tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Science curriculum is delivered to students through a controlled process at different levels and in various contexts. Although it has been said that science teachers’ viewpoints and attitudes influence the interpretation of curricula, this study is interested in factors affecting their pedagogical perspectives, such as their beliefs and teaching practices. Therefore, the objective of this study is to assess the factors involved in forming lower secondary science teachers’ pedagogical perspectives in Japan. To achieve this objective, we conducted a survey of lower secondary science teachers in the city of Hiroshima in Japan and the city of Leeds in England (we do not intend to imply that Leeds is representative of all of England). We then examined their pedagogical… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Immediately following the Meiji Restoration of 1868, the new, Western-oriented Japanese government decided to make the colonization of the adjacent northern island of Hokkaido a showcase of and economic engine for Japanese modernity. In so doing, Japanese leaders consciously modeled Japanese settler colonialism there on American models, particularly in the treatment of the indigenous Ainu. As part of this project, a large number of American advisors were hired, including three American professors from Massachusetts Agricultural College who were to found a similar institution in Sapporo. Although the story of these professors is well-known in Japan, their connections to Japanese settler colonialism have never been properly investigated. I argue that these professors, most importantly William Smith Clark and David… Continue Reading →
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eric.ed.gov har udgivet: This paper describes implementation of a Lesson Study project with third grade teachers in a small school district to study the development of the critical lenses (perspectives) necessary for meaningful lesson study work. Adapting the Lesson Study process to meet school system needs, two outside facilitators stimulated teacher thinking with math explorations and probing/what if questioning. Using a qualitative methodology and the group as the unit of analysis, data were coded for evidence of and change in the lenses. After one year, the 8 participating teachers showed a qualitative difference in two of the three lenses: the student lens and the curriculum developer lens. (Contains 2 tables and 2 figures.) Link til kilde
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eric.ed.gov har udgivet: This paper is based on data gathered during visits to Uganda and Malawi, conducted by the International Math-teacher Professionalization Using Lesson Study (IMPULS) project and the Japanese International Cooperation Agency (JICA). The author’s observations and experiences highlighted misconceptions about lesson study. The paper concludes that some key factors can be viewed as either affordances, or constraints, on practice, while others are best understood against several misconceptions that seem to be common outside Japan. Link til kilde
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eric.ed.gov har udgivet: Japanese compulsory education had been praised because of its equality around the early 80s. However, since the third wave-educational reform that began in the 1980s and still persists, it has been pointed out that there are disparities between schools in terms of students’ socioeconomic background and academic performance. Although there have been studies assessing relationships between students’ family background and academic ability between types of schools (e.g., private and public), how the disparities emerge between schools has not been investigated with nationally representative data collected in Japan. This study therefore attempts to empirically provide evidence of disparities between schools in elementary and lower secondary education by analyzing an age cohort at two points of time. Using fourth grade data from “The Trends in International Mathematics and Science… Continue Reading →
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eric.ed.gov har udgivet: (Erin Duez: Global Applications of the Japanese ?Lesson Study” Teacher Education and Training Model): “Lesson study” has been used for over a century in Japan (Makinae, 2010). However, only recently, in 1999 with the release of The Teaching Gap by Stigler and Hiebert, did the practice begin to spread globally (Fujii, 2013; Ebaeguin & Stephens, 2013). The Teaching Gap is a summary of the Third International Math and Science (TIMSS) video study and included an entire chapter titled “Beyond Reform: Japan’s approach to the improvement of classroom teaching.” This chapter stated that the way the United States was reforming education was not systematic and offered lesson study in eight steps as a way to improve teaching and learning (Stigler & Hiebert, 1999). From 2000-2006 the lesson study… Continue Reading →
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