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  • 1.
    Kullberg, Angelika
    et al.
    Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden.
    Vikström, Anna
    Department of Arts, Communication and Education, Luleå University of Technology, Luleå, Sweden.
    Runesson, Ulla
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research.
    Mechanisms enabling knowledge production in learning study2020In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 9, no 1, p. 78-91Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this paper is to add to the discussion about practitioner research in schools – by addressing mechanisms and systematic strategies based on theory in a research model, which enables the creation of knowledge products that enhance student learning and are sharable between teachers.

    Design/methodology/approach: The research question is the following: Can a specific form of teachers’ research produce practice-based knowledge relevant beyond the borders of the local school context? This question is addressed through empirical examples from previously published papers on learning studies in natural sciences, mathematics and language.

    Findings: This paper promotes the view that teachers in learning studies can create practical public knowledge relevant beyond their local context. The authors suggest that learning studies and variation theory can offer teachers mechanisms to create such public knowledge.

    Originality/value: The paper proposes that teachers’ collaboration in professional learning communities, as in a learning study, not only has the capacity to increase students’ and teachers’ learning, but it can also be used to create practical public knowledge. 

  • 2.
    Lindström, Clare
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Two tenses are better than one: Using contrast and complexity to develop grammatical understanding2017In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 6, no 2, p. 124-134Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this paper is to present findings from a learning study (Lindström, 2015) with Swedish sixth grade pupils on the English grammatical structure, the progressive aspect (PROG). The focus is on how the lesson design and the treatment of the subject content, informed by variation theory, affected the learning of the PROG.

    Design/methodology/approach: Four teachers of English as a foreign language, including the teacher researcher, collaborated to plan, teach, evaluate and analyse a series of six research lessons. The theoretical framework was the variation theory of learning which was used both to design the lessons and analyse teaching and learning. A basic assumption is that learning is a function of discernment, and discernment is conditional upon experiencing variaion. Empirical data consisted of interview transcripts, pre- and post-lesson assessments, and video recordings of the lessons.

    Findings: The use of the present tense when teaching the PROG was insufficient. When the past tense was introduced, along with particularly powerful examples, pupils’ understanding of the PROG improved. Furthermore, reversing the conventional order by instead beginning the lesson with examples in the past tense, helped the pupils to generalise the meanings of the PROG. Improved pupil learning outcomes were observed when the PROG was treated from the perspective of wholeness, simultaneity and complexity. Originality/value: The findings challenge conventional ways of teaching the PROG and thus have value for instruction of English as a foreign language.

  • 3.
    Lövström, A.
    et al.
    Department of Pedagogy and Learning, Faculty of Social Sciences, Linnaeus University, Växjö, Sweden.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD). Department of Pedagogy and Learning, Faculty of Social Sciences, Linnaeus University, Växjö, Sweden.
    Olteanu, C.
    Department of Mathematics, Faculty of Technology, Linnaeus University, Kalmar, Sweden.
    Different student achievement profiles in a learning study about integers: are the students included?2021In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 10, no 1, p. 17-32Article in journal (Refereed)
    Abstract [en]

    Purpose: The aim of this study is to investigate achievement profiles in mathematics when integers are taught in a learning study in grade three (to children 8–9 years old) and to explore to what extent students with such profiles participate in inclusive teaching and learning practices.

    Design/methodology/approach: Data from a previous learning study are re-analysed, supported by a framework that enables the investigation of inclusive practices. In the present study, inclusion and achievement are viewed as interrelated, meaning that student achievement must be incorporated in the definition of inclusion. The analysis is based on documentation of a video-recorded lesson and on identical tests conducted before and after the lesson.

    Findings: The general framing of the learning study indicates an inclusive practice, while pre- and post-test achievement together with data from the lesson reveal a mixed picture concerning student achievement and inclusion. The analysis of the pre- and post-test results for the 16 students in the class indicates considerable diversity in student achievement, resulting in four achievement profiles. The main conclusion is that some students gained from participating in the learning study lesson while others did not. The extensive analysis of four students' participation, one for each profile, shows that differences in student achievement are related to the extent to which students participate in inclusive teaching and learning practices.

    Originality/value: While previous research on learning studies has mainly considered average student achievement, this study focuses on individual variation in achievement and the reasons for it, a matter largely neglected in previous learning study research.

  • 4.
    Mårtensson, Pernilla
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research.
    Learning to see distinctions through learning studies: Critical aspects as an example of pedagogical content knowledge2019In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 8, no 3, p. 196-211Article in journal (Refereed)
    Abstract [en]

    Purpose

    The purpose of this paper is to identify changes in teacher’s pedagogical content knowledge (PCK) as a result of their participation in two learning studies in mathematics.

    Design/methodology/approach

    A group of four mathematics teachers and the researcher of this paper explored two objects of learning related to division with decimal numbers and the straight-line equation in a learning study (LS) project over the course of one year. The data used consist of eight video-recorded lessons, four written student tests, eight student interviews and 14 recorded team meetings. The analysis was based on the variation theory principle about learning (Marton, 2015) and on ontological assumptions within the phenomenographic approach (Marton, 1981).

    Findings

    It was found that teachers’ PCK was changed and refined through the LS process in terms of differences in ways of understanding and discussing critical aspects related to each object of learning. In the paper, the terms “presumed critical aspects” and “explored critical aspects” are used to illustrate this difference. Furthermore, the concepts are viewed in relation to three subdomains of PCK: knowledge of content and curriculum (KCC), knowledge of content and students (KCS) and knowledge of content and teaching (KCT).

