Linking Theory with Practice in the Classroom: A Hybrid Model of Lesson Study Research in Action

Author:   John Elliott (University of East Anglia, UK) ,  Vicky Christoforatou (University of East Anglia, UK)
Publisher:   Taylor & Francis Ltd
ISBN:  

9781032711218


Pages:   182
Publication Date:   12 June 2024
Format:   Paperback
Availability:   In Print   Availability explained
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Linking Theory with Practice in the Classroom: A Hybrid Model of Lesson Study Research in Action


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Overview

Focusing on the professional learning journeys of practising teachers and their tutors, this book takes readers through the experiences of teachers on the Developing Innovative Pedagogies through the Lesson Study module at the University of East Anglia. Building on the perspectives of teachers practising Lesson Study, the book delves into the design of a series of action research cycles to solve authentic learning and teaching problems in a variety of educational settings. In addition to theoretical tools and concepts on pedagogy, this book gives voice to teachers who become researchers while crossing the boundaries of school and university and the boundaries of theory and practice. The teacher researchers ask their own questions, test their hypotheses and work collaboratively with their school colleagues to experiment with teaching strategies aimed at learning with understanding. The chapters feature the voices of the pupils themselves and their experiences of learning within a range of educational settings and phases. Written for teachers, leaders in education, teacher educators and researchers, this book shows that the combination of good learning theories and teacher collaboration help bridge the gap between theory and practice in teachers’ professional learning and enable learners to deepen their knowledge and understanding.

Full Product Details

Author:   John Elliott (University of East Anglia, UK) ,  Vicky Christoforatou (University of East Anglia, UK)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.335kg
ISBN:  

9781032711218


ISBN 10:   1032711213
Pages:   182
Publication Date:   12 June 2024
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print   Availability explained
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.

Table of Contents

Part 1 Introduction 1. Developing Innovative Approaches to Teaching and Learning through Lesson Study: a flexible course for teachers that integrates theory with practice in educational settings Part 2 The Development of Lesson Study in One School 2. Using the module to develop a school-wide approach to lesson study: the case of Litcham School 3. Using lesson Study to develop pupils' inference skills 4. Improving Extended Writing - A Lesson Study Part 3 Learning Narratives and Case Studies 5. Developing Communication Skills in the Early Years - Case Study 6. Engagement and Progress in the online classroom – Learning Narrative 7. Developing critical thinking and collaborative skills in History through the use of technology 8. Using lesson Study to aid improvements in communication with employers in Further Education 9. Moving Away from ticking off success criteria: How can grammatical techniques enrich writing? 10. Celebrating creativity and Inclusion in Art 11. The impact of the module on the professional development of participating teachers Part 4 Lesson Study: Future Challenges and Opportunities 12. Lesson study and the organizational culture of the school 13. Implications for Initial Teacher Education

