparative analysis of mathematics lessons in Iran and Japan." International Journal for Lesson and Learning Studies 5, no. 3 (2016): 196–211. http://dx.doi.org/10.1108/ijlls-07-2015-0025.

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Purpose – The purpose of this paper is to examine a seventh grade mathematics lesson in Iran and Japan through a comparative analysis for illuminating what actually goes on in the classroom in different cultural contexts. Emphasis is here placed on Iranian oral and Japanese literal teaching traditions. Design/methodology/approach – Qualitative research methods were employed for data collection, including cross-cultural lesson analysis meetings in Iran and Japan and semi-structured interviews with the participants of the meetings. In doing this, the study plans to make apparent the structure of

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