Lesson study (LS), a teacher-centered and student-focused professional development approach, has been adopted around the world (Huang et al., 2019). Research has documented the positive effects of LS on teacher professional learning (Cheung & Wong, 2014; Willems & Bossche, 2019). Recently, cross-cultural lesson study has been utilized to expand teacher collaborative learning (Huang et al., 2021; Isoda et al., 2021). However, the effect of teacher learning through lesson study cross-culturally is still largely unknown (Huang et al., 2021). This presentation examines participating teachers’ learning through a cross-cultural lesson study. A LS team in Shanghai, China that included six mathematics teachers from a private middle school (i.e., Shanghai LS system) collaborated with a LS team in Ohio, USA that included six interdisciplinary teachers from an arts school, (two of whom focus on teaching mathematics). Each team was facilitated by a researcher from a local university and cross-cultural meetings were mediated by a third researcher. The cross-cultural LS took place over six months. The activities included two meetings devoted to identifying learning goals and content commonly taught across cultures; one meeting for sharing lesson plans; developing a public lesson of the identified topic by each team; reviewing the shared videos of research lessons by each individual team; and one meeting for discussing the videos of research lessons cross-culturally. The data collected were lesson plans, meeting notes, videos of research lessons and cross-culture sharing meetings, and final teacher interviews. The discussion will focus on teacher learning through cross-cultural LS.

This presentation discusses the role of pupil voice in Lesson Study in vocational education and training. It concentrates on how student participation in Lesson Study can contribute to teacher learning and create increased awareness for the role of feedback and formative assessment. In this Lesson Study, student voice was initially only incorporated into teachers’ collaborative reflections on lessons. During the third Lesson Study cycle, however, students were also involved in the planning process of the research lesson and in the process of providing feedback on learning. Data were collected in two Lesson Study groups in an English as a foreign language project. Student interviews and teacher discussions were video recorded, transcribed, and analysed using the constant comparative method. Collaborative discussions about results from data analysis followed a phenomenographic approach in attempting to develop conceptual understanding of the nature of feedback and formative assessment. Results suggest that LS is a powerful tool for attending to student voice and fostering student participation in the development of Lesson Study research lessons, their implementation, and the evaluation of student learning. As the concept of student participation was new in the vocational education and training institution, teachers benefitted from the additional collaboration in their interpretations of student learning, planning, implementation, and evaluation of research lessons, as well as in their own development of assessment literacy.

This study aims to determine the use of learning kits in teaching concepts for lesson study on the topic of Money up to RM100 among Year Two students. The study respondents were a total of 30 students gone through the lesson study using concrete and digital learning kit. The procedure of learning process of the concept of money included the introduction of money, operation in using money, exchange of money and solving daily money problems. Data collection using test instruments was then analysed using rubric making scheme. Data analysis used to test the study hypotheses was paired T-test for the performance before and after the lesson study. The study's findings showed that the lesson study conducted successfully improved the achievement of second-year students in learning the concept of money. The study found that 57.82% increase in the mean for the study. This study shows that the use of concrete and digital learning kits can help students’ conceptual understanding and promote meaningful mathematical learning. The implication to students is that students can improve their achievement in Mathematics on the topic of money, especially in this era of e-money. These kits can be improved to the practice of teaching and learning process for more effective ways to the new era challenges.

The study aimed at developing students’ summary writing through reading analysis. Based on previously developed summary writing strategies, the WSP approach has been developed as the most suitable tool to reach the research aims. 24 Year 8 students were selected as research participants. The research data collected through document analysis, observations and focus group discussion was analyzed after each cycle. The findings such as improvements in students’ analytical reading skills, lexical competence and reading and writing confidence were revealed and further discussions have been made.

'Jawi' is one of the compulsory subject in the 'Kelas Al-Quran dan Fardhu Ain' (KAFA) at all levels. KAFA is an extra education provision for all Muslims pupils age seven until eleven years old. Jawi is not only a subject but also applies to all other subjects in writing as it is derived from Arabic alphabets. All pupils are expected to be able to read and write in 'Jawi' to enable them to learn with understanding KAFA. This paper is designed to reveal the findings of teaching and learning 'Jawi' with respect to LS in action. The specific topic was chosen due to pupils’ low performance in the topic. There were two teachers involved teaching this subject. The LS processes began with the planning and identifying the issue related to the topic. Upon agreement with the issue, teachers started to design the lesson plan and appropriate learning activities for the topic. It was a pleasure for the teachers to practice LS for the very first time. The LS was conducted with the present of teachers, an expert and also facilitators. The most meaningful session was the reflection whereby teachers and all participations involve in giving ideas, comments and suggestions to ensure pupils' learning process in place. The teaching session was video recorded. Teachers experienced the working collaboration and constructive discussion. The pupils were observed as having high interest and engaged in the learning process. LS has brought lights and new momentum for teachers in KAFA teaching and learning.

In May 2021, we gathered 39 mathematics and science teacher educators together digitally for a working conference that focused on lesson study practice in higher education, sponsored by the National Science Foundation in the United States. Across two days, participants shared the way they used lesson study in their context, compared these methods across contexts and against research literature, articulated goals for their future research, and proposed ideas for a book that overviews lesson study use in higher education in the United States. We used the foundational description of lesson study by Lewis et al., (2019) to ground our discussions and compare our implementation methods. We learned that lesson study implementation varies across teacher education programs because of the teacher education programs’ variance. Additionally, lesson study practices with college sophomores with no prior teaching experience were not precisely the same as lesson study implementations with student teachers at or near the end of their teacher education program. Furthermore, variance emerges because of the opportunities for education students to teach research lessons with students in public school classrooms and views of the role of teacher education students’ interaction with instructional materials. The paper will overview these variances and their relationships to lesson study design in teacher education. This paper can contribute to the knowledge base of lesson study’s use in teacher education and assist readers in evaluating design choices when using lesson study in their teacher education programs.

Abstract Students who have excellent reading skills are positively correlated with Science and Mathematical skills. Lack of reading skills can lead to the students’ poor academic performance. It is therefore necessary for this research to analyse the impact of English reading skills on the students’ academic performance. Four main objectives are to explore, analyse the impact, and evaluate the relationship between English reading proficiency and academic performance of secondary school students in Pahang, Terengganu and Kelantan, and to assess the difference in students’ academic performance and reading proficiency. This study is significant to show the impact of English reading skills on students’ intermediate learning performance. It will help teachers to adopt direct teaching methods that focus on developmental skills to promote student-reading success. This study also encourages the creation of a reading intervention system. The hypotheses of this study focus on English reading proficiency’s impacts on secondary school students’ academic performance. The researcher will use pragmatism philosophy. Deductive approach will be used as the research design is mixed-method. Data will be collected directly from the respondents by conducting survey, so primary method of data collection will be used. The population of this study will be students from secondary schools in Malaysia’s East Coast with the sample size of between 100–350 survey respondents and 20–25 interview respondents. Convenience sampling will be used. Close-ended (survey) and open-ended (interview) questionnaires will be used as the data instrumentation. The researcher will use SPSS software and thematic analysis (TA) to analyse the data.