Yuta Suzuki (Japan Tokyo Institute of Technology)
Reforming Lesson Study in Japan
Theories of Action for Schools as Learning Communities
48,99 €
inkl. MwSt.
Versandkostenfrei*
Versandfertig in über 4 Wochen
Melden Sie sich
hier
hier
für den Produktalarm an, um über die Verfügbarkeit des Produkts informiert zu werden.
Yuta Suzuki (Japan Tokyo Institute of Technology)
Reforming Lesson Study in Japan
Theories of Action for Schools as Learning Communities
- Broschiertes Buch
This book elucidates the formation and development of theories of action in school reforms under the Schools as Learning Communities initiative. It provides a theoretical foundation for reviewing Japanese lesson study reforms, and will interest academics and practitioners looking for insights into the future of lesson study.
Andere Kunden interessierten sich auch für
- Yuta SuzukiReforming Lesson Study in Japan123,99 €
- Paul A. KirschnerHow Learning Happens20,99 €
- Samuel StricklandThey Don't Behave for Me: 50 classroom behaviour scenarios to support teachers16,99 €
- Reclaiming Lesson Observation37,99 €
- Helen KellySchool Leaders Matter174,99 €
- Jakob Ditlev BÃ jeProfessionalisation of School Leadership28,99 €
- Nick Sorensen (UK Bath Spa University)The Improvising Teacher50,99 €
-
-
-
This book elucidates the formation and development of theories of action in school reforms under the Schools as Learning Communities initiative. It provides a theoretical foundation for reviewing Japanese lesson study reforms, and will interest academics and practitioners looking for insights into the future of lesson study.
Produktdetails
- Produktdetails
- WALS-Routledge Lesson Study Series
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 198
- Erscheinungstermin: 25. September 2023
- Englisch
- Abmessung: 156mm x 234mm x 15mm
- Gewicht: 328g
- ISBN-13: 9780367517496
- ISBN-10: 0367517493
- Artikelnr.: 68715828
- WALS-Routledge Lesson Study Series
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 198
- Erscheinungstermin: 25. September 2023
- Englisch
- Abmessung: 156mm x 234mm x 15mm
- Gewicht: 328g
- ISBN-13: 9780367517496
- ISBN-10: 0367517493
- Artikelnr.: 68715828
Yuta Suzuki is an associate professor in the Institute for Liberal Arts (ILA) at Tokyo Institute of Technology. He holds a bachelor's degree in Education from the University of Tokyo and a master's degree in Education from the University of Tokyo. He received his PhD in Education from the University of Tokyo. He was a Research Fellow of Japan Society for the Promotion of Science (JSPS) and a project lecturer at the University of Tokyo. He received Seiichi Tejima Research Award (Book Award) For FY 2023 for Reforming Lesson Study in Japan following the Japan School Improvement Research Association Award in 2022. His previous books include Formation and Development of Teachers' Professional Community: A Genealogy of Research on School Reform in the United States (in Japanese) (Keiso Shobo, 2018) (Japanese Association of School Education Award 2019), Essence of Education and Teacher Learning, coauthored (in Japanese) (Gakubunsya, 2019), and Reggio Children's Wonder of Learning: Early Childhood Education at Reggio Emilia, (Japanese joint translation) (Access Publishing, 2011). His articles include "Teachers Professional Discourse in a Japanese Lesson Study", International Journal for Lesson and Learning Studies, Vol. 1, No. 3, pp. 216-231 (2012). His research interests include lesson study, school reform, action research, teachers' professionalism, professional learning, and professional community.
