Design based research to develop the teaching of pupils with moderate learning difficulties (MLD): Evaluating lesson study in terms of pupil, teacher and school outcomes
Design based research to develop the teaching of pupils with moderate learning difficulties (MLD): Evaluating lesson study in terms of pupil, teacher and school outcomes
复制标题
基于设计的研究，以发展中度学习困难（MLD）学生的教学：根据学生、教师和学校的成果评估课程学习
DOI：
10.1016/j.tate.2013.04.012
复制
发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Annamari Ylonen
中科院分区：
文献类型：
--
作者：
B. Norwich;Annamari Ylonen
本文讨论了如何设计为基础的研究方法是用来完善使用的课程研究在一个新的教学领域的重点是中等学习困难的学生与新的研究方法的项目。该研究从评估两个阶段的课程研究的背景、过程和结果方面改进了课程研究方法。调查结果表明，学生和教师的有益成果，而学校的成果仍然更加复杂。研究表明，要使课例研究成为学校的一种持续承诺，各种情境因素是至关重要的。
This paper discusses how a design-based research approach was used to refine the use of Lesson Study in a project with novel research methods in a new area of teaching focussing on pupils with moderate learning difficulties. The study refined the Lesson Study methods in terms of the evaluation of the contexts, processes and outcomes of the Lesson Studies undertaken over two phases. The findings suggest beneficial outcomes for pupils and teachers while outcomes for schools remain more complex. The study shows that various contextual factors are critical if Lesson Study is going to become a sustained commitment in schools.