Reviews

Education is a wasteful political football. In England changes of government force the teaching profession to relinquish practices expected by previous governments and adopt those of the latest. This book shows us classroom teachers and leaders learning at master’s level to use lesson study: a rigorous process to research, theorise and transform practice - profoundly improving their pupils' learning and their own expertise. Authentic voices recount stories of change and we sense a growing agency from these professionals, increasingly equipped to innovate barriers to pupils’ learning and armed with enough first-hand evidence to confidently challenge whenever the latest orthodoxy falls short. Dr Pete Dudley, University of Cambridge and former President of WALS Lesson Study is a powerful tool to engage teachers in professional development and to develop the school itself. This book is an excellent account of research by academics and teachers on how a master-level course on Lesson Studies integrates theory and practice and contributes to transforming the culture of teaching and learning. It is a valuable resource for teachers and school leaders who wish to implement Lesson Studies in their schools. Highly recommended! Peter Posch, Emeritus Professor, University of Klagenfurt, Austria A major focus in lesson study is how learning opportunities for students can be enhanced. This book provides insights into when teachers use theory to improve their teaching. Through several examples of teachers’ narratives about lesson studies on different topics when using theory, it shows the effect theoretical tools can have in lesson studies. The book is a valuable contribution to teachers’ craft and to the development of practice-based research. Angelika Kullberg, Professor at University of Gothenburg and executive committee member of WALS It is my pleasure to comment on the work of John Elliott and Vicky Christoforatou: Linking Theory with Practice in the Classroom. A document of immense value for teachers at any stage of the school system, from school to university. This book’s relevant contributions focus on breaking the limits that we have imposed on ourselves in conventional teaching between theory and practice, research, reflection and action, school and university, academy and community, cognitive development. and the socio-emotional dimension...From the voices of teachers who become researchers of their own professional practice, teachers immerse themselves in an endless process of cycles of cooperative research-action to solve authentic problems of learning and teaching in diverse educational contexts, within the complex and uncertain social and educational realities that we inhabit in contemporary times. Professor John Elliott's extensive and consistent experience in research, theorizing and action in the educational field, for more than 60 years, is reflected in this new contribution to educational innovation of relevance and quality. Those of us who admire his career as an inspiring teacher celebrate this new and suggestive publication. Angel I. Pérez Gómez, Profesor emérito de la facultad de ciencias de la Educaciòn, Universidad de Málaga, Spain In an education climate whereby research and evidence are the levers for change, this book and the research and voices contained within are a vital and timely contribution. As educators we can sometimes feel somewhat ‘other’ to the academic community. As education leaders it can be challenging to navigate the powerful from the trendy. I am passionate about the role Lesson Study can play in bringing the worlds of theory and practice together, and whilst books like this exist from other parts of the world it is a mark of the depth of professionalism that exists within East Anglia’s teaching community that we are in a position to bring this together now. Eternal gratitude to John Elliot for bringing Lesson Study to my life and to both Vicky Christoforatou and John for bridging the narrowing divide, I feel Lawrence Stenhouse would be proud. Lucy Austin, Headteacher East Point Academy, Inspiration Trust, UK


"""Education is a wasteful political football. In England, changes of government force the teaching profession to relinquish practices expected by previous governments and adopt those of the latest. This book shows us classroom teachers and leaders learning at master’s level to use Lesson Study: a rigorous process to research, theorise and transform practice - profoundly improving their pupils' learning and their own expertise. Authentic voices recount stories of change and we sense a growing agency from these professionals, increasingly equipped to innovate barriers to pupils’ learning and armed with enough first-hand evidence to confidently challenge whenever the latest orthodoxy falls short."" Dr Pete Dudley, University of Cambridge and former President of WALS ""Lesson Study is a powerful tool to engage teachers in professional development and to develop the school itself. This book is an excellent account of research by academics and teachers on how a master's level course on Lesson Studies integrates theory and practice and contributes to transforming the culture of teaching and learning. It is a valuable resource for teachers and school leaders who wish to implement Lesson Studies in their schools. Highly recommended!"" Peter Posch, Emeritus Professor, University of Klagenfurt, Austria ""A major focus in lesson study is how learning opportunities for students can be enhanced. This book provides insights into when teachers use theory to improve their teaching. Through several examples of teachers’ narratives about Lesson Studies on different topics when using theory, it shows the effect theoretical tools can have in Lesson Studies. The book is a valuable contribution to teachers’ craft and to the development of practice-based research."" Angelika Kullberg, Professor at University of Gothenburg and executive committee member of WALS ""It is my pleasure to comment on the work of John Elliott and Vicky Christoforatou: Linking Theory with Practice in the Classroom. A document of immense value for teachers at any stage of the school system, from school to university. This book’s relevant contributions focus on breaking the limits that we have imposed on ourselves in conventional teaching between theory and practice, research, reflection and action, school and university, academy and community, cognitive development, and the socio-emotional dimension...From the voices of teachers who become researchers of their own professional practice, teachers immerse themselves in an endless process of cycles of cooperative research-action to solve authentic problems of learning and teaching in diverse educational contexts, within the complex and uncertain social and educational realities that we inhabit in contemporary times. Professor John Elliott's extensive and consistent experience in research, theorizing and action in the educational field, for more than 60 years, is reflected in this new contribution to educational innovation of relevance and quality. Those of us who admire his career as an inspiring teacher celebrate this new and suggestive publication."" Angel I. Pérez Gómez, Profesor emérito de la facultad de ciencias de la Educaciòn, Universidad de Málaga, Spain ""In an education climate whereby research and evidence are the levers for change, this book and the research and voices contained within are a vital and timely contribution. As educators we can sometimes feel somewhat ‘other’ to the academic community. As education leaders it can be challenging to navigate the powerful from the trendy. I am passionate about the role Lesson Study can play in bringing the worlds of theory and practice together, and whilst books like this exist from other parts of the world it is a mark of the depth of professionalism that exists within East Anglia’s teaching community that we are in a position to bring this together now. Eternal gratitude to John Elliot for bringing Lesson Study to my life and to both Vicky Christoforatou and John for bridging the narrowing divide. I feel Lawrence Stenhouse would be proud."" Lucy Austin, Headteacher East Point Academy, Inspiration Trust, UK"