1. Introduction: Theory of Action in School Reform for School as Learning
Community (SLC): A Research Part I 2. Formation of the Theory of Action in
School Reform for SLC at Hamanogo Elementary School (HGE): A Focus on the
Principal Who Spearheaded the Initial Stage 3. Formation of the Theory of
Action in School Reform for SLC at Hamanogo Elementary School (HGE): A
Focus on the Research Department in the Initial Stage 4. Development of the
Theory of Action in School Reform for SLC at Hamanogo Elementary School
(HGE): A Focus on Caring in the Second Stage Part II 5. Theory of Action in
School Reform for SLC at Hiromi Elementary School (HME) 6. Formation of the
Theory of Action in School Reform for SLC at Gakuyo Junior High School
(GYJ) 7. Development of the Theory of Action in School Reform for SLC at
Gakuyo Junior High School (GYJ) Part III 8. Theory of Action in School
Reform for SLC at Kakioka Junior High School (KOJ) 9. Theory of Action in
School Reform for SLC at the Secondary School Attached to the Faculty of
Education, The University of Tokyo (UTS) 10. Conclusion: Characteristics of
Theory of Action in School Reform for SLC
Community (SLC): A Research Part I 2. Formation of the Theory of Action in
School Reform for SLC at Hamanogo Elementary School (HGE): A Focus on the
Principal Who Spearheaded the Initial Stage 3. Formation of the Theory of
Action in School Reform for SLC at Hamanogo Elementary School (HGE): A
Focus on the Research Department in the Initial Stage 4. Development of the
Theory of Action in School Reform for SLC at Hamanogo Elementary School
(HGE): A Focus on Caring in the Second Stage Part II 5. Theory of Action in
School Reform for SLC at Hiromi Elementary School (HME) 6. Formation of the
Theory of Action in School Reform for SLC at Gakuyo Junior High School
(GYJ) 7. Development of the Theory of Action in School Reform for SLC at
Gakuyo Junior High School (GYJ) Part III 8. Theory of Action in School
Reform for SLC at Kakioka Junior High School (KOJ) 9. Theory of Action in
School Reform for SLC at the Secondary School Attached to the Faculty of
Education, The University of Tokyo (UTS) 10. Conclusion: Characteristics of
Theory of Action in School Reform for SLC
1. Introduction: Theory of Action in School Reform for School as Learning
Community (SLC): A Research Part I 2. Formation of the Theory of Action in
School Reform for SLC at Hamanogo Elementary School (HGE): A Focus on the
Principal Who Spearheaded the Initial Stage 3. Formation of the Theory of
Action in School Reform for SLC at Hamanogo Elementary School (HGE): A
Focus on the Research Department in the Initial Stage 4. Development of the
Theory of Action in School Reform for SLC at Hamanogo Elementary School
(HGE): A Focus on Caring in the Second Stage Part II 5. Theory of Action in
School Reform for SLC at Hiromi Elementary School (HME) 6. Formation of the
Theory of Action in School Reform for SLC at Gakuyo Junior High School
(GYJ) 7. Development of the Theory of Action in School Reform for SLC at
Gakuyo Junior High School (GYJ) Part III 8. Theory of Action in School
Reform for SLC at Kakioka Junior High School (KOJ) 9. Theory of Action in
School Reform for SLC at the Secondary School Attached to the Faculty of
Education, The University of Tokyo (UTS) 10. Conclusion: Characteristics of
Theory of Action in School Reform for SLC
Community (SLC): A Research Part I 2. Formation of the Theory of Action in
School Reform for SLC at Hamanogo Elementary School (HGE): A Focus on the
Principal Who Spearheaded the Initial Stage 3. Formation of the Theory of
Action in School Reform for SLC at Hamanogo Elementary School (HGE): A
Focus on the Research Department in the Initial Stage 4. Development of the
Theory of Action in School Reform for SLC at Hamanogo Elementary School
(HGE): A Focus on Caring in the Second Stage Part II 5. Theory of Action in
School Reform for SLC at Hiromi Elementary School (HME) 6. Formation of the
Theory of Action in School Reform for SLC at Gakuyo Junior High School
(GYJ) 7. Development of the Theory of Action in School Reform for SLC at
Gakuyo Junior High School (GYJ) Part III 8. Theory of Action in School
Reform for SLC at Kakioka Junior High School (KOJ) 9. Theory of Action in
School Reform for SLC at the Secondary School Attached to the Faculty of
Education, The University of Tokyo (UTS) 10. Conclusion: Characteristics of
Theory of Action in School Reform for SLC