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The purpose of this paper is to examine how teachers improve core instructional practices in teaching mathematics for problem solving through lesson study (LS). The core practices included launching a task, implementing a task, and orchestrating students’ solutions.

This study adopted multiple case study and survey methodologies. Each of three LS groups developed a research lesson on problem solving in algebra through Chinese LS, which includes collaborative planning and repeated teachings/debriefings of the research lesson with support from experts. The data collected included lesson plans, videotaped research lessons and debriefing meetings, and an end-of-project survey. Case studies supported by survey data were utilized to describe how research lessons were improved and what teachers learned from LS.

A fine-grained analysis of the data revealed that the participants improved their strategies for teaching for problem solving, which included effectively launching tasks, strategically implementing tasks, and productively orchestrating students’ solutions to the tasks. Further, analyses revealed that the feedback from experts during debriefing meetings played crucial roles in making these changes. Moreover, participants learned how to implement these core instructional practices and changed their views about students’ learning.

The study uncovers the mechanisms about how teachers improve teaching and their expertise in teaching through Chinese LS. The importance of the dynamic between repeated teaching and immediate feedback from knowledgeable others is highlighted.

Situated within the recent scholarship on core practices in teacher education, this chapter presents a collaborative self-study that explored one aspect of our developing practice as teacher educators through examination of Francis’s use of mediation in lesson rehearsal. Using examples from his practice, we explore the following research question: How does a teacher educator learn to provide mediation to create a responsive zone of proximal development within lesson rehearsal?

Specifically, we use Vygotskian sociocultural theory to examine Francis’s use of mediation during the rehearsal of the core practice supporting interaction and target language comprehensibility (I-TLC), one of the core practices addressed in his world language teacher preparation program. This self-study of mediation in lesson rehearsal illuminated Francis’ evolving practice as a facilitator of lesson rehearsal of novice teachers who are culturally and linguistically diverse, and who are preparing to use practices that are responsive to culturally and linguistically diverse students.

The purpose of this paper is to develop a preliminary model of instructional leadership in the Chinese educational context and explore the ways in which Chinese school principals locate their instructional-leadership practices in response to traditional expectations and the requirements of recent reforms.

In-depth interviews were conducted with 22 selected primary school principals in Shenzhen and Guangzhou. A qualitative analysis was conducted to categorize the major leadership practices enacted by these principals.

An initial model of instructional leadership in China with six major dimensions is constructed. The paper also illustrates and elaborates on three dimensions with the greatest context-specific meanings for Chinese principals.

The paper explores the ways in which Chinese principals enact their instructional leadership in a context in which “the west wind meets the east wind”; that is, when they are required to accommodate both imported reform initiatives and traditional expectations. The paper contributes to the sparse existing research on principals’ instructional leadership in non-western cultural and social contexts.

In response to the urgent national need to implement evidence-based literacy supports for adolescent struggling readers (ASRs), this chapter provides a framework for addressing reading comprehension instruction. Schools face significant challenges in the education of ASRs including how to address the achievement gap that emerges between proficient readers and a variety of poor reader subgroups predicted by the Simple View of Reading. The authors present current research in the components of reading comprehension (e.g., text structures, vocabulary, prior knowledge, cognitive strategies, and motivation) and explicit pedagogical practices associated with improving outcomes for ASRs, including a school-wide framework called the Content Literacy Continuum. Two specific interventions with supporting research are presented as model practices to improve outcomes for ASRs.

Although CLS has been implemented in China for over a century, it is barely known to educators internationally. The purpose of this paper is to synthesize the salient characteristics of Chinese lesson study (CLS), introduce the major themes of this special issue, and invite dialogues about the theories and practices of CLS.

The authors of this editorial paper conducted an extensive literature review on CLS, analyzed the contents and methods of the existing research categorically, compared CLS with other models of LS globally, and present this special issue articles and their major contributions thematically. The theoretical framework of the paper relies mainly on cultural theories and theories on research paradigms such as improvement science, which explain why and how CLS functions in Chinese education system over time.

Existing studies suggest that CLS is a deliberate practice for developing instructional expertise, a research methodology for linking research and practice, and an improvement science for instruction and school improvement system wide. In addition to the theorization of CLS, this special issue also introduces some adaptations of CLS outside of China such as the USA and Italy.

This paper, for the first time, spells out some salient features of CLS, and discusses issues in adapting CLS in other parts of the world. It will enrich the understanding of LS theories and practices in China and promotes trans-cultural development of LS internationally.

The purpose of this paper is to provide a critical perspective on the international evidence on promoting young people’s social and emotional well-being in schools. The challenges of integrating evidence-based interventions within schools are discussed and the need for innovative approaches to research and practice are considered in order to support more sustainable approaches that can be embedded into the everyday practice of school systems.

A common elements approach to intervention development and implementation is explored. A case study is presented on piloting this approach with post-primary students, based on consultations with students and teachers concerning their needs in supporting youth social and emotional well-being.

