Thank you for taking the time to vote. You may view the changes to the WALS Constitution. (Click here to view). Approved overwhelmingly by those present at the WALS Annual General Meeting on 2nd December. Please do not vote again if you have voted during WALS 2021 AGM. Kindly only submit once. If you have submitted more than once, we […]

Collaborative Lesson Study Malta (CLeStuM) was invited to provide an online professional development session for educators of the Quirino Province (Philippines). This session, which was held on Thursday 9th September, was co-presented by Dr James Calleja from the Faculty of Education and CLeStuM team leader, and Ms. Laura Formosa an assistant head of school. The session focused on how lesson […]

Regardless of the proliferation of models of professional development (PD) available for teachers, many students in New Zealand continue to profile as underachieving. This heightens awareness of the complexities associated with providing quality teaching and learning across the breadth of school contexts. This study explored the potential of Lesson Study (LS) as a model of PD, to enhance teachers’ professional […]

International Journal for Lesson and Learning Studies (IJLLS)is inviting submission of book reviews for the WALS-Routledge Lesson Study Series. This series aims to provide opportunities for researchers and practitioners in Lesson Study to share their work beyond the boundaries of their countries to an international audience. As a means to provide a comprehensive survey of the work in this series, […]

A new series focusing on action research, lesson study and learning study in German language has been launched by the organizers of CARN D.A.Ch, a subgroup of the Collaborative Action Research Network (CARN).  The first volume in the series focuses on language, multilingualism, and linguistic practices as the unifying thematic element of all contributions. Combined with the methodological claim of […]

Networking theories for understanding and guiding Lesson Study Lesson Study (LS) has been adopted and adapted in different global settings. The effects of LS on students’ learning, teachers’ learning, and professional learning community building have been widely documented, but exploration of the theories that underpin LS remains an emergent field of study. In the recent ICMI Study 25 conference proceedings […]

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