Lesson Study in a Performative Culture

Williams, Julian; Ryan, Julie; Morgan, Siân

doi:10.1007/978-94-007-7826-9_9

Cited by 11 publications

(8 citation statements)

References 11 publications

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“…GCSEs in England). Furthermore, the increasing influence of high stakes assessments within 'performative' educational systems of developed nations are acknowledged to be increasing strain on both students and teachers alike (Rodway et al, 2016;Williams, Ryan & Morgan, 2014). Unlike the areas of teaching and learning, very little use has been made of student participation and direct feedback in relation to high stakes examinations, and the point has been made that high-stakes systems are in any case highly resistant to change (Davis, 1993;Mathews, 1985;Stobart, 2008;Woods, 2003).…”

Section: Learner Engagement and Motivationmentioning

confidence: 99%

What does research tell high school teachers about student motivation for test performance?

Flitcroft

Woods

2018

Pastoral Care in Education

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Motivation' is a significant concept for teachers and students during programmes of learning which lead explicitly to high stakes assessments and examinations. This systematic literature review surveys current research evidence to find out how secondary school teachers use motivational strategies specifically in respect of student academic assessment and performance.Six research studies were identified describing the behaviours secondary school teachers engaged in to improve student performance in assessment. Taken together, the studies presented show the importance of teacher behaviours to students' academic performance, with both positive and negative impacts. The review highlights a need for further research on teacher knowledge of the effects of teacher behaviour upon the motivation of students. The review recommends collaboration between teachers and students specific to the context of learning programmes that lead to high-stakes assessments, in order to provide a locally sensitive knowledge base for teachers' practice.

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Section: Learner Engagement and Motivationmentioning

confidence: 99%

What does research tell high school teachers about student motivation for test performance?

Flitcroft

Woods

2018

Pastoral Care in Education

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“…It is collectively constructed and grounded in the practice, observation, analysis and reflection of groups of teachers focussed on particular "research" lessons. Our approach to lesson study has been reported in detail elsewhere (Williams et al, 2014).…”

Section: Methodsmentioning

confidence: 99%

“…We draw particularly on our previous empirical research in schools and our lesson study project (Williams et al, 2014) where we have been concerned to develop such dialogues in mathematics lessons. We made use of the lesson study tradition, which in mathematics has focused on problem solving.…”

Section: Background: Dialogic Pedagogy and Lesson Study Contextmentioning

confidence: 99%

“…The two themes of the post lesson study discussion that emerged were: how would we teach this lesson again, and/or what would we do in the follow-up lesson? This lesson study approach follows the widespread model of research-led continuing professional development cycles, though we have adapted it for local conditions and to focus on both classroom, and staff room dialogue (see Williams, et al, 2014).…”

Section: A Lesson Study Dialogue And/or Dialectic?mentioning

confidence: 99%

“…Our own work on dialogue in classrooms has similarly been inspired by Bakhtin's dialogism (Ryan & Williams, 2007;Williams, Ryan & Morgan, 2014). We have been sympathetic with Bakhtin's followers' distaste for the monologism of transmissionist teaching-to-targets that allows little room for dialogue and the voices of learners.…”

Section: Introductionmentioning

confidence: 99%

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On the compatibility of dialogism and dialectics: the case of mathematics education and professional development

Williams

Ryan

2019

Mind, Culture, and Activity

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On the compatibility of dialogism and dialectics 2 On the compatibility of dialogism and dialectics: The case of mathematics education and professional developmentWe argue that the distinction between dialogue (after Bakhtin) and dialectics (after Hegel, Marx, Vygotsky), is of key importance to learning-teaching and to mathematics education. Some followers of Bakhtin have argued that these concepts are irreconcilable, or incompatible, since dialectics implies and dialogism implicitly denies the requirement of telos (i.e., a targeted endpoint). On the contrary, we argue for compatibility; dialogism can allow for the progress implied by dialectics, but its teleology is inherent in its efficacy in practice rather than in any pre-defined endpoint. We show how a mathematical or professional dialogue can involve dialectical negations and supersession, thus providing for progress or development, without loss of dialogism. Our case is taken from a lesson study in which progress emerging from classroom and staffroom dialogues is interpreted in dialectical terms as developmental. The connection with Vygotsky's theory of concepts in learning-teaching and the possible generalization of the argument are discussed. We conclude that the key moments on which concept development turns are: (1) the negation by multiple, lived practices, and (2) the creative, speculative, supersession of inadequate concepts, in appropriate dialogues.

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Developing teachers’ capacity to support students’ assessment experiences: An exploratory participatory action research project in collaboration with high school students

Forshaw

Woods

McCaldin

2023

Educational Psychology in Practice

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Lesson Study in a Performative Culture

Cited by 11 publications

References 11 publications

What does research tell high school teachers about student motivation for test performance?

What does research tell high school teachers about student motivation for test performance?

On the compatibility of dialogism and dialectics: the case of mathematics education and professional development

Developing teachers’ capacity to support students’ assessment experiences: An exploratory participatory action research project in collaboration with high school students

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