Onderzoekspublicaties

2024

• Pronk, J., Goei, S. L., Bosma, T., & Jongejan, W. (2024). Supporting teachers’ professional development in the social classroom dynamics domain with lesson study. International Journal for Lesson and Learning Studies. 
• Bakker, C., de Glopper, K., & de Vries, S. (2024). “Are we jumping into a gap?” A study of the interplay between theoretical input and practical knowledge during noticing as reasoning of a lesson study team in initial teacher education. Teaching and Teacher Education, 140, 104468.

2023

• Bakker, C., Vries, S. D., & de Glopper, K. (2023). Exchange on subject pedagogy during lesson study in initial teacher education. International Journal for Lesson & Learning Studies, 12(4), 301-314.
• Schipper, T. M., Goei, S. L., & de Vries, S. (2023). Dealing with the Complexity of Adaptive Teaching through Collaborative Teacher Professional Development. In Effective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insights(pp. 707-722). Cham: Springer International Publishing. Link
• Tan, S., Schipper, T., Clivaz, S. & Goei, S. L. (2023). Guest editorial: Emerging voices in lesson studies.In: International Journal for Lesson and Learning Studies. 12, 2,  121-125 5 p.
• Vermunt, J. D., Vrikki, M., Dudley, P., & Warwick, P.  (2023). Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study. Teaching and Teacher Education, 133, 104295. https://doi.org/10.1016/j.tate.2023.104295

2022

• Tan, S., Goei, S. L., Willemse, M., & van Joolingen, W. (2022). Lesson Study in Initial Teacher Education and School-based Teacher Education: A systematic review of research written in English, Japanese and Chinese. PDF 

• Tijmen M. Schipper, T. Martijn Willemse & Sui L. Goei (2022). Supporting teacher educators’ professional learning through lesson study, Journal of Education for Teaching, 48:3, 316-331, DOI: 10.1080/02607476.2021.1988825

• Uffen, I., de Vries, S., Goei, S. L., van Veen, K., & Verhoef, N. (2022). Understanding teacher learning in lesson study through a cultural–historical activity theory lens. Teaching and Teacher Education, 119, 103831. https://www.sciencedirect.com/science/article/pii/S0742051X22002050
• Uffen, I., De Vries, S., Goei, S. L., Van Veen, K., & Verhoef, N. (2022). Understanding teacher learning in lesson study through a cultural–historical activity theory lens. Teaching and Teacher Education, 119, 103831. https://doi.org/10.1016/j.tate.2022.103831

2021

• Van Joolingen, W., Goei, SL., Matimba, H., Kyaw Thu Aung Ba, R., & Pedro Gomes, T. (2021). Developing and Integrating an Augmented Reality App for Teaching and Learning About Enzymes. In Y. Cai, W. van Joolingen, & K. Veermans (Eds.), Virtual and Augmented Reality, Simulation and Serious Games for Education (pp. 137150). (Gaming Media and Social Effects book series (GMSE)). Springer Singapore. https://doi.org/10.1007/978981-16-1361-6_11. PDF: https://research.vu.nl/ws/portalfiles/portal/224601913/Developing_and_Integrating_an_Augmented_Reality_App_for_Teaching_and_Learning_About_Enzymes.pdf.
• Seleznyov, S., Goei, S. L., & Ehren, M. (2021). International policy borrowing and the case of Japanese Lesson Study: culture and its impact on implementation and adaptation. Professional Development in Education, 1–15. https://doi.org/10.1080/19415257.2021.1973069.
• Bosma, T., & Goei, S. L. (2021). Lesson Study as a teacher professional development method to foster differentiation in an inclusive setting in the Netherlands. In Routledge eBooks (pp. 20–37). https://doi.org/10.4324/9781315668581-2-2.
• Goei, S. L., Norwich, B., & Dudley, P. N. (2021). Lesson Study for inclusive teaching in various settings. In Routledge eBooks (pp. 1–19). https://doi.org/10.4324/9781315668581-1-1.
• Goei, S. L., Norwich, B., & Dudley, P. N. (2021). Lesson Study in Inclusive Educational Settings. In Routledge eBooks. https://doi.org/10.4324/9781315668581.
• Wolthuis, F, Hubers, M.D.,  van Veen, K., & de Vries, S. (2021). The hullabaloo of schooling: the influence of school factors on the (dis)continuation of lesson study. Research Papers in Education, DOI: 10.1080/02671522.2021.1907776. PDF
• Goei, S.L., Van Joolingen, W.R., Goettsch, F.,  Khaled, A., Coenen, T.J.M., In ’t Veld, S.G.J.G.,  De Vries, S.,  Schipper, T.M. (2021). Online lesson study: virtual teaming in a new normal. International Journal for Lesson and Learning Studies. https://doi.org/10.1108/IJLLS-09-2020-0078
• Norwich, B., Benham-Clarke, S., & Goei, S. L. (2020). Review of research literature about the use of lesson study and lesson study-related practices relevant to the field of special needs and inclusive education. European Journal of Special Needs Education, 36(3), 309–328. https://doi.org/10.1080/08856257.2020.1755929
• Kaskens, J., & Goei, S. L. (2021). The implementation of Lesson Study in primary education in the Netherlands. In Routledge eBooks (pp. 38–63). https://doi.org/10.4324/9781315668581-3-3

