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The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51210765467921,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51210768482577,"sku":"NIN9781032048475","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52589071991057,"sku":"NLS9781032048475","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032048476.jpg?v=1751237697"},{"product_id":"lesson-study-based-teacher-education-book-jongsung-kim-9780367478452","title":"Lesson Study-based Teacher Education","description":"The philosophy of Lesson Study in Japan—teacher ownership, teacher professionalism, student learning-focused dialogue, teacher collaboration, and teacher professional community—has attracted educators and researchers worldwide. 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For a long period of time teaching has been “black-boxed”, in favour of other explanations of why students learn or not, such as motivation and social interaction. A large amount of research on teaching and learning, not the least made using Variation theory, has shown that students often need to experience the same aspects of the focused content or capability in order to learn, indicating that relationships between teaching and learning are not unique or even qualitatively different for every individual and every situation. This perspective on the relationship between teaching and learning emphasizes content-specific aspects and in that sense structural components of teaching, while other aspects of schooling such as social interaction and general well-being recede into the background. The authors argue for the importance of this in the direct development of teachers' independent collective professional knowledge about teaching, and the leverage this gives for developing student learning. They introduce theoretical tools to help teachers to increase the probability that teaching focusing a specific content or capability is predictive of students learning of that specific content or capability, while decreasing contextual dependency without assuming that teaching and learning have a one-to-one relationship.  Intended for teachers, graduate students in education, teacher educators, student teachers, and researchers, this book shows that while there is no simple equation between teaching and learning, there are general, though content specific, aspects of teaching that can be systematically planned and analyzed and used to improve the quality of student learning.  The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52587562598673,"sku":"NLS9781032048567","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":53009320870161,"sku":"NIN9781032048567","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781032048567.jpg?v=1761056571"},{"product_id":"linking-theory-with-practice-in-the-classroom-book-john-elliott-9781032711225","title":"Linking Theory with Practice in the Classroom","description":"Focusing on the professional learning journeys of practising teachers and their tutors, this book takes readers through the experiences of teachers on the Developing Innovative Pedagogies through the Lesson Study module at the University of East Anglia.  Building on the perspectives of teachers practising Lesson Study, the book delves into the design of a series of action research cycles to solve authentic learning and teaching problems in a variety of educational settings. In addition to theoretical tools and concepts on pedagogy, this book gives voice to teachers who become researchers while crossing the boundaries of school and university and the boundaries of theory and practice. The teacher researchers ask their own questions, test their hypotheses and work collaboratively with their school colleagues to experiment with teaching strategies aimed at learning with understanding. The chapters feature the voices of the pupils themselves and their experiences of learning within a range of educational settings and phases.  Written for teachers, leaders in education, teacher educators and researchers, this book shows that the combination of good learning theories and teacher collaboration help bridge the gap between theory and practice in teachers’ professional learning and enable learners to deepen their knowledge and understanding.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52590218150161,"sku":"NLS9781032711225","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781032711225.jpg?v=1761061625"},{"product_id":"teacher-professional-learning-through-lesson-study-in-virtual-and-hybrid-environ-book-rongjin-huang-9781032260327","title":"Teacher Professional Learning through Lesson Study in Virtual and Hybrid Environments","description":"Offering a rich, critical investigation of how technology can be used to strengthen and promote lesson study in both virtual and hybrid environments, this edited book presents insights into the numerous challenges as well as opportunities for supporting teachers’ and teacher educators’ professional learning in such a novel setting.  Providing an international perspective, research in this book highlights on the one hand the necessity of exploring how the known theoretical perspectives and methodological approaches for researching on lesson study and effective characteristics of conducting lesson study can be adapted to the new environments. On the other hand, further analysis reveals the benefits of using various advanced technologies in lesson study, the new practice of professional development of teachers and teacher educators, and also documents related issues of conducting lesson study in such complex contexts. The chapters focus on online cross-cultural lesson study; the key aspects of conducting online lesson study and the effectiveness of it. Features of facilitation and the development of facilitators for online lesson study are explored, alongside the ways in which online lesson study can help address various problems of practice such as implementing equitable teaching, facilitating student interaction in virtual environments, and migration to remote teaching in STEM.  This resourceful text provides needed support to both researchers and practitioners, from primary to higher education, with special attention to both teacher and student learning.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52590955200785,"sku":"NLS9781032260327","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781032260327.jpg?v=1761063063"}],"url":"https:\/\/www.worldofbooks.com\/collections\/wals-routledge-lesson-study-series-book-series.oembed?page=3","provider":"World of Books ","version":"1.0","type":"link"}