Items

• Chinese Lesson Study Reconceptualized in Time of Core Competencies-based (hexin suyang 核心素养) Reform [Special Issue]

  Fang, Y., Huang, R., & Chen, X. (Eds.). (2022). Chinese Lesson Study Reconceptualized in Time of Core Competencies-based (hexin suyang 核心素养) Reform [Special Issue]. International Journal for Lesson and Learning Studies, 11(2).
  

• Theory and Practice of Chinese Lesson Study and Its Adaption in Other Countries [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).
  

• Chinese Lesson Study: Critical Aspects of Transfer From China to Italy

  Ramploud, A., Funghi, S., & Bartolini, M. G. (2022). Chinese Lesson Study: Critical Aspects of Transfer From China to Italy. International Journal for Lesson & Learning Studies, 11(2), 147–160. https://doi.org/10.1108/IJLLS-04-2021-0031
  

• A Teacher’s Learning of Transforming Curriculum Reform Ideas Into Classroom Practices in Lesson Study in China

  Zhao, W., Huang, R., Cao, Y., Ning, R., & Zhang, X. (2022). A Teacher’s Learning of Transforming Curriculum Reform Ideas Into Classroom Practices in Lesson Study in China. International Journal for Lesson & Learning Studies, 11(2), 133–146. https://doi.org/10.1108/IJLLS-07-2021-0056
  

• 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
  

• Teacher Mindset Change in Boundary-Crossing Lesson Study: A Case From China

  Chen, X., Ou, Q., An, C., & Zhang, D. (2022). Teacher Mindset Change in Boundary-Crossing Lesson Study: A Case From China. International Journal for Lesson & Learning Studies, 11(2), 91–105. https://doi.org/10.1108/IJLLS-03-2021-0019
  

• Subject Competency Framework in Fostering High-End Lesson Study – A Case of Teaching “Properties of Iron Salts” Unit in a Senior High School

  Wang, L., Wang, Q., Kong, S., Hu, J., & Chen, X. (2022). Subject Competency Framework in Fostering High-End Lesson Study – A Case of Teaching “Properties of Iron Salts” Unit in a Senior High School. International Journal for Lesson & Learning Studies, 11(2), 73–90. https://doi.org/10.1108/IJLLS-11-2021-0103
  

• Facilitating EFL Teachers’ Professional Development Through CLS of English Literature Instruction

  Zhang, H., & Luo, S. (2022). Facilitating EFL Teachers’ Professional Development Through CLS of English Literature Instruction. International Journal for Lesson & Learning Studies, 11(2), 60–72. https://doi.org/10.1108/IJLLS-09-2021-0074
  

• Continuity and Change: Chinese Lesson Study Redefined in the Context of Key Competencies-Based Reform

  Fang, Y., Paine, L., & Huang, R. (2022). Continuity and Change: Chinese Lesson Study Redefined in the Context of Key Competencies-Based Reform. International Journal for Lesson & Learning Studies, 11(2), 49–59. https://doi.org/10.1108/IJLLS-04-2022-0057
  

• Cultural Transposition of Chinese Lesson Study to Italy: An Exploratory Study on Fractions in a Fourth-Grade Classroom

  Bartolini Bussi, M. G., Bertolini, C., Ramploud, A., & Sun, X. (2017). Cultural Transposition of Chinese Lesson Study to Italy: An Exploratory Study on Fractions in a Fourth-Grade Classroom. International Journal for Lesson and Learning Studies, 6(4), 380–395. https://doi.org/10.1108/IJLLS-12-2016-0057
  

• Improving Core Instructional Practice in Mathematics Teaching Through Lesson Study

  Huang, R., Barlow, A. T., & Haupt, M. E. (2017). Improving Core Instructional Practice in Mathematics Teaching Through Lesson Study. International Journal for Lesson and Learning Studies, 6(4), 365–379. https://doi.org/10.1108/IJLLS-12-2016-0055
  

• 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
  

• Chinese Lesson Study, Learning Study and Keys to Learning

  Pang, M. F., & Marton, F. (2017). Chinese Lesson Study, Learning Study and Keys to Learning. International Journal for Lesson and Learning Studies, 6(4), 336–347. https://doi.org/10.1108/IJLLS-01-2017-0005
  

• Perceived Professional Knowledge and Competence of Mathematics Specialists and Its Development in China

  Huang, R., Zhang, J., Mok, I. A. C., Zhao, W., Zhou, Y., & Wu, Z. (2017). Perceived Professional Knowledge and Competence of Mathematics Specialists and Its Development in China. International Journal for Lesson and Learning Studies, 6(4), 321–335. https://doi.org/10.1108/IJLLS-12-2016-0056
  

• 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
  

• School-Based Teaching Research and Lesson-Case Study in Mediating the Second-Cycle Curriculum Reform in Shanghai

  Fang, Y. (2017). School-Based Teaching Research and Lesson-Case Study in Mediating the Second-Cycle Curriculum Reform in Shanghai. International Journal for Lesson and Learning Studies, 6(4), 293–305. https://doi.org/10.1108/IJLLS-02-2017-0010
  

• Theorizing Chinese Lesson Study From a Cultural Perspective

  Chen, X. (2017). Theorizing Chinese Lesson Study From a Cultural Perspective. International Journal for Lesson and Learning Studies, 6(4), 283–292. https://doi.org/10.1108/IJLLS-12-2016-0059
  

• 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