lesson study

Lesson study is a collaborative professional development approach in which professors work together to formulate and implement lesson plans, observe the outcomes, and enhance students' learning. This research aims to design and validate research assessment tools specifically for lesson study.

A mixed method was used, involving teaching and research experts in the qualitative part and all academic staff members from the Islamic Azad Universities of Mazandaran in the quantitative part. Thirteen targeted samples were selected for the qualitative section, while 301 samples were chosen through stratified random sampling for the quantitative section. Interviews with the 13 participants led to the identification of categories and the development of a 4-dimensional questionnaire with 77 items. The questionnaire underwent form and content validity checks and construct validity was assessed using confirmatory factor analysis. Reliability was evaluated using Cronbach's alpha and composite reliability tests.

After removing 23 questions, the questionnaire consisted of 54 remaining questions. The construct validity analysis showed that all questions had factor loadings above 0.7, and the average variance extracted exceeded 0.5. Reliability analysis demonstrated that all dimensions had a reliability above 0.9, confirming the questionnaire's soundness.

The designed research assessment tool can be employed by universities and higher education institutions to evaluate the effectiveness of lesson study, identify strengths and weaknesses, and enhance the quality of education.

The lesson study is a pattern of collaborative research in the classroom that can have an effective role in improving the education quality. As a result, the aim of this research was identifying the dimensions and components of promoting the lesson study in the elementary school.

The present research in terms of purpose was applied and in terms of implementation method was qualitative. The research population was academic experts and experts of the Ministry of Education country in 2021 year. The sample size based on the principle of theoretical saturation was 12 people, which these people according to the inclusion criteria to study were selected with the purposeful sampling method. The research tool was a semi-structured interview with 6 questions, which the validity of the findings was confirmed by experts and their reliability was estimated by the method of agreement coefficient between two coders 63%. Data were analyzed with open, axial and selective coding methods in Maxquda software.

The findings showed that the promoting the lesson study had 109 indicators in 22 components and 6 dimensions; So that the dimensions included strategic view as causal conditions (with four components of foresight, realism, competitiveness and systemic thinking), school dynamics as background conditions (with four components of attention to teachers' abilities, meeting teachers' needs, providing facilities and improving organizational communication), structural and individual factors as intervening conditions (with three components of motivational factors, organizational factors and lack of sufficient knowledge of lesson study), research-oriented as a central phenomenon (with three components of continuous learning, improving education and making education more effective), educational improvement as strategies (with four components of skill enhancement, emphasis on collaborative management, monitoring and evaluation and organizational health) and educational development as outcomes (with four components of modeling, increasing efficiency, establishing scientific thinking and creating learning culture). Finally, the paradigm pattern of the dimensions and components of promoting the lesson study in the elementary school was drawn.

According to the paradigm pattern of the dimensions and components of promoting the lesson study in the elementary school, can be designed and implemented programs to improve and promotion the lesson study.

Teachers 'teaching methods play an irreplaceable role in students' learning process. Accordingly, the present study aims to determine the components and framework of teaching pattern of primary school based on the teaching content to develop the lesson study model and estimate its internal validity.

The research method was mixed exploratory. In qualitative phase, the inductive content analysis was used to obtain the teaching pattern, and in the quantitative phase, the survey method was utilized for estimating internal validity. The statistical population of the qualitative phase comprised written resources and the teaching videos of selected projects of lesson study planning and the quantitative phase comprised experts and professors of lesson study and teaching method of primary school books. In both phases, samples were selected purposefully. In qualitative phase, 124 selected videos of teaching the lesson study project in a four year interval ( from 2015 to 2016 and from 2018 to 2019) were analyzed. In quantitative phase, 34 experts and professors of teaching method of textbooks and teaching method in universities were selected. The qualitative data were collected by analyzing the content of resources and selected videos and the quantitative data were collected by the research-made questionnaire.

The result of content analysis revealed seven types of content and the conceptual pattern was proposed and the videos were classified accordingly. Following content analysis and code extraction, components were extracted and presented in form of pattern of teaching steps appropriate for various content.

Results from internal validation revealed that the proposed teaching pattern has high internal validity and is appropriate for teaching primary school students.

Lesson study is an important tool for professional development, so paying attention to this issue is necessary. In addition, elementary schools classes are divided into the monograde and multigrade. Therefore, we see the monograde and multigrade teachers in the schools. The purpose of this study was to examine both the attitude and knowledge of the monograde and multigrade teachers toward the lesson study.
This is a mixed method study. All the monograde and multigrade teachers included in this study, in the Lordegan city. The methods of sampling were randomized and purposeful in the quantitative and qualitative phases, respectively. The sample size was 226 monograde and 70 multigrade teachers, in the quantitative phase. In the qualitative phase, the sample size was 10 and 7 for the monograde and multigrade teachers, respectively. In the quantitative phase, data were collected with the questionnaire and analyzed with the parametric tests. In the qualitative phase, the interviews interpreted with the content analysis method.
Findings: There were appropriate knowledge and attitude towards the lesson study between the groups. In the attitude category, the beliefs about the lesson study in the professional development, the professional knowledge production, were the main concepts in the interviews. In the knowledge category, goals’ mastery and awareness, the study lesson essence and method, the determinants of the lesson study sources, the needed skills of the teachers, and the application of the lesson study, were the main concepts.
The knowledge and attitude between both the monograde and multigrade teachers were not different. The groups can cooperate in the process of the lesson study.

Research in education includes the most extensive and sensitive area of humanities research. The education, as an infrastructure and model of society development has a crucial and delicate role in all aspects. In addition, the complex nature of teaching and learning activities increases by far the level of education difficulty. This situation reveals the role of supportive mechanism such as research to develop the education functions and guarantee the activities in the given institution. The aim of this study was to introduce the teacher-oriented research as a new paradigm in educational Research. This type of research, with its capacity, may change the teacher training trend and internalization and play an essential role in the teaching-learning area. The subject of research in education embraces a variety of paradigms. Teacher-oriented research is among the new paradigm in educational research area which is witness of teacher's professional needs for teaching management as well as fundamental approaches for removing the gap between researches and training activity.