Japanese lesson study: a numeracy coach's view Doig, Brian, Groves, Susie, Vale, Colleen and Widjaja, Wanty 2016, Japanese lesson study: a numeracy coach's view, Teaching innovations, vol. 29, no. 2, pp. 89-97, doi: 10.5937/inovacije1602089D. Attached Files Name Description MIMEType Size Downloads doig-japaneselesson-2016.pdf Published version application/pdf 304.84KB 88 Title Japanese lesson study: a numeracy coach's view Translated title Јапански лекцију студија : кочија Нумерацy приказ Author(s) Doig, Brian orcid.org/0000-0001-8971-6619 Groves, Susie Vale, Colleen orcid.org/0000-0002-9070-7071 Widjaja, Wanty orcid.org/0000-0002-7288-6088 Journal name Teaching innovations Volume number 29 Issue number 2 Start page 89 End page 97 Total pages 9 Publisher University of Belgrade, Teacher Education Faculty Place of publication Belgrade, Serbia Publication date 2016 ISSN 0352-2334 2335-0806 Keyword(s) Japanese Lesson Study Numeracy coaches Teacher professional development Summary This paper reports findings based on interview data from a professional teacher educator who was a Numeracy Coach for a group of schools that participated in a research project, Implementing structured problem-solving mathematics lessons through Lesson Study. The Numeracy Coach was a highly-skilled professional teacher educator, whose position was such that she was both a support person to the teachers and a participant in the project. Her insights into the processes and effects of Japanese Lesson Study, on teachers, as well as herself, are extremely enlightening, and form the data for this paper. While the evidence is from a single source, the evidence is consistent with other projects into the effectiveness of the Japanese model of Lesson Study. Aspects of the project with implications for teacher professional development are detailed. Language eng DOI 10.5937/inovacije1602089D Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy Socio Economic Objective 930202 Teacher and Instructor Development HERDC Research category C2 Other contribution to refereed journal ERA Research output type X Not reportable Copyright notice ©2016, The Authors Free to Read? Yes Use Rights Persistent URL http://hdl.handle.net/10536/DRO/DU:30085349 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Open Access Collection Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Fri, 12 Aug 2016, 05:00:43 EST Thu, 18 Aug 2016, 12:32:36 EST Thu, 18 Aug 2016, 12:42:02 EST Thu, 18 Aug 2016, 13:53:45 EST Thu, 03 Nov 2016, 09:02:43 EST Tue, 29 Nov 2016, 13:12:16 EST Tue, 29 Nov 2016, 13:18:09 EST Tue, 29 Nov 2016, 13:20:14 EST Fri, 06 Jan 2017, 09:51:38 EST Wed, 08 Mar 2017, 14:57:57 EST Fri, 02 Jun 2017, 12:53:38 EST Fri, 07 Sep 2018, 12:35:45 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 163 Abstract Views, 90 File Downloads  -  Detailed Statistics Created: Thu, 18 Aug 2016, 12:32:35 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.