"""Education is a wasteful political football. In England changes of government force the teaching profession to relinquish practices expected by previous governments and adopt those of the latest. This book shows us classroom teachers and leaders learning at master’s level to use lesson study: a rigorous process to research, theorise and transform practice - profoundly improving their pupils' learning and their own expertise. Authentic voices recount stories of change and we sense a growing agency from these professionals, increasingly equipped to innovate barriers to pupils’ learning and armed with enough first-hand evidence to confidently challenge whenever the latest orthodoxy falls short."" Dr Pete Dudley, University of Cambridge and former President of WALS ""Lesson Study is a powerful tool to engage teachers in professional development and to develop the school itself. This book is an excellent account of research by academics and teachers on how a master-level course on Lesson Studies integrates theory and practice and contributes to transforming the culture of teaching and learning. It is a valuable resource for teachers and school leaders who wish to implement Lesson Studies in their schools. Highly recommended!"" Peter Posch, Emeritus Professor, University of Klagenfurt, Austria ""A major focus in lesson study is how learning opportunities for students can be enhanced. This book provides insights into when teachers use theory to improve their teaching. Through several examples of teachers’ narratives about lesson studies on different topics when using theory, it shows the effect theoretical tools can have in lesson studies. The book is a valuable contribution to teachers’ craft and to the development of practice-based research."" Angelika Kullberg, Professor at University of Gothenburg and executive committee member of WALS ""It is my pleasure to comment on the work of John Elliott and Vicky Christoforatou: Linking Theory with Practice in the Classroom. A document of immense value for teachers at any stage of the school system, from school to university. This book’s relevant contributions focus on breaking the limits that we have imposed on ourselves in conventional teaching between theory and practice, research, reflection and action, school and university, academy and community, cognitive development. and the socio-emotional dimension...From the voices of teachers who become researchers of their own professional practice, teachers immerse themselves in an endless process of cycles of cooperative research-action to solve authentic problems of learning and teaching in diverse educational contexts, within the complex and uncertain social and educational realities that we inhabit in contemporary times. Professor John Elliott's extensive and consistent experience in research, theorizing and action in the educational field, for more than 60 years, is reflected in this new contribution to educational innovation of relevance and quality. Those of us who admire his career as an inspiring teacher celebrate this new and suggestive publication."" Angel I. Pérez Gómez, Profesor emérito de la facultad de ciencias de la Educaciòn, Universidad de Málaga, Spain ""In an education climate whereby research and evidence are the levers for change, this book and the research and voices contained within are a vital and timely contribution. As educators we can sometimes feel somewhat ‘other’ to the academic community. As education leaders it can be challenging to navigate the powerful from the trendy. I am passionate about the role Lesson Study can play in bringing the worlds of theory and practice together, and whilst books like this exist from other parts of the world it is a mark of the depth of professionalism that exists within East Anglia’s teaching community that we are in a position to bring this together now. Eternal gratitude to John Elliot for bringing Lesson Study to my life and to both Vicky Christoforatou and John for bridging the narrowing divide, I feel Lawrence Stenhouse would be proud."" Lucy Austin, Headteacher East Point Academy, Inspiration Trust, UK"


Author Information

John Elliott is Emeritus Professor of Education and Lifelong Learning at the University of East Anglia, UK. He is well known internationally for his role in developing the theory and practice of educational action research in the contexts of curriculum and teacher development, and has directed a number of funded collaborative classroom research projects with teachers and schools. Vicky Christoforatou is a Lecturer in Education on the Secondary Postgraduate Certificate in Education Course at the University of East Anglia, UK. In her role as teacher educator, she specialises in the field of English Language and Literature teaching. Vicky was also an English teacher and literacy coordinator in a variety of educational contexts locally and nationally.

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