Theory and Practice of Chinese Lesson Study and Its Adaption in Other Countries [Special Issue]
This special issue aims to achieve two major goals. First is to contribute to the theoretical understandings about CLS [Chinese Lesson Study] practices from a set of different perspectives such as culture, mediating technology of a community of practice, and instructional leadership. Second is to report how CLS has been adapted in other countries including USA and Italy at both district and classroom levels with promising results and challenges. [...] Collectively, this special issue will contribute to a better understanding of CLS both in theory and practice and regarding its social, cultural and institutional contexts. It will also demonstrate the feasibility of its adaptation to other educational settings.
[Excerpted from Editors' Introduction, p. 272]
International Journal for Lesson and Learning Studies
Chinese Lesson Study: A Deliberate Practice, a Research Methodology, and an Improvement Science
Theorizing Chinese Lesson Study From a Cultural Perspective
School-Based Teaching Research and Lesson-Case Study in Mediating the Second-Cycle Curriculum Reform in Shanghai
Learning From the Masters: Shanghai’s Teacher-Expertise Infusion System
Perceived Professional Knowledge and Competence of Mathematics Specialists and Its Development in China
Chinese Lesson Study, Learning Study and Keys to Learning
From Shanghai to Tennessee: Developing Instructional Leadership Through Teacher Peer Excellence Groups
Improving Core Instructional Practice in Mathematics Teaching Through Lesson Study
Cultural Transposition of Chinese Lesson Study to Italy: An Exploratory Study on Fractions in a Fourth-Grade Classroom
Chinese Lesson Study Reconceptualized in Time of Core Competencies-based (hexin suyang 核心素养) Reform [Special Issue]
Huang, R., Fang, Y., & Chen, X. (Eds.). (2017). Theory and practice of Chinese Lesson Study and Its Adaption in Other Countries [Special Issue]. International Journal for Lesson and Learning Studies, 6(4).