Skip to main content

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

Item

Title
Chinese Lesson Study: A Deliberate Practice, a Research Methodology, and an Improvement Science
Abstract/Description
PURPOSE
Although CLS has been implemented in China for over a century, it is barely known to educators internationally. The purpose of this paper is to synthesize the salient characteristics of Chinese lesson study (CLS), introduce the major themes of this special issue, and invite dialogues about the theories and practices of CLS.

DESIGN/METHODOLOGY/APPROACH
The authors of this editorial paper conducted an extensive literature review on CLS, analyzed the contents and methods of the existing research categorically, compared CLS with other models of LS globally, and present this special issue articles and their major contributions thematically. The theoretical framework of the paper relies mainly on cultural theories and theories on research paradigms such as improvement science, which explain why and how CLS functions in Chinese education system over time.

FINDINGS
Existing studies suggest that CLS is a deliberate practice for developing instructional expertise, a research methodology for linking research and practice, and an improvement science for instruction and school improvement system wide. In addition to the theorization of CLS, this special issue also introduces some adaptations of CLS outside of China such as the USA and Italy.

ORIGINALITY/VALUE
This paper, for the first time, spells out some salient features of CLS, and discusses issues in adapting CLS in other parts of the world. It will enrich the understanding of LS theories and practices in China and promotes trans-cultural development of LS internationally.
Author/creator
Huang, Rongjin
Fang, Yanping
Chen, Xiangming
Date
2017
In publication
International Journal for Lesson and Learning Studies
Volume
6
Issue
4
Pages
270-282
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Theoretical
Keywords
improvement science
design research
lesson study
Chinese lesson study
deliberate practice
learning study
IRE Approach/Concept
Lesson Study
Improvement Science
Primary national context
China
Open access/full-text available
en No
Peer reviewed
en Yes
ISSN
2046-8253
DOI
10.1108/IJLLS-08-2017-0037
URL
Official Publisher's Webpage (Emerald Insight)
Article on ProQuest
Article on Author's Profile (ResearchGate)
Citation
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
Cited in
Critical Perspectives on the Contexts of Improvement Research in Education
Cross-National Research on Continuous Improvement
Item sets
Handbook Chapter 11 Citations
OB Citations - Cross National Research on Continuous Improvement

Linked resources

Items with "Cites: Chinese Lesson Study: A Deliberate Practice, a Research Methodology, and an Improvement Science"
Title Class
Cross-National Research on Continuous Improvement Bibliography
Items with "Contains part: Chinese Lesson Study: A Deliberate Practice, a Research Methodology, and an Improvement Science"
Title Class
Theory and Practice of Chinese Lesson Study and Its Adaption in Other Countries [Special Issue] Special Issue/Series

Export

Comments

No comment yet! Be the first to add one!

I agree with terms of use and I accept to free my contribution under the licence CC BY-SA.

New Tags

I agree with terms of use and I accept to free my contribution under the licence CC BY-SA.