The integration and sustainability of evidence-based social and emotional skills programmes within the context of whole school systems is far from clearly established. Research on the use of a common elements approach to evidence-based treatment and youth prevention programmes is presented and the application of this method to the development and implementation of social and emotional learning interventions is considered. Preliminary case study findings are presented exploring this approach in school-based intervention development for post-primary school students.

The potential of adopting a common elements approach is considered; however, more rigorous research is needed to identify the most potent strategies for social and emotional skills development.

Identifying a common set of evidence-based strategies for enhancing adolescents’ social and emotional skills could lead to innovative approaches to intervention delivery that would extend the impact and reach of evidence-based practice across diverse educational systems and school settings.

The purpose of this paper is to explore perspectives of secondary (9–12) teachers on how to sustain growth mindset concepts within instructional practices as well as identifying barriers to sustainment.

This study employed an exploratory case study to obtain the lived experiences of participants. An inductive analysis process was utilized on the data collected through structured interviews and a semi-structured focus group.

Four major themes emerged from an in-depth analysis process: embed growth mindset practices in daily classroom instruction, communicate verbal affirmations and implement growth mindset learning tasks, allow students to experience academic successes and failures and teachers should receive continual support.

The study was limited to secondary grades (9–12). Therefore, it is recommended to expand the study to grades K-8.

Due to a gap in the literature, this study provided insights into sustaining an innovative psychological approach, growth mindset, within academic instruction. Growth mindset concepts have been supported through the work of seminal researcher Carol Dweck and other prevalent educational researchers (e.g. Robert Marzano) to provide teachers with effective classroom instructional practices that can academically progress students.

The purpose of this study is to serve as an exploration of technology engagement on culturally responsive pre-service teachers. In an effort to increase interests of PK–12 students of diverse populations in science, technology, engineering and mathematics (STEM) education, many will need opportunities and introductions presented from their PK–12 teachers. Thus, as a part of teaching in the twenty-first century, PK–12 teachers play an intricate role in sparking beginning and continuing interest in technology. This is especially important for students who may not have the opportunity to engage in technology outside of their school setting. Consequently, it is imperative that PK–12 teachers develop a positive disposition toward and engage in technology themselves.

Using a mixed-method approach, this study investigates the perceptions of Historically Black Colleges and Universities PK–12 pre-service teachers in the area of technology engagement as they work to become culturally responsive teachers. The study provides an interpretation of the pre-service teachers’ level of interest/engagement practices and its relationship with their preparation as culturally responsive teachers.

The findings suggest a positive correlation between their education preparation program and their ability to utilize technology with their future students.

Finally, the study highlights the need for teacher educators to place a heavier focus on their own technology integration and for education preparation program courses/practicums to follow suit so that under-represented student populations develop more interest in STEM subjects.

This study aims to explore how a Chinese lesson study (LS) supports a teacher's learning of transforming curriculum reform ideas into classroom practices.

Data analyzed in this study included lesson plans, three videotaped research lessons, three audio-taped group meetings, interviews, the teacher's reflection journals and other related materials. Clarke and Hollingsworth's interconnected model of professional growth (IMPG) was adopted as the theoretical and analytical framework for examining the teacher's learning process.

This study found that teachers can deepen their understanding of innovative curriculum ideas and implement them through an iterative cycle of planning, enactment and reflection in LS. Involving knowledgeable others in the process and reflecting on evidence-based evaluation of students' learning outcomes is crucial for changing the teacher's knowledge, beliefs, attitudes and teaching practices. Theoretical tools, such as learning trajectory, are useful for transforming curriculum reform ideas that teachers find abstract and overly broad into concrete and actionable lesson designs.

Theoretically, this study can broaden our knowledge about how the under-studied mechanism of Chinese LS can contribute to helping teachers to transform reform ideas into classroom practices. Practically, this study provides suggestions for researchers and educators to reflect on and improve the effectiveness of teachers' professional development programs in a reform context.

This article aims to describe and discuss four major innovations to improve the quality of teacher education including preparation programs and professional development programs in recent years in China. The four major innovations include establishing the National Curriculum Standards for Teacher Education (NCSTE) and the National Teacher Certification Examination; implementing the “double development plan” to reform clinical practice; launching the “National Training Plan” to develop in‐service teachers; and consolidating the career ladder for teachers.

The paper takes the form of a review of the government documents and current literature.

The author argues that the four major innovations reflect the central trends to reform teacher education both in China and the USA – increased standards and accreditation, more clinical experiences in preparation, increased use of technology in teacher professional development, and more accountability and incentive for teachers.

When the world is faced with the globalized economy, cultural exchange and social equity issues, discussions about the recent innovations of China's teacher education will shed light on our understanding of better approaches to improve teacher quality that no doubt connect tradition and local practices with global convergence.