International Journal for Lesson and Learning Studies

Hudson, Michelle; Leary, Heather; Longhurst, Max; Stowers, Joshua; Poulsen, Tracy; Smith, Clara; Sansom, Rebecca L.

2024 International Journal for Lesson and Learning Studies

doi: 10.1108/ijlls-07-2023-0094

The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS).Design/methodology/approachTMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to capture lesson implementation and collaborate on lesson iterations.FindingsThis paper describes the seven steps of the TMLS process with examples, showing how teachers develop their content and pedagogical knowledge while building relationships.Originality/valueThe TMLS approach provides an innovative option for teachers to collaborate across distances and form strong, lasting relationships with others.

Hanfstingl, Barbara; Ogradnig, Thomas Andreas

2024 International Journal for Lesson and Learning Studies

doi: 10.1108/ijlls-08-2023-0111

The first-aid courses organized by the Youth Red Cross Carinthia (Austria) had a quality problem, necessitating a professionalization in teaching and time structure. This research aimed to enhance the quality and effectiveness of these courses by implementing modified lesson studies with non-professional trainers. The paper presents the realization process, empirical research and results obtained by applying the first-aid curriculum.Design/methodology/approachAround 22 lesson study first-aid courses (14 classes with 2 cycles, 8 with 3 cycles) were conducted and evaluated in different Austrian school types. An observation sheet was created to evaluate attention and competencies. Interviews were conducted with both teachers and students to validate the results.FindingsThe research findings demonstrate that lesson studies can significantly enhance the quality and effectiveness of first-aid courses. Inexperienced and experienced first-aid teachers significantly improved their teaching skills. Newly educated first-aid teachers showed substantial improvement, leading to the introduction of an induction period and coaching opportunity within the Youth Red Cross Carinthia.Originality/valueThis is the first lesson study conducted in a non-academic context. It highlights the adaptation process of Carinthian first-aid courses. It illustrates how lesson studies impact lesson clarity, instructional variety, student engagement in the learning process, student outcome, student feedback and teaching effectiveness in a non-academic context. It contributes to the literature on the application of lesson study in first-aid education and provides insight into the benefits of this approach in enhancing the quality of first-aid training.

Bucher, Julian; Kager, Klara; Vock, Miriam

2024 International Journal for Lesson and Learning Studies

doi: 10.1108/ijlls-10-2023-0138

The purpose of this paper is to systematically review the history and current state of lesson study (LS) in Germany. In particular, this paper describes the development of LS over time and its stakeholders.Design/methodology/approachConducting a systematic literature review, we searched three scientific databases and Google Scholar, examined 806 results and included 50 articles in our final sample, which we analyzed systematically.FindingsThe spread of LS in Germany can be divided into three phases, characterized by their own LS projects as well as their own ways of understanding LS. Although interest in LS has increased significantly in recent years, it is only present at a small number of schools and universities in Germany if compared internationally. Furthermore, this paper identifies the so-called learning activity curves as a tool frequently used for observation and reflection that appears to be unknown outside German-speaking countries.Originality/valueThis paper may act as an outline for countries without large-scale LS projects and with limited support from policymakers. The experience from Germany demonstrates the outcomes and challenges that can arise in such a situation and shows how unique LS features and proceedings have emerged.

Mårtensson, Pernilla; Runesson Kempe, Ulla; Hansson, Henrik

2024 International Journal for Lesson and Learning Studies

doi: 10.1108/ijlls-01-2024-0012

The purpose of this paper is to explore whether and how principles from variation theory can contribute to the planning of teaching and learning beyond learning study.Design/methodology/approachWe study whether and how principles from variation theory contributed to a group of teachers’ planning of teaching and learning about decimal numbers in Grades 4 to 7 working in Subject Didactic Groups – a collaborative arrangement suited to daily teaching. A theoretical thematic analysis approach was used when analyzing eight audio-recorded meetings and written documents.FindingsThe study shows that variation theory principles contributed to the teachers’ planning of teaching and learning. Two themes were identified: the theory contributed to the teachers being able to (1) specify what their students needed to learn and (2) design tasks that they anticipated would afford the opportunity to learn what was identified as being necessary to learn.Originality/valueThe paper demonstrates how variation theory can contribute to teachers’ planning of teaching and learning when used in a collaborative arrangement other than learning study. This leads into a discussion about variation theory being used separately from learning study and the benefits and limitations this other collaborative arrangement can have for gaining knowledge of what is to be learned and taught.

