Items

• Lesson Study in Mathematics: Three Cases from Singapore

  

• Lesson Study: An Approach to Increase the Competency of Out-of-Field Mathematics Teacher in Building the Students Conceptual Understanding in Learning Mathematics

  Amirullah, A. H. (2018). Lesson Study: An Approach to Increase the Competency of Out-of-Field Mathematics Teacher in Building the Students Conceptual Understanding in Learning Mathematics. Journal of Educational Sciences, 2(2), Article 2. https://doi.org/10.31258/jes.2.2.p.1-13
  

• The Role of the Knowledgeable Other in Lesson Study: Examining the Final Comments of Experienced Lesson Study Practitioners.

  Takahashi, A. (2014). The Role of the Knowledgeable Other in Lesson Study: Examining the Final Comments of Experienced Lesson Study Practitioners. Mathematics Teacher Education & Development, 16(1), 4–21. https://doi.org/10.3316/aeipt.205651
  

• Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case

  Lewis, C. C., Perry, R. R., & Hurd, J. (2009). Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case. Journal of Mathematics Teacher Education, 12(4), 285–304. https://doi.org/10.1007/s10857-009-9102-7
  

• Exploring Teacher Learning Process in Chinese Lesson Study: A Case of Representing Fractions on a Number Line

  Huang, X., Huang, R., & Lai, M. Y. (2021). Exploring Teacher Learning Process in Chinese Lesson Study: A Case of Representing Fractions on a Number Line. International Journal for Lesson & Learning Studies, 11(2), 121–132. https://doi.org/10.1108/IJLLS-03-2021-0026
  

• How Does Lesson Study Promote District Education Reform? – A Case Study of a District in Shanghai

  An, G., Chen, Y., Fang, Y., & Liu, J. (2022). How Does Lesson Study Promote District Education Reform? – A Case Study of a District in Shanghai. International Journal for Lesson & Learning Studies, 11(2), 106–120. https://doi.org/10.1108/IJLLS-01-2022-0003
  

• From Shanghai to Tennessee: Developing Instructional Leadership Through Teacher Peer Excellence Groups

  Cravens, X., & Drake, T. (2017). From Shanghai to Tennessee: Developing Instructional Leadership Through Teacher Peer Excellence Groups. International Journal for Lesson and Learning Studies, 6(4), 348–364. https://doi.org/10.1108/IJLLS-12-2016-0062
  

• Learning From the Masters: Shanghai’s Teacher-Expertise Infusion System

  Cravens, X., & Wang, J. (2017). Learning From the Masters: Shanghai’s Teacher-Expertise Infusion System. International Journal for Lesson and Learning Studies, 6(4), 306–320. https://doi.org/10.1108/IJLLS-12-2016-0061
  

• Supporting the Effective Implementation of a New Mathematics Curriculum: A Case Study of School-Based Lesson Study at a Japanese Public Elementary School

  Takahashi, A. (2014). Supporting the Effective Implementation of a New Mathematics Curriculum: A Case Study of School-Based Lesson Study at a Japanese Public Elementary School. In Y. Li & G. Lappan (Eds.), Mathematics Curriculum in School Education (pp. 417–441). Springer Netherlands. https://doi.org/10.1007/978-94-007-7560-2_20
  

• Chinese Lesson Study: A Deliberate Practice, a Research Methodology, and an Improvement Science

  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
  

• Improving Teaching Does Improve Teachers: Evidence from Lesson Study

  Lewis, C. C., Perry, R. R., Friedkin, S., & Roth, J. R. (2012). Improving Teaching Does Improve Teachers: Evidence from Lesson Study. Journal of Teacher Education, 63(5), 368–375. https://doi.org/10.1177/0022487112446633