Review of research literature about the use of lesson study and lesson study-related practices relevant to the field of special needs and inclusive education

This is the author accepted manuscript. The final version is available from Taylor & Francis via the DOI in this recordThere are practical questions about how inclusive schools can enable quality teaching and teachers’ professional development that are relevant to students with special educational needs (SEN). In moves towards inclusive education, teachers are confronted with issues about their knowledge, skills and perceived efficacy to adopt inclusive teaching approaches. Based on an explicit approach to inclusive teaching, this paper illustrates how Lesson Study (LS) and Lesson Study related professional development practices embody the values of inclusive teaching and reflective practice. Peer-reviewed academic papers about LS and LS related practices were reviewed. This found that these practices were predominantly used in continuing professional development and evaluated with a focus on their contexts, processes and outcomes in ordinary and specialist settings. The extent to which LS and LS related practices have been evaluated in these settings with different kinds of SEN is also examined. Based on this review increased use and evaluation of lesson study and lesson study related practices are recommended

Immersive learning of biomolecules

This paper reports a new international initiative on the use of virtual and augmented reality (VAR) technology to assist student learning of biomolecules. Researchers, developers and educators from Nanyang Technological University, National Institute of Education, Hwa Chong Institution and River Valley High School in Singapore, Utrecht University and Windesheim University of Applied Science in The Netherlands, will work together for two years on this project. The objective of this research is to investigate the benefits of applying the latest VAR technology to enhance students’ learning of molecular biology. In particular, the project is keen to design new immersive and interactive contents for selected topics such as enzymes, proteins, DNAs etc., in molecular biology. This interdisciplinary collaboration has a potential to grow globally

Perineal descent and patients’ symptoms of anorectal dysfunction, pelvic organ prolapse, and urinary incontinence

Contains fulltext : 89793.pdf (publisher's version ) (Closed access)INTRODUCTION AND HYPOTHESIS: The aim of this dynamic magnetic resonance (MR) imaging study was to assess the relation between the position and mobility of the perineum and patients' symptoms of pelvic floor dysfunction. METHODS: Patients' symptoms were measured with the use of validated questionnaires. Univariate logistic regression analyses were used to study the relationship between the questionnaires domain scores and the perineal position on dynamic MR imaging, as well as baseline characteristics (age, body mass index, and parity). RESULTS: Sixty-nine women were included in the analysis. Only the domain score genital prolapse was associated with the perineal position on dynamic MR imaging. This association was strongest at rest. CONCLUSIONS: Pelvic organ prolapse symptoms were associated with the degree of descent of the perineum on dynamic MR imaging. Perineal descent was not related to anorectal and/or urinary incontinence symptoms.1 juni 201

The implementation of lesson study in primary education in the Netherlands

Item does not contain fulltextLesson Study is a widespread teacher professional development approach. Over the past few years, Lesson Study has become more widely known in the Netherlands. The origin of Lesson Study from another country and culture may create additional challenges for successful implementation of this approach in this small European country with its own educational context. The aim of the case study described in this chapter was not to investigate the effectiveness of the approach, but to examine the factors promoting or impeding its successful implementation in the context of additional needs support in three elementary Dutch schools. Though the suggestions made for careful implementation of this approach may be important for other schools in the Netherlands and in other countries, we must realise that Lesson Study can have greater impact if attention is paid to its preconditions. It is easy to simply initiate the implementation of Lesson Study, but it is not that easy to implement this innovation in a sustainable way

Lesson Study in Inclusive Educational Settings

Lesson Study has been shown to be a systematic way of building teachers’ knowledge by allowing them to share their knowledge with each other. While much has been written about the benefits of Lesson Study in science and mathematics education, this book analyses its impact on education for children with special needs. It studies the ways in which the Lesson Study process is implemented in different educational contexts in the Netherlands, Singapore, the UK, and Sweden—countries which propagate more inclusive learning environments regardless of varying degrees of student capacities. In addition to making transcultural comparisons regarding concepts, procedures, and instruments in the use of Lesson Study in these four countries, this book will provide practice-based suggestions for teachers to formulate collaborative lesson plans

Lesson Study for Inclusive Teaching in Various Settings

Providing for the diverse educational needs of students is one of the most challenging educational goals in today’s schools. It is reflected in various terms, such as differentiated, adaptive, and responsive instruction, and in contemporary terms, such as inclusive education and teaching. One way of approaching this issue is to frame it within the perspective of what the teacher or team of teachers is doing in terms of inclusive teaching. The first steps towards these developments are represented by the chapters in this book written by authors who have been involved in using Lesson Study within the Netherlands, the UK, Singapore, and Sweden. The use of Lesson Study in different settings, including those that might be seen as separate and segregated, calls to question what is meant by inclusive teaching. In addition to discussing this important question, this book also examines the concepts of inclusion, inclusive education and teaching, and the nature and practice of Lesson Study within these various settings