Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics

Lesson Study is rapidly becoming one of the most adopted models of teacher professional development worldwide. In this paper, we examine the teachers’ discussions that are an integral part of the Lesson Study research cycle. In particular, we investigate the ‘dialogic mechanisms’ that enable teachers’ pedagogical intentions to be developed within the context of discussions that stem from observations of students as they address mathematical problems. In so doing we hypothesize about the nature of the ‘dialogic space’ that is created and how this allows teachers to move from the collaborative analysis of student outcomes to an enhanced understanding of pedagogical intentions in mathematics. Data for this paper derive from a large research project taking place in Camden, London. This project aims to implement Lesson Study in the context of the introduction of a New National Curriculum for Mathematics in England. It involves a large cohort of mathematics teachers across primary and secondary schools. Quantitative analysis of video-recorded Lesson Study discussions is reviewed and one illustrative case study is included to contextualise the quantitative data. Findings suggest that a focus on student outcomes enables teachers to collaborate effectively on developing pedagogical intentions to directly address student need. Further, it seems that particular features of dialogue are evident where teachers move to an agreed perspective on pedagogic change; and evidence of ‘supportive moves’ in interactions suggest that a form of dialogic space is necessary if all teachers in a Lesson Study group are to learn from shared understandings about future teaching and learning needs.The research was funded from the Office of the Lord Mayor of London

Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions

This paper contributes to our understanding of teacher learning in the context of Lesson Study (LS), a model of professional development that involves collaborative lesson planning and evaluation. Video-recorded LS discussions of mathematics teachers based in London were analysed for this purpose. Two inter-related studies are presented: the first involved the construction of a reliable coding protocol for video analysis; the second used this protocol for coding 120 fragments of discussions amongst 91 teachers. Findings are discussed with reference to tests of reliability and results of multilevel analysis, which reveal differential effects of particular forms of interactions on learning processes.This research was made possible through a grant of the London School Excellence Fund

The impact of Lesson Study professional development on the quality of teacher learning

This paper aims to increase our understanding of the impact of Lesson Study (LS) on the quality of teacher learning. It draws on longitudinal and cross-sectional data from three waves of data collection from 214 teachers engaged in LS during one full school year. The findings showed positive effects of Lesson Study on meaning-oriented and application-oriented teacher learning and a negative effect on problematic learning. Less experienced teachers showed the highest gain in meaning-oriented learning. The paper contributes to advancement of our theoretical understanding of teacher learning as it provides evidence of mechanisms through which professional development impacts teacher learning

The impact of Lesson Study professional development on the quality of teacher learning

This paper aims to increase our understanding of the impact of Lesson Study (LS) on the quality of teacher learning. It draws on longitudinal and cross-sectional data from three waves of data collection from 214 teachers engaged in LS during one full school year. The findings showed positive effects of Lesson Study on meaning-oriented and application-oriented teacher learning and a negative effect on problematic learning. Less experienced teachers showed the highest gain in meaning-oriented learning. The paper contributes to advancement of our theoretical understanding of teacher learning as it provides evidence of mechanisms through which professional development impacts teacher learning

Removal of Escherichia coli and Faecal Coliforms from Surface Water and Groundwater by Household Water Treatment Devices/Systems: A Sustainable Solution for Improving Water Quality in Rural Communities of the Southern African Development Community Region

There is significant evidence that household water treatment devices/systems (HWTS) are capable of dramatically improving microbially contaminated water quality. The purpose of this study was to examine five filters [(biosand filter-standard (BSF-S); biosand filter-zeolite (BSF-Z); bucket filter (BF); ceramic candle filter (CCF); and silver-impregnated porous pot (SIPP)] and evaluate their ability to improve the quality of drinking water at the household level. These HWTS were manufactured in the workshop of the Tshwane University of Technology and evaluated for efficiency to remove turbidity, faecal coliforms and Escherichia coli from multiple water source samples, using standard methods. The flow rates ranged from 0.05 L/h to 2.49 L/h for SIPP, 1 L/h to 4 L/h for CCF, 0.81 L/h to 6.84 L/h for BSF-S, 1.74 L/h to 19.2 L/h and 106.5 L/h to 160.5 L/h for BF The turbidity of the raw water samples ranged between 2.17 and 40.4 NTU. The average turbidity obtained after filtration ranged from 0.6 to 8 NTU (BSF-S), 1 to 4 NTU (BSF-Z), 2 to 11 NTU (BF), and from 0.6 to 7 NTU (CCF) and 0.7 to 1 NTU for SIPP. The BSF-S, BSF-Z and CCF removed 2 to 4 log10 (99% to 100%) of coliform bacteria, while the BF removed 1 to 3 log (90% to 99.9%) of these bacteria. The performance of the SIPP in removing turbidity and indicator bacteria (>5 log10, 100%) was significantly higher compared to that of the other HWTS (p < 0.05). The findings of this study indicate that the SIPP can be an effective and sustainable HWTS for the Southern African Development Community (SADC) rural communities, as it removed the total concentration of bacteria from test water, can be manufactured using locally available materials, and is easy to operate and to maintain

