Reflections on a School-Based Research Diagnostic Evaluation Study from the 1980s Into the Gray Zone as Extension in Space and Time From Lesson Study (original) (raw)

2019

Abstract

The author focuses on school research themes through the combined lens of the Lesson Study (LS) and a new type of school management system that emerged in the 1980s. The author also utilizes the concept of "resources" necessary for curriculum development and has created checklists that can be used to diagnose the relationship between teachers and resources. The working hypothesis is that School Based Research (SRT) frequently uses tacit formative assessments administered either in a group or individually, for each subject and grade. (1) SRT of educational tendencies in schools reflects an amalgam of approaches including behaviorism, cognitivism, constructionism, and social culture in learning theory. (2) Integration of subjects' extracurricular activities, and informal/ non-formal learning is supported by SRT. SRT is an enabling (cultural) tool used by Communities of Practice (CoP) to evaluate the learning process, based on a collective interest in nurturing the whole person. Japanese teachers maintain a social bond with their students, based on the theory that the stronger the bond, the more successfully young learners will become zenjinteki (well-rounded) in character and reproduce similar communities around them. Using informal and non-formal LS, we can reproduce multi-layered research perspectives (including personal and social processes, and relationships). Key words： Lesson study, formative assessment, school research theme, multi-dimensional and multi-level feedback, Japanese organizational culture

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