This book examines education transfer, specifically focusing on pedagogic transfer, and analyzes what happens when lesson study is introduced into foreign contextual settings. Lesson study, a professional development approach that originated in Japan 150 years ago, has been widely considered one of the best practices for collaborative professional development. There is an underlying assumption behind education transfer that when “best practice” is transferred to another country, it will generate a similar effect and improve schooling quality. Since pedagogic practice is socially constructed, the best practice in one setting may not be meaningful in another contextual setting. This book makes a unique contribution to the field of comparative education by offering a sociological examination of why pedagogic transfer often fails to bring expected benefits. It is comprised of three parts. Part I, ”Pedagogic Transfer and Lesson study,” provides contextualized analysis of lesson study in Japan and abroad and presents how the meaning of practice is always reinterpreted against the local educational context. Part II presents a sociological analysis of Indonesian teachers’ practice based on ethnographic fieldwork. It conceptually analyses the nature of the teacher community and their practice and is presented as “teacher strategies.” The concept showed that teacher culture and practice are not fixed but constantly negotiated within the institutional setting. Part III, “Sociological Understanding of Pedagogic Transfer,” builds on the analyses in Part I and II and provides a theoretical understanding of the issue of pedagogic transfer. Professional responsibilities of teachers, collegiality, and teaching expertise in Japan and Indonesia are compared to understand how the meaning of lesson study was reconstructed in the Indonesian setting. In conclusion, recommendations for an alternative approach to professional development are offered.

This book introduces readers to the development of Lesson Study (LS) in the UK, making historical connections to the growth of Lesson Study in Japan, East Asia, the US and Europe. It explains how to conduct LS in schools and educational institutions, providing examples of compelling, externally evaluated impact outcomes for both primary learners and teacher learners, and vivid exemplars of LS in action across age ranges and curricular contexts. Each chapter presents international research outcomes that clearly demonstrate how and why LS has a place within teacher learning approaches that have the greatest impact and the greatest capacity building potential for creating outstanding teaching. This is supported by primary research evidence, and linked with contemporary and recent high quality research worldwide into pupil learning, teacher learning, school improvement and system improvement. The book illustrates the diverse application of LS for innovating or transferring highly effective practices in a variety of contexts to boost learning for children with a range of challenges and specific needs. Lesson Study provides a global perspective on the development of LS worldwide, exploring its impact on innovation, creativity, curricula and achievement in a variety of contexts. It will be of key interest to practitioners in schools and teacher education institutions, researchers, and policy and decision-makers at local, national and international levels. The book’s explicit focus on the leadership of local authorities will also make it valuable reading for all leaders of professional development and school improvement.

Lesson study, a professional development approach originated in Japan 150 years ago, has been widely considered to be one of the best practices for collaborative professional development and practiced in over 40 countries. Since lesson study is considered an effective approach in improving student performances, it has been transferred as a remedy for shortcomings of schooling in foreign countries. There is an underlying assumption that when 'the best practice' in Japan is transferred to another country, it will generate a similar effect and will improve the quality of schooling. However, there is a fundamental problem with such pedagogic transfer. This thesis discusses the problem of pedagogic transfer through examining the 'recontextualization' of pedagogic practice or what happens when lesson study, which originated in Japan, was introduced into foreign contextual settings. Since pedagogic practice is socially constructed, the meaning of educational practice is always open to interpretation within the local setting of the receiving country. This is especially true for schools in developing countries which may operate differently from those of industrialized countries. This study provides a sociological analysis of recontextualization of lesson study based on the review of the literature and an ethnographic style study of its implementation in a Javanese school. Since professional accountabilities are negotiated and contested within existing social relations, the practice - 'lesson study' - transforms as it moves between contexts, across sociocultural contexts and also between policy and practice. The purpose of this study is not on the applicability of findings themselves across contexts but to analyze conceptually how the sociocultural settings shape teachers' practice and influence their choice of pedagogy. As explored in the thesis, due to the strong bureaucratic accountability, lesson study in the Javanese junior high school, SMP Sari, was implemented as a bureaucratic project.

Since the mid-1970s, scientific and educational research has left a gap in the field of basic and applied research on transfer of learning. This book fills the gap with state-of-the-art information on recent research in the field, emphasizing methodological paradigms and interpretive concepts based on contemporary cognitive/information processing approaches to the study of human behavior. Issues discussed include how transfer is measured, how its direction and magnitude are determined, how training for transfer differs from training for acquisition, and whether different principles of transfer apply to motor, cognitive, and meta-cognitive processes.