Ceramic Water Filter for Point-Of-Use Water Treatment in Developing Countries: Principles, Challenges and Opportunities

Drinking water source contamination poses a great threat to human health in developing countries. Point-of-use (POU) water treatment techniques, which improve drinking water quality at the household level, offer an affordable and convenient way to obtain safe drinking water and thus can reduce the outbreaks of waterborne diseases. Ceramic water filters (CWFs), fabricated from locally sourced materials and manufactured by local labor, are one of the most socially acceptable POU water treatment technologies because of their effectiveness, low-cost and ease of use. This review concisely summarizes the critical factors that influence the performance of CWFs, including (1) CWF manufacturing process (raw material selection, firing process, silver impregnation), and (2) source water quality. Then, an in-depth discussion is presented with emphasis on key research efforts to address two major challenges of conventional CWFs, including (1) simultaneous increase of filter flow rate and bacterial removal efficiency, and (2) removal of various concerning pollutants, such as viruses and metal(loid)s. To promote the application of CWFs, future research directions can focus on: (1) investigation of pore size distribution and pore structure to achieve higher flow rates and effective pathogen removal by elucidating pathogen transport in porous ceramic and adjusting manufacture parameters; and (2) exploration of new surface modification approaches with enhanced interaction between a variety of contaminants and ceramic surfaces

Sex Differences in the Brain: A Whole Body Perspective

Most writing on sexual differentiation of the mammalian brain (including our own) considers just two organs: the gonads and the brain. This perspective, which leaves out all other body parts, misleads us in several ways. First, there is accumulating evidence that all organs are sexually differentiated, and that sex differences in peripheral organs affect the brain. We demonstrate this by reviewing examples involving sex differences in muscles, adipose tissue, the liver, immune system, gut, kidneys, bladder, and placenta that affect the nervous system and behavior. The second consequence of ignoring other organs when considering neural sex differences is that we are likely to miss the fact that some brain sex differences develop to compensate for differences in the internal environment (i.e., because male and female brains operate in different bodies, sex differences are required to make output/function more similar in the two sexes). We also consider evidence that sex differences in sensory systems cause male and female brains to perceive different information about the world; the two sexes are also perceived by the world differently and therefore exposed to differences in experience via treatment by others. Although the topic of sex differences in the brain is often seen as much more emotionally charged than studies of sex differences in other organs, the dichotomy is largely false. By putting the brain firmly back in the body, sex differences in the brain are predictable and can be more completely understood

Oefent een leerling meer door niveaudifferentiatie?: Het effect van data-gestuurde differentiatie op leerinspanning en de rol van eerder behaalde cijfers

Ondanks de toename van data-gestuurde dif- ferentiatie in het onderwijs is er nog weinig wetenschappelijk bewijs over de effecten van dergelijke differentiatie via ICT-toepassingen op het leerproces. Deze studie onderzoekt daarom het effect van data-gestuurde diffe- rentiatie op de geleverde inspanning (leerac- tiviteit) door de leerling en hoe deze relatie samenhangt met eerder behaalde cijfers. Leer- lingen zijn binnen klassen, in de context van een reeds bestaande digitale oefenomgeving, willekeurig toegewezen aan data-gestuurde differentiatie. Het effect van data-gestuurde differentiatie wordt verder uitgesplitst tus- sen leerlingen op basis van prestatieniveaus, welke zijn afgeleid uit het voortschrijdend gemiddelde cijfer. Het onderzoek vindt plaats gedurende een schooljaar in de context van de onderbouw van het voortgezet onderwijs en de vakken biologie, geschiedenis en eco- nomie. De analyses zijn uitgevoerd op basis van een longitudinaal hiërarchisch regressie model (N = 606), en adresseren zowel variantie tussen leerlingen als binnen leerlingen over tijd. De resultaten tonen een positief effect van data-gestuurde differentiatie op de leer- activiteit van sommige – voornamelijk hoog presterende – leerlingen. Het effect van data- gestuurde differentiatie op de relatie tussen behaalde cijfers en daaropvolgende leeracti- viteit verschilt echter sterk tussen leerlingen en vakken. Daarmee onderstreept deze studie dat het effect van data-gestuurde differentiatie niet kan worden gegeneraliseerd over vakken en tussen leerlingen. Vervolgonderzoek is nodig om deze bevindingen verder te duiden en de optimale vorm van data-gestuurde dif- ferentiatie voor elke leerling te identificeren