Teaching Versus Teachers as a Lever for Change
Comparing a Japanese and a U.S. Perspective on Improving Instruction
Bibliographic Data
| ID | 9735107 |
|---|---|
| Authors | James Hiebert (0000-0002-4171-9586, University of Delaware, Newark, DE, corresponding author), James W Stigler (0000-0001-6107-7827, University of California, Los Angeles, CA) |
| Year | 2017 |
| Volume | 46 |
| Issue | 4 |
| Pages | 169-176 |
| Publication date | 2017-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x17711899 |
| OpenAlex | W2620818967 |
| Language | EN |
| Citations received | 21 |
| References cited | 32 |
We examine the distinction between teaching and teachers as it relates to instructional improvement. Drawing from work outside of education on improvement systems and from analyzing the Japanese system of lesson study, we contend that a focus on teach ing can shape a coordinated system for improvement whereas a focus on teach ers, common in the United States, leads to elements that are uncoordinated and often work against the continuous, steady improvement of classroom teaching. We propose that the concept of systems for improvement and its instantiation in Japanese K–8 education offer opportunities to reexamine U.S. efforts to improve teaching and shift these efforts toward a more promising direction
Focus (optics · Lever · Mathematics education · Pedagogy · Perspective (graphical · Teaching method · Work (physics · Computer Science · Educational Assessment and Improvement · Educator Training and Historical Pedagogy · Engineering · Psychology · Teacher Education and Leadership Studies
Development, Social Change and Environmental Sustainability
A Reflective Account of Facilitating Teachers’ Professional Learning in Two Different Lesson Study Settings
Key components of lesson study from the perspective of complexity
Continuing professional development designed as second-order action research
After the Race to the Top
The Change We Cannot See
Between lethal and local adaptation
Recognising the impact of highly accomplished and lead teachers
Developing and supporting the Next Generation Science Standards
From “content” to “competence”
“Doing fractions” and “understanding fairness”
Measuring Text-Focused Reading Instruction
The Teaching Professions and Globalization
Teacher Working Conditions and the Courts
The Shanghai model
Investigating Pre-Service EFL Teachers’ Initial Motivations and Identity Formation
How do educational systems regulate the teaching profession and teachers’ work? A typological approach to institutional foundations and models of regulation
The hullabaloo of schooling
Condiciones institucionales y trabajo colaborativo entre docentes
Inclusive Inquiry
Investigating teacher adoption of authentic pedagogy through lesson study
The sources of a science of education
Learning Policy
Generalizations about Using Value-Added Measures of Teacher Quality
Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning
An Argument Approach to Observation Protocol Validity
Getting to Scale with Good Educational Practice
How Large Are Teacher Effects?
Getting Ideas into Action
How Teachers Taught
Planned educational change in Japan
How Should Research Contribute to Instructional Improvement? The Case of Lesson Study
Attribution Error and the Quest for Teacher Quality
Professional Development and Teacher Learning
Creating Shared Instructional Products
Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning
What Makes Professional Development Effective? Results From a National Sample of Teachers
The Persistence of the Recitation
Improving Impact Studies of Teachers' Professional Development
Learning from Japanese Approaches to Professional Development
Teaching, Rather Than Teachers, As a Path Toward Improving Classroom Instruction
Education and Modernization
| Unique citing works | 21 |
|---|---|
| Citations per year | 3,5 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 21 |