To address the grand challenges of the 21st century, societies must undergo substantial transformations. Whether the Sustainable Development Goals (SDGs), set in place by the United Nations as targets to be reached by 2030, can be reached will depend in part on how successfully education strategies empower learners of all ages with the knowledge, skills, values, and attitudes to transform themselves, their communities, and their societies. Educational institutions have critical roles to play in facilitating and supporting these transitions. To fulfill this vision and be transformational, however, education and educational institutions themselves will have to be transformed. Digitalization, New Media, and Education for Sustainable Development explores how digitalization and new media are already shaping and will shape the transformation of international educational systems. It examines all aspects related to and interconnections between digitalization, new media, and education for sustainable development. Covering topics such as biased design, energy smart schools, and project-based learning, this premier reference source is an indispensable resource for educators and administrators of both K-12 and higher education, preservice teachers, teacher educators, government officials, policymakers, community leaders, researchers, and academicians.

Why do students stumble over certain concepts and ideas—such as attributing causality to correlation; revert to former misconceptions, even after successfully completing a course—such as physics students continuing to believe an object tossed straight into the air continues to have a force propelling it upward; or get confused about terminology—such as conflating negative reinforcement with punishment?This is the first book about lesson study for higher education. Based on the idea that the best setting in which to examine teaching is where it takes place on a daily basis—the lecture hall, seminar room, studio, lab, and the online classroom management system – lesson study involves several instructors jointly designing, teaching, studying, and refining an individual class lesson in order to explore student learning problems, observe how students learn, and analyze how their instruction affects student learning and thinking. The primary purpose is to help teachers better understand how to support student learning and thinking. By observing how students learn through lesson study teachers can improve their own teaching and build knowledge that can be used by other teachers to improve their practice.Lesson study grew out of the collective efforts of classroom teachers in Asia—most notably in Japan—to improve their teaching. Subsequently imported, tested, and implemented by a group of instructors of biology, economics, English, and psychology at the University of Wisconsin-La Crosse, the process proved so valuable that the university has since established the College Lesson Study Project, of which the author of this book is Director.Focusing on a single lesson enables participants to examine in detail every step of the teaching process, from vision and goals, to instructional design, to implementation, to observation and analysis of student performance, and then evidence-based improvement. It enables faculty to explore learning problems that matter most to them, learn alternative ways to teach from one another, and co-design new course materials.This book introduces lesson study practices to college teachers, providing the necessary guidance, tools, examples, models, and ideas to enable teachers to undertake lesson study in their own classes. It also explores the underlying rationale for lesson study practices and how to realize the full potential of lesson study to advance teaching and learning.A Joint Publication with the National Teaching and Learning ForumAn ACPA / NASPA Joint Publication

This text addresses the problem of how our past or current learning influences, is generalised and is applied or adapted to similar or new situations. It illustrates how transfer of learning can be promoted in the classroom and everyday life.

This edited volume is an inquiry into the ethics of mathematics education, and to a lesser extent, the ethics of mathematics. The imposition of mathematics for all raises questions of ethics. What are the ethics of teaching school mathematics? What are the costs as well as the benefits? What are the ethical issues raised by the official aims of mathematics teaching, the planned curriculum, the pedagogies employed in school and college mathematics and the assessment systems? These questions are addressed in the book as well as what systems of ethics we might use. The volume ventures into a burgeoning new field. It offers a unique set of investigations, both theoretical and in terms of practices. It announces the ethics of mathematics education as a new subfield of research and includes valuable contributions from many of the best-known researchers in mathematics education; additionally, it is a valuable resource for students, teachers and researchers in the field. This is an enduring and classic source book in the field. From the wisdom of leading scholars to the little heard voices of students, this collection offers the reader many striking new insights into the ethics of mathematics and education.

Teaching for Learning and Learning for Teaching focuses on the emerging global governmental and institutional agenda about higher education teaching quality and the role that peer review can play in supporting improvements in teaching and student outcomes. This agenda is a pervasive element of the further development of higher education internationally through activities of governments, global agencies, institutions of higher education, discrete disciplines, and individual teachers. Many universities have adopted student evaluations as a mechanism to appraise the quality of teaching. These evaluations can be understood as providing a “customer-centric” portrait of quality; and, when used as the sole arbiter of teaching performance they do not instil confidence in the system of evaluation by academic teaching staff. Providing peer perspectives as counterpoint, whether in a developmental or summative form, goes some way to alleviating this imbalance and is the impetus for the resurgence of interest in peer review and observation of teaching. This book seeks to recognise cases of peer review of teaching in Higher Education to affirm best practices and identify areas that require improvement in establishing local, national and international benchmarks of teaching quality.

Improving education through policy learning is an important notion for countries in need of educational reform. However, identifying a successful set of practices and transferring them from one national setting to another is a complex exercise. Drawing from their extensive experience, the authors explore a single case study of policy transfer in India, demonstrating how and under what conditions educational reforms can be put into practice successfully and sustainably. Coverage includes: · Policy Learning · Inclusive Practices · School Autonomy and School Leadership · India and its system of education This book offers a unique, international perspective on educational reform and is a useful resource for teachers, policy makers and postgraduate level students.