This article proposes four key developmental stages and various underpinning factors pertaining t... more This article proposes four key developmental stages and various underpinning factors pertaining to the practices of setting up and supporting group learning in the classroom setting. The discussion is mostly explained conceptually, with some compelling examples from the field. The authors subsequently advise that three elements of integration — namely, reciprocity, redistribution and exchange — are also critical to the viability of group learning. The authors aver that teachers require extensive support and guidance in order to facilitate group learning appropriately. Frequent mutual peer observations and reflection can be used to improve practices and generate investment in this approach across the entire school culture.
Research into pedagogical content knowledge (PCK) has advanced over the years. Yet, since most re... more Research into pedagogical content knowledge (PCK) has advanced over the years. Yet, since most research has developed within specific subject areas, this paper aims to investigate how an expert teacher generates PCK by using various forms of knowledge. This study draws upon the case of an expert Japanese teacher, Mr T, an educational consultant who leads professional development and school reform efforts by utilising observation of and joint reflection on lessons. Mr T advances PCK through interaction of stock knowledge from written materials, networks and previous observations, and flow knowledge from the lesson that he observes. Mr T’s case further demonstrates how PCK can engender a democratic and inclusive learning culture within the classroom.
Foreword by Christine Lee, President of World Association of Lesson Studies Introduction by Manab... more Foreword by Christine Lee, President of World Association of Lesson Studies Introduction by Manabu Sato 1. What is Lesson Study for Learning Community (LSLC)? 2. What Kind of School Can Be Created by Reform under LSLC? 3. How to Create Time 4. How to Build the Team 5. How to Promote Reform 6. How to Reform Daily Lessons 7. How to Conduct a Research Lesson 8. How to Discuss Observed Lessons 9. How to Sustain School Reform based on LSLC
ABSTRACT There has been increasing attention given to the notion that international education con... more ABSTRACT There has been increasing attention given to the notion that international education consists of non-linear and multi-directional transmissive exchanges between existing institutional academic conditions and international students. Despite the role of international students’ agency being paramount, there is a dearth of research on the relationships between these students’ agency and their experiences of international education, which are intertwined with habitus and hysteresis. This paper aims to investigate how six Japanese international students at Australian universities experience hysteresis and then respond through agentic practices. The findings reveal that many of the students in this study embark on various stages of despair and fear, namely hysteresis, before they explore opportunities to reconstruct their habitus in light of institutional norms and conventions. The authors advocate that when students’ habitus is challenged, it induces a hysteresis effect, which is a process of learning, filled with potentialities.
There is increasing acknowledgement of the need to lighten the academic burden on Chinese primary... more There is increasing acknowledgement of the need to lighten the academic burden on Chinese primary and secondary students because it affects the quality of their education and well-being. This study investigates recent education policies to analyse how the problem of academic burden is framed in these policies and how they attempt to solve it. In this study, Carol Bacchi’s theory of the construction of policy problems and Paul Preuss’ theory of root cause analysis were utilised to provide a productive way to interpret the problem and causes of the academic burden. The data reveal larger social issues related to Chinese educational values perceived by different stakeholders and educational equity necessitating the lightening of academic burden. Therefore, policymakers need to consider the complexity of educational change to effectively reduce the academic burden.
This article proposes four key developmental stages and various underpinning factors pertaining t... more This article proposes four key developmental stages and various underpinning factors pertaining to the practices of setting up and supporting group learning in the classroom setting. The discussion is mostly explained conceptually, with some compelling examples from the field. The authors subsequently advise that three elements of integration — namely, reciprocity, redistribution and exchange — are also critical to the viability of group learning. The authors aver that teachers require extensive support and guidance in order to facilitate group learning appropriately. Frequent mutual peer observations and reflection can be used to improve practices and generate investment in this approach across the entire school culture.
Research into pedagogical content knowledge (PCK) has advanced over the years. Yet, since most re... more Research into pedagogical content knowledge (PCK) has advanced over the years. Yet, since most research has developed within specific subject areas, this paper aims to investigate how an expert teacher generates PCK by using various forms of knowledge. This study draws upon the case of an expert Japanese teacher, Mr T, an educational consultant who leads professional development and school reform efforts by utilising observation of and joint reflection on lessons. Mr T advances PCK through interaction of stock knowledge from written materials, networks and previous observations, and flow knowledge from the lesson that he observes. Mr T’s case further demonstrates how PCK can engender a democratic and inclusive learning culture within the classroom.
Foreword by Christine Lee, President of World Association of Lesson Studies Introduction by Manab... more Foreword by Christine Lee, President of World Association of Lesson Studies Introduction by Manabu Sato 1. What is Lesson Study for Learning Community (LSLC)? 2. What Kind of School Can Be Created by Reform under LSLC? 3. How to Create Time 4. How to Build the Team 5. How to Promote Reform 6. How to Reform Daily Lessons 7. How to Conduct a Research Lesson 8. How to Discuss Observed Lessons 9. How to Sustain School Reform based on LSLC
ABSTRACT There has been increasing attention given to the notion that international education con... more ABSTRACT There has been increasing attention given to the notion that international education consists of non-linear and multi-directional transmissive exchanges between existing institutional academic conditions and international students. Despite the role of international students’ agency being paramount, there is a dearth of research on the relationships between these students’ agency and their experiences of international education, which are intertwined with habitus and hysteresis. This paper aims to investigate how six Japanese international students at Australian universities experience hysteresis and then respond through agentic practices. The findings reveal that many of the students in this study embark on various stages of despair and fear, namely hysteresis, before they explore opportunities to reconstruct their habitus in light of institutional norms and conventions. The authors advocate that when students’ habitus is challenged, it induces a hysteresis effect, which is a process of learning, filled with potentialities.
There is increasing acknowledgement of the need to lighten the academic burden on Chinese primary... more There is increasing acknowledgement of the need to lighten the academic burden on Chinese primary and secondary students because it affects the quality of their education and well-being. This study investigates recent education policies to analyse how the problem of academic burden is framed in these policies and how they attempt to solve it. In this study, Carol Bacchi’s theory of the construction of policy problems and Paul Preuss’ theory of root cause analysis were utilised to provide a productive way to interpret the problem and causes of the academic burden. The data reveal larger social issues related to Chinese educational values perceived by different stakeholders and educational equity necessitating the lightening of academic burden. Therefore, policymakers need to consider the complexity of educational change to effectively reduce the academic burden.
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Papers by Eisuke Saito