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ERIC Number: EJ961899
Record Type: Journal
Publication Date: 2011
Pages: 23
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-0126-7663
Ensuring Instruction Changes: Evidence Based Teaching--How Can Lesson Study Inform Coaching, Instructional Rounds and Learning Walks?
Stephens, Max
Journal of Science and Mathematics Education in Southeast Asia, v34 n1 p111-133 2011
For those who are committed to Lesson Study as a means of developing teacher capacity and bringing about innovation of mathematics teaching and learning, there is value in looking at related strategies, now widely in use in several countries, which aim to achieve similar goals. In this paper, three related strategies will be examined alongside Lesson Study. These are Coaching, Instructional Rounds and Learning Walks. Each has built up a substantial literature and attracts strong support from teachers and school systems. All are intended to enhance teachers' capacity and to improve the quality of teaching and learning. Coaching, Instructional Rounds and Learning Walks appear to be driven by a strong focus on school improvement and school accountability. The great strength of Lesson Study is its focus on how teaching can foster deep mathematical learning for all students. How then do these different strategies complement each other? More importantly, what does Lesson Study have to offer to other approaches to improve instruction and student learning? (Contains 1 figure and 2 tables.)
Southeast Asian Ministers of Education Organization Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM). Jalan Sultan Azlan Shah, 11700 Gelugor, Penang, Malaysia. Tel: +011-60-4-658-3266; Fax: +011-60-4-657-2541; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 7; Grade 8; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; United States