    Originality/value

    Bringing out the difference between “presumed critical aspect” and “explored critical aspects” advances the view that critical aspects are dynamic and emergent in practice – in the interaction between teaching and student learning. The research exposes “explored critical aspects” as a specific form of PCK in which KCC, KCS and KCT are intertwined.

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  • 5.
    Mårtensson, Pernilla
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research.
    Hansson, Henrik
    Jönköping University, School of Education and Communication.
    Challenging teachers' ideas about what students need to learn: Teachers' collaborative work in subject didactic groups2018In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 7, no 2, p. 98-110Article in journal (Refereed)
    Abstract [en]

    Purpose

    The purpose of this paper is to contribute to the understanding of the processes that make teachers learn in a collaborative arrangement similar to lesson study (LS) and learning study (LearS). The teachers in this collaboration wanted to enhance teaching and student learning (grades 4-7) about decimal numbers.

    Design/methodology/approach

    The analysis is based on data from five teachers’ collaborative work in an adaptive arrangement of LS and LearS called subject didactic groups. Data consist of eight audio recordings of the teachers’ meetings as well as written and photographic documentation of the meetings. The analysis was carried out through the lens of expansive learning within an activity system (Engeström, 1987). This entailed a focus on contradictions between teachers’ ways of thinking and acting when individually and collaboratively developing their teaching, on the solutions to the conflicts produced by the teachers, and on how these challenged the teachers’ ideas about what the students need to learn.

    Findings

    The authors identified contradictions between formative and summative assessment, exams and stressed students, prevailing norms about teaching and the theoretical tool used for planning and analyzing lessons and student learning, and the local curriculum and time constraints. The solutions to the conflicts were the driving force for developing new and more qualitative knowledge about what the students need to learn.

    Originality/value

    This paper gives explicit examples of contradictions and solutions that can challenge and drive teachers to expand their learning in an adaptive form of LS and LearS suited to daily teaching.

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  • 6.
    Nersäter, Anders
    Jönköping University, School of Education and Communication. Per Brahe Upper Secondary School, Jönköping, Sweden.
    Building on student conceptions in the design of history instruction addressing sources: A learning study in upper secondary school2020In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 9, no 2, p. 101-125Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this paper is to convey findings of how a source-based unit in history can be designed and implemented on the basis of identified critical aspects using principles from variation theory set in relation to a specific didactical framework. This paper also reports on the learning outcomes of implementing such a design.

    Design/methodology/approach: Data were generated in the context of learning study research undertaken in collaboration with teachers within upper secondary school. The paper uses data from pre- and post-assignments and research lessons for one of the participating teachers and his class.

    Findings: Findings show that if the design and implementation of a source-based unit is informed by critical aspects, teachers have improved prospects to enhance students’ ability to interpret and evaluate sources. This is achieved by applying a didactical framework consisting of orientation, template practice and dialogues, allowing these aspects to be addressed several times under different arrangements.

    Originality/value: Few studies have considered the implications of student conceptions for the design of source-based history instruction. This paper contributes with a proposal for a design informed by critical aspects and also investigates the learning outcomes of implementing such instructions. 

  • 7.
    Pang, M. F.
    et al.
    Faculty of Education, The University of Hong Kong, Hong Kong.
    Runesson, Ulla
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research.
    The Learning study: recent trends and developments2019In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 8, no 3, p. 162-169Article in journal (Refereed)
  • 8.
    Runesson Kempe, Ulla
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research. University of Witwatersrand, Johannesburg, South Africa.
    Lövström, A.
    Jönköping University, School of Education and Communication.
    Hellquist, Björn
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Beyond the borders of the local: How “instructional products” from learning study can be shared and enhance student learning2018In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 7, no 2, p. 111-123Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this paper is to present how experiences gained from a theory-informed lesson study – learning study (LrS) – in regard to a specific learning goal can be shared and used by other teachers in new contexts.

    Design/methodology/approach: A group of teachers worked together in a cyclic, iterative process of planning, evaluating and revising teaching. The aim was to provide possibilities for grade 2 and 3 students to become familiar with negative numbers. The teacher group came to the conclusion that the students needed to be able to differentiate some aspects of negative numbers. The conjecture was put to the test in a follow-up study (FS) with five new teachers and eight classes. One lesson was taught based on the empirical findings in the LrS.

    Findings: The results suggest that teachers’ collaborative work has possibilities to produce knowledge about critical aspects of learning that can be communicated and adopted in new contexts. The teachers in the FS were able to make sense of the results from LrS and incorporate the critical aspects in their teaching in a way that enhanced students’ learning.

    Originality/value: It is demonstrated that teacher collaboration in LrS can create knowledge that goes beyond the border of the local context. 

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  • 9.
    Runesson, Ulla
    Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
    Pedagogical and learning theories in lesson and learning studies – revisited2016In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 5, no 4, p. 295-299Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this paper is to discuss two theoretical frameworks, Pirie and Kieren’s work (Pirie and Kieren, 1994) and variation theory of learning (Marton, 2015) in relation to lesson/learning study and mathematics teaching and learning.

    Design/methodology/approach: The point of departure is the article: “Folding back and growing mathematical understanding: a longitudinal study of learning” (Martin and Towers, 2016) where it is demonstrated how Pirie and Kieren’s work (1994) and particularly the notion “folding-back” can be used as the theoretical framework in lesson/learning study. By dealing with similar arrangements and different theories, the two frameworks are contrasted.

    Findings: It is suggested that the theory appropriated must be in resonance with the aim and focus of the study the theoretical perspective taken since it has implications for what becomes the focus of the process and subsequently the results of lesson/learning study.

    Originality/value: This paper contributes to the discussion about how a more theory-informed lesson study and a broader theoretically framed learning study would improve and change the scope and progress of the two.

1 - 9 of 9
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