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Lesson Study as a Human Science by Catherine Lewis, Kiyomi Akita & Manabu Sato - 2010This chapter examines lesson study as an example of human science. Lesson study is a form of educational research that originated in Japan and is credited for several important instructional improvements. Using two elementary school cases, the chapter examines lesson study as a form of research that (1) explicitly articulates values, (2) focuses on knowledge that teachers find useful, (3) places teachers and researchers on a level playing field, and (4) emphasizes spread of knowledge through development of the knower and knowledge embodied in print and artifacts.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 109. No. 1. |
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- Catherine Lewis
Mills College
E-mail Author
CATHERINE LEWIS is distinguished researcher at Mills College School of Education (Oakland, CA) and director of the Lesson Study Group at Mills College (www.lessonresearch.net). Her research focuses on Japanese and U.S. elementary education. Recent publications include “Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case” (2009, Journal of Mathematics Teacher Education) and “What Is Successful Adaptation of Lesson Study?” (2008, Journal of Educational Change).
- Kiyomi Akita
University of Tokyo
E-mail Author
KIYOMI AKITA is professor in the Graduate School of Education at the University of Tokyo, Japan. Her research interests include teacher education, preschool education, and early literacy. Her publications include more than 10 books in Japanese, and recent publications are “Lesson Study and Learning Process” (2010, Hosou Daigaku Publishing, in Japanese) and “Lesson Study and Teacher’s Learning: Introduction to Lesson Study” (2009, Akita & Lewis, Eds., Akashi Publishing, in Japanese).
- Manabu Sato
University of Tokyo
E-mail Author
MANABU SATO is professor and former dean of the Graduate School of Education at the University of Tokyo, Japan. His research focuses on curriculum history and teacher education. His publications include more than 10 books in Japanese, and English chapters, including “Confronting Issues of Teacher Education in Japan: Current Reform and Its Agenda” (In P. Morris & J. Williamson, Eds., Teacher Education in Asia-Pacific Region, Falmer Press, 2000); and “Classroom Management in Japan: A Social History of Teaching and Learning (In N. Shimahara, Ed., Politics of Classroom Life: Classroom Management in International Perspective, Garland Press, 1998).
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