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Table of Contents
Intro; Preface; Acknowledgements; Contents; 1 Conceptualizing Lesson Study from International Literature; Abstract; 1.1 Early Development of Lesson Study in Japan; 1.2 Transplanting the Body of Lesson Study Outside Japan; 1.3 Lesson Study as Teacher Collaborative Learning Approach; 1.4 Lesson Study as a Professional Development Model; 1.5 Lesson Study as a Professional Learning Community; 1.6 Lesson Study as a Knowledge Creation Platform; 1.7 Summary; References; 2 Reconceptualising Lesson Study as Knowledge Management; Abstract; 2.1 What Is Knowledge?; 2.2 What Is Knowledge Management?
2.3 Why Is Knowledge Management Significant for School Improvement?2.4 What Are the Key Strategies to Implement Knowledge Management?; 2.5 Why Is Lesson Study an Approach of Knowledge Management?; 2.6 Can KM Help to Reproduce the Soul of Lesson Study?; 2.7 Summary; References; 3 Applying SECI Model for Creating Pedagogical Knowledge; Abstract; 3.1 Nonaka Knowledge Creation Theory; 3.1.1 Socialization; 3.1.2 Externalization; 3.1.3 Combination; 3.1.4 Internalization; 3.2 Research of SECI Model in the School Context; 3.3 Operating SECI Mechanism
3.4 Organization Factors for Institutionalizing the SECI Model3.4.1 Knowledge Leadership; 3.4.2 Cultivating Ba for Knowledge Sharing; 3.4.3 Organizational Culture; 3.5 The SECI Model in School Organization; 3.6 Summary; References; 4 Rotating PDCA Cycles Through SECI Processes for Curriculum Management; Abstract; 4.1 Introduction; 4.2 KJ Method; 4.3 The PDCA Cycles in Lesson Study; 4.4 The Individual Level PDCA Cycle; 4.5 Subject-Department Level of PDCA Cycle; 4.6 School-Level PDCA Cycle; 4.7 PDCA Cycle of Curriculum Management; 4.7.1 Curriculum Planning Stage
4.7.2 Curriculum Implementation Stage4.7.3 Curriculum Evaluation Stage; 4.8 Summary; References; 5 Institutionalizing Lesson Study for Managing Knowledge; Abstract; 5.1 Introduction; 5.2 The Ba for Japanese Lesson Study; 5.2.1 Strong Professional Accountability; 5.2.2 A Unique Kaizen Culture; 5.2.3 A Culture of Kaizen Kata; 5.2.4 Japan as a High-Trust Society; 5.2.5 Nurturing the Ba for Planting Lesson Study; 5.3 Knowledge Leadership; 5.3.1 Vision Building; 5.3.2 Policy Formulation; 5.3.3 Seeking External Support; 5.3.4 Creating an Organizational Learning Culture Conducive to Lesson Study
2.3 Why Is Knowledge Management Significant for School Improvement?2.4 What Are the Key Strategies to Implement Knowledge Management?; 2.5 Why Is Lesson Study an Approach of Knowledge Management?; 2.6 Can KM Help to Reproduce the Soul of Lesson Study?; 2.7 Summary; References; 3 Applying SECI Model for Creating Pedagogical Knowledge; Abstract; 3.1 Nonaka Knowledge Creation Theory; 3.1.1 Socialization; 3.1.2 Externalization; 3.1.3 Combination; 3.1.4 Internalization; 3.2 Research of SECI Model in the School Context; 3.3 Operating SECI Mechanism
3.4 Organization Factors for Institutionalizing the SECI Model3.4.1 Knowledge Leadership; 3.4.2 Cultivating Ba for Knowledge Sharing; 3.4.3 Organizational Culture; 3.5 The SECI Model in School Organization; 3.6 Summary; References; 4 Rotating PDCA Cycles Through SECI Processes for Curriculum Management; Abstract; 4.1 Introduction; 4.2 KJ Method; 4.3 The PDCA Cycles in Lesson Study; 4.4 The Individual Level PDCA Cycle; 4.5 Subject-Department Level of PDCA Cycle; 4.6 School-Level PDCA Cycle; 4.7 PDCA Cycle of Curriculum Management; 4.7.1 Curriculum Planning Stage
4.7.2 Curriculum Implementation Stage4.7.3 Curriculum Evaluation Stage; 4.8 Summary; References; 5 Institutionalizing Lesson Study for Managing Knowledge; Abstract; 5.1 Introduction; 5.2 The Ba for Japanese Lesson Study; 5.2.1 Strong Professional Accountability; 5.2.2 A Unique Kaizen Culture; 5.2.3 A Culture of Kaizen Kata; 5.2.4 Japan as a High-Trust Society; 5.2.5 Nurturing the Ba for Planting Lesson Study; 5.3 Knowledge Leadership; 5.3.1 Vision Building; 5.3.2 Policy Formulation; 5.3.3 Seeking External Support; 5.3.4 Creating an Organizational Learning Culture Conducive to Lesson Study