How Does Lesson Study Promote District Education Reform? -- A Case Study of a District in Shanghai

Autor/inn/en	An, Guiqing; Chen, Yanru; Fang, Yanping; Liu, Jingwen
Titel	How Does Lesson Study Promote District Education Reform? -- A Case Study of a District in Shanghai
Quelle	In: International Journal for Lesson and Learning Studies, 11 (2022) 2, S.106-120 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (An, Guiqing) ORCID (Fang, Yanping) ORCID (Liu, Jingwen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-8253
DOI	10.1108/IJLLS-01-2022-0003
Schlagwörter	Lesson Plans; Educational Change; Foreign Countries; School Districts; Faculty Development; Action Research; Case Studies; Instructional Leadership; Leadership Training; Curriculum Development; Instructional Innovation; Instructional Design; English (Second Language); Second Language Learning; Second Language Instruction; Grade 3; Elementary School Students; Alignment (Education); Elementary Secondary Education; China (Shanghai) + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Bildungsreform; Ausland; School district; Schulbezirk; Projektforschung; Case study; Fallstudie; Case Study; Instruction; Leadership; Bildung; Erziehung; Führung; Führungslehre; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational Innovation; Bildungsinnovation; Lesson concept; Lessonplan; Unterrichtsentwurf; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	Purpose: Lesson study (LS) is generally regarded as a pathway for teachers' professional development and a method for teachers' instructional research. LS has been regarded as having the potential to drive large-scale reform but little is known about how it does so from a district level. Therefore, this paper aims to reveal how lesson study promote district education reform. Design/methodology/approach: This study offers an in-depth case study of how District Y of Shanghai, China, took LS as the primary method in promoting its District Project of Building Curriculum Leadership in Schools. By analyzing the key project documents and achievements in project promotion, and interviews with the major Project leaders at District and school levels, this study explored the practice and impact of LS as a tool to promote district reform. Findings: In the District Project, LS has been a medium to address each individual school's real problems of practice and turn them into reform vision and reform will in alignment with District goals. Five levels of school curriculum texts have been planned, designed, translated, implemented, reflected on, updated and mutually adjusted systematically through LS to ensure consistency in transforming District reform vision into classroom practice. Different models of teaching-research community building were found in sampled project schools and professional expertise was built with district support to promote reform. The curriculum leadership development through LS has shaped reform leader schools and formed a collection of LS exemplars circulated in schools as high-quality curriculum packages, which laid the foundation for district-wide reform. Originality/value: The innovative practice of LS in China's education reform has expanded its reach from within one classroom to the entire district curriculum system and made it an important tool to drive large-school district-based education reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01