Wästerlid, Catarina; Holmqvist, Mona; Tutunjian, Damon

2024 International Journal for Lesson and Learning Studies

doi: 10.1108/ijlls-04-2024-0066

This study explores variation theory-based interventions’ contribution to enhancing preschoolers’ subitizing abilities during iterative lessons. Results are presented according to low, middle and high achievers, focused on those with prominent challenges.Design/methodology/approachIn total 68 Swedish preschoolers participated. They were randomly assigned to one of the intervention/control groups: 23 mixed design, 24 variation theory design and 21 controls. Data from 59 pupils were analyzed. A learning study with three lesson designs for each intervention group was used in autumn 2022 and spring 2023, respectively. The mixed design met ordinary textbook material and variation theory (VT) group instructions designed by VT during autumn, whereas all met instructions designed by VT in spring. Each group was divided into two subgroups. The controls followed business-as-usual math teaching. Two tests assessed pupils’ results before and after the interventions.FindingsAll groups showed significant improvements between pre- and post-tests. Pupils in the mixed and VT groups developed more knowledge than the controls. The low-achieving group developed the most. The VT group exhibited a more complex pattern of variation and a greater increase than the mixed group. The intervention groups showed a greater improvement in both tests’ results than the controls.Originality/valueThere is agreement on the importance of subitizing abilities as a predictor of future mathematical development; however, lesson design and research on pupils’ development regarding lessons offered are limited.

Klefbeck, Kamilla

2024 International Journal for Lesson and Learning Studies

doi: 10.1108/ijlls-04-2024-0075

This study investigates the impact of integrating structured assessment protocols within the Japanese lesson study (JLS) framework in Swedish Compulsory School for Students with Intellectual Disabilities (CSSID). The purpose is to explore whether such integration can enhance teachers’ professional certainty in assessing and supporting students with intellectual disability (ID), aligning educational practices with inclusive legislative mandates.Design/methodology/approachThe study utilized structured assessment protocols during lesson study cycles, where teachers observed and discussed research lessons based on predefined learning objectives. Data were collected through questionnaires, assessment protocols and post-lesson discussions, then analyzed using narrative and descriptive statistical methods.FindingsThe integration of structured assessment protocols in lesson studies enhanced teachers’ focus and clarity in assessing and supporting students with ID, improving their perceptions of student engagement, interest and understanding. However, challenges in adapting the protocols to varied teaching contexts and student needs limited the overall impact on professional certainty.Practical implicationsThis study examines the adaptability of integrating lesson study with assessment protocols in special education settings. It demonstrates that structured assessment protocols used within the lesson study process provide a common focus on academic achievements for students with ID.Originality/valueThis study contributes to the field by demonstrating the potential of modifying traditional lesson study approaches to include structured assessment protocols, particularly in the context of special education. It highlights the need for ongoing professional development and sustainable assessment strategies that support the diverse learning needs of students with ID.

Ahlstrand, Pernilla; Andersson, Ninnie

2024 International Journal for Lesson and Learning Studies

doi: 10.1108/ijlls-10-2023-0142

The paper presents and discusses an example of findings from a research project. Filmed material from teaching situations in theatre has been the starting point for analysing and planning similar teaching situations in research lessons, where variation theory was used. The aim of using variation theory is to develop teaching practices in the school subject of theatre at upper secondary school level in Sweden.Design/methodology/approachIn the article, one example from the last part of a three-step research project design is discussed. In the third part of the design five research lessons, based on variation theory, were conducted. The starting point for planning the research lessons was teaching situations called didactic interventions, when the teacher interrupts the theatre rehearsals of a stage production and gives response on the student´s acting. The specific situations are used when planning five research lessons based on variation theory. In this paper, one example from one of the research lessons is presented, exemplifying how variation theory has been applied.FindingsThe example shows how variation theory was used in analysing and facilitating teaching in the classroom. The findings suggest that teachers can use variation theory as a way to strengthen the student’s experience of specified objects of learning, in this case, interplay in acting. Another conclusion is that variation theory is helpful when planning whole class teaching situations in the school subject of theatre.Originality/valueThis paper fulfils an identified need to study how to develop teaching practices in the school subject of theatre.

Kager, Klara; Bolli, Swantje; Bucher, Julian; Kalinowski, Eva; Vock, Miriam

2024 International Journal for Lesson and Learning Studies

doi: 10.1108/ijlls-02-2024-0043

This design paper reports on the development of a board game for teachers’ initial introduction to lesson study (LS). Empirical studies suggest that teachers need to have a good understanding of the goals and steps of LS in order to see their participation in LS as worthwhile. This board game is designed to provide an interactive, motivating and informative introduction to LS.Design/methodology/approachFollowing iterative design steps to develop a game prototype, groups of teachers (N = 57) and teacher candidates (N = 49) played the game and completed surveys about their satisfaction with the game as well as the quality and the transferability of the game. The data were analyzed using quantitative and qualitative methods. To address feedback from participants, two experts in game-based learning and LS, respectively, were asked to review the game and provide additional feedback.FindingsThe vast majority of participants rated the game as an appealing format for professional development (PD) and indicated a high level of motivation to participate in LS and collaborate with colleagues after playing the game. The findings highlight that game-based learning opportunities can provide engaging and informative formats for PD, particularly to facilitate collaboration.Originality/valueTo our knowledge, this is one of the first efforts to design and evaluate a game-based introduction to LS and one of the few studies to discuss educational games specifically designed to enhance teachers’ professional knowledge and collaboration.