Lesson Study has been actively introduced from Japan to various parts of the world, starting with the US. Such introduction is heavily connected with a focus on mathematics education and there is a strong misconception that Lesson Study is only for mathematics or science. The introduction is usually done at the departmental or form level and there has been a strong question about its sustainability in schools. This book comprehensively explores the idea of Lesson Study for Learning Community (LSLC) and suggests that reform for the culture of the school is needed in order to change learning levels among the children, teachers and even parents. In order for this to happen, the ways of management and leadership are also included as objectives of LSLC, as are practices at the classroom level. It argues that LSLC is a comprehensive vision and framework of school reform and needs to be taken up in a holistic way across disciplines. Chapters include: How to Create Time How to Build the Team How to Promote Reform How to Reform Daily Lessons How to Conduct a Research Lesson How to Discuss Observed Lessons How to Sustain School Reform based on LSLC Strong interest in LSLC is already prevalent in Asian countries, such as Japan, China, Korea, Taiwan, Indonesia, Vietnam and Singapore and is now being introduced more in the west. This book will be of great interest to those involved in education policy and reform, and for practitioners of education at all levels.
School as Learning Community (SLC), or Lesson Study for Learning Community (LSLC) represents an approach to lesson study that emerged in Japan in the 1990s and which has been studied intensively by educators and researchers worldwide to establish democratic learning communities for teachers and students in schools. The model, which involves all teachers in a school observing and sharing a lesson together, creates a listening pedagogy to embrace and develop diversity of learning in each teacher and student - a practice that is as yet, not commonly researched in Asian countries outside of Japan. The book's theoretical foundation reviews existing literature on SLC and LSLC in the Japanese contexts of educational theories and practices. The chapters discuss patterns of learning practices and the challenges of conducting LSLC in Japan, Taiwan, Korea, Indonesia, and Vietnam. Recommendations for research and practice involving SLC/LSLC are also provided in the book with a key focus on the impact of lesson study on school reform policies.
Lesson Study has been actively introduced from Japan to various parts of the world, starting with the US. Such introduction is heavily connected with a focus on mathematics education and there is a strong misconception that Lesson Study is only for mathematics or science. The introduction is usually done at the departmental or form level and there has been a strong question about its sustainability in schools. This book comprehensively explores the idea of Lesson Study for Learning Community (LSLC) and suggests that reform for the culture of the school is needed in order to change learning levels among the children, teachers and even parents. In order for this to happen, the ways of management and leadership are also included as objectives of LSLC, as are practices at the classroom level. It argues that LSLC is a comprehensive vision and framework of school reform and needs to be taken up in a holistic way across disciplines. Chapters include: How to Create Time How to Build the Team How to Promote Reform How to Reform Daily Lessons How to Conduct a Research Lesson How to Discuss Observed Lessons How to Sustain School Reform based on LSLC Strong interest in LSLC is already prevalent in Asian countries, such as Japan, China, Korea, Taiwan, Indonesia, Vietnam and Singapore and is now being introduced more in the west. This book will be of great interest to those involved in education policy and reform, and for practitioners of education at all levels.
Coal is more abundant than petroleum and natural gas. Further, coal is not localized but can be used by many more countries than petroleum. Therefore, if we can establish coal utilization technology, coal will bring about a great contribution to human life and society. On the other hand, shortage of petroleum and natural gas are anticipated in the second half of the 21st century. To compensate, the use of coal is expected to gradually increase during the 21st century. In the future, the development of the coal utilization technology will become more and more important to insure the supply of liquid fuels for transportation and carbon sources for the manufacture of chemicals and plastic materials.In order to develop such technologies, the elucidation of the structure of coal is a fundamental area of study. Further, more efficient coal utilization technology must be established to meet environmental legislation. One of the key technologies for this purpose is catalysis. This volume provides detail of the basic and practical aspects of the science and technology of coal utilization with and without catalysts. The actual structure of coal, the chemistry included in the reactivity of coal, the methods to elucidate the structure of coal and re-action mechanisms of coal conversion, the most important catalyst for converting coal to liquid and gas, the role of the catalysts in coal conversion, the problems in the process engineering, and how to meet environmental regulations are discussed in detail. The recent progress in studies on the structure and reactivity of coal made over the last century is summarized and reviewed with emphasis on both fundamental and applied aspects of the science and technology for coal processing in the presence and absence of catalysts. * This book highlights the issues faced in trying to discover more efficient coal utilization technology.* Provides detailed discussion on how to meet environmental regulations and legislation. * Fills the gap between both the scientific and practical sides of coal utilization with and without catalysts.
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