Chinese Lesson Study: A Deliberate Practice, a Research Methodology, and an Improvement Science
Item
Title
Chinese Lesson Study: A Deliberate Practice, a Research Methodology, and an Improvement Science
Abstract/Description
PURPOSE
Although CLS has been implemented in China for over a century, it is barely known to educators internationally. The purpose of this paper is to synthesize the salient characteristics of Chinese lesson study (CLS), introduce the major themes of this special issue, and invite dialogues about the theories and practices of CLS.
DESIGN/METHODOLOGY/APPROACH
The authors of this editorial paper conducted an extensive literature review on CLS, analyzed the contents and methods of the existing research categorically, compared CLS with other models of LS globally, and present this special issue articles and their major contributions thematically. The theoretical framework of the paper relies mainly on cultural theories and theories on research paradigms such as improvement science, which explain why and how CLS functions in Chinese education system over time.
FINDINGS
Existing studies suggest that CLS is a deliberate practice for developing instructional expertise, a research methodology for linking research and practice, and an improvement science for instruction and school improvement system wide. In addition to the theorization of CLS, this special issue also introduces some adaptations of CLS outside of China such as the USA and Italy.
ORIGINALITY/VALUE
This paper, for the first time, spells out some salient features of CLS, and discusses issues in adapting CLS in other parts of the world. It will enrich the understanding of LS theories and practices in China and promotes trans-cultural development of LS internationally.
Although CLS has been implemented in China for over a century, it is barely known to educators internationally. The purpose of this paper is to synthesize the salient characteristics of Chinese lesson study (CLS), introduce the major themes of this special issue, and invite dialogues about the theories and practices of CLS.
DESIGN/METHODOLOGY/APPROACH
The authors of this editorial paper conducted an extensive literature review on CLS, analyzed the contents and methods of the existing research categorically, compared CLS with other models of LS globally, and present this special issue articles and their major contributions thematically. The theoretical framework of the paper relies mainly on cultural theories and theories on research paradigms such as improvement science, which explain why and how CLS functions in Chinese education system over time.
FINDINGS
Existing studies suggest that CLS is a deliberate practice for developing instructional expertise, a research methodology for linking research and practice, and an improvement science for instruction and school improvement system wide. In addition to the theorization of CLS, this special issue also introduces some adaptations of CLS outside of China such as the USA and Italy.
ORIGINALITY/VALUE
This paper, for the first time, spells out some salient features of CLS, and discusses issues in adapting CLS in other parts of the world. It will enrich the understanding of LS theories and practices in China and promotes trans-cultural development of LS internationally.
Author/creator
Date
In publication
Volume
6
Issue
4
Pages
270-282
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Theoretical
Keywords
IRE Approach/Concept
Primary national context
Open access/full-text available
No
Peer reviewed
Yes
ISSN
2046-8253
DOI
10.1108/IJLLS-08-2017-0037
URL
Citation
Huang, R., Fang, Y., & Chen, X. (2017). Chinese Lesson Study: A Deliberate Practice, a Research Methodology, and an Improvement Science. International Journal for Lesson and Learning Studies, 6(4), 270–282. https://doi.org/10.1108/IJLLS-08-2017-0037
Linked resources
Filter by property
| Title | Alternate label | Class |
|---|---|---|
 Cross-National Research on Continuous Improvement |
Bibliography |
| Title | Alternate label | Class |
|---|---|---|
 Theory and Practice of Chinese Lesson Study and Its Adaption in Other Countries [Special Issue] |
Special Issue/Series |
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