2020

• Goei, S.L. (Ed., in press). Lesson Study in Inclusive Educational Settings. Singapore: Taylor & Francis.
• Schipper, T. M., Goei, S. L., Van Joolingen, W. R., Willemse, T. M., & Van Geffen, E. C. (2020). Lesson study in Dutch initial teacher education explored: its potential and pitfalls. International Journal for Lesson and Learning Studies. Lesson study in Dutch initial teacher education explored: its potential and pitfalls | Request PDF (researchgate.net)
• Wolthuis, F., Hubers, M.D.,De Vries, S., & Van Veen, K. (2020) More than mundane matters: an exploration of how schools organize professional learning teams, International Journal of Leadership in Education, DOI: 10.1080/13603124.2020.1790668 zie pdf
• Wolthuis, F., Veen, van, K., Vries, de, S., & Hubers, M. (2020). Between lethal and local adaptation: Lesson study as an organizational routine. International Journal of Educational Research, 100. https://doi.org/10.1016/j.ijer.2020.101534 zie pdf

• Schipper, T. M., Van der Lans, R. M., De Vries, S., Goei, S. L., & Van Veen, K. (2020). Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers’ adaptive teaching practices in mainstream secondary education. Teaching and Teacher Education, 88. Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers' adaptive teaching practices in mainstream secondary education | Request PDF (researchgate.net)

• Schipper, T. M., de Vries, S., Goei, S. L., & van Veen, K. (2020). Promoting a professional school culture through lesson study? An examination of school culture, school conditions, and teacher self-efficacy. Professional Development in Education, 46(1), 112-129. https://doi.org/10.1080/19415257.2019.1634627

• Schipper, T. M., Lans ,van der, R. M., de Vries, S., Goei, S. L., & van Veen, K. (2020). Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers’ adaptive teaching practices in mainstream secondary education. Teaching and Teacher Education, 88, [102961]. https://doi.org/10.1016/j.tate.2019.102961

• Schipper, T.M., Goei, S.L., Van Joolingen, W.R., Willemse, T.M. and Van Geffen, E.C. (2020), "Lesson study in Dutch initial teacher education explored: its potential and pitfalls", International Journal for Lesson and Learning Studies, Vol. 9 No. 4, pp. 351-365. https://doi.org/10.1108/IJLLS-04-2020-0018

   

2019

• Vries, de, S., & Roorda, G. (2019). Het leren van docenten in een Lesson Studyteam: een casestudie. Pedagogische Studiën, 96(6), 401-422. zie pdf
• Schipper, T., De Vries, S., Goei, S. L., & Van Veen, K. (2019): Promoting a professional school culture through lesson study? An examination of school culture, school conditions, and teacher self-efficacy, Professional Development in Education, DOI: 10.1080/19415257.2019.1634627

2018

• Schipper, T., Goei, S. L., De Vries, S., & Van Veen, K. (2018). Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study.International Journal of Educational Research, 88, 109-120.
• Coenders, F.G.M., & Verhoef, N.C. (2018). Lesson Study: professional development (PD) for beginning and experienced teachers. Professional Development in Education, DOI: 10.1080/19415257.2018.1430050. Zie pdf.
  

   

2017

• Schipper, T. M., Goei, S. L., De Vries, S., & Van Veen, K. (2017). Professional growth in adaptive teaching competence as a result of Lesson Study. Teaching and Teacher Education, 68, 289-303.

2016

• Van Halem, N., Goei, S.L., & Akkerman, S.F. (2016). Formative assessment in teacher talk during lesson studies”, International Journal for Lesson & Learning Studies, 5(4), pp. 313-328, http://dx.doi.org/10.1108/IJLLS-11-2015-0041
• Verhoef, N. C. & Coenen,T. J. M. (2016). Lesson Study als professionaliseringsstrategie in de context van telproblemen. Paper gepresenteerd op de Onderwijs Research Dagen (ORD), Leiden.
• Verhoef, N. C. & Coenen,T. J. M. (2016). Lesson Study: leren van leerlingen met telproblemen. Paper gepresenteerd op de Onderwijs Research Dagen (ORD), Rotterdam.
• Verhoef, N. C. & Coenen,T. J. M. (2016). Lesson Study and teacher professionalization on student learning. Paper presented at the WALS 2016 conference, September 3-5, Exeter, UK.
• Coenders, F. G. M., & Verhoef, N. C. (2016). De professionalisering van startende docenten in een Lesson Study-team. Paper gepresenteerd op de VELON-conferentie, Arnhem.
• Coenders, F. G. M., & Verhoef, N. C. (2016). Lesson Study om de vakdidactische ontwikkeling van startende docenten te versnellen. Paper gepresenteerd op de Onderwijs Research Dagen (ORD), Rotterdam.
• Coenen T.J.M., Hof, F., & Verhoef, N.C. (2016). Combinatorial reasoning to solve problems. Paper gepresenteerd op de ICME, Hamburg, Germany.

2015

• Verhoef, N. C. (2015). Lesson Study als professionaliseringsstrategie in de context van telproblemen. Paper gepresenteerd op de Onderwijs Research Dagen (ORD), Leiden, Nederland.
• Coenders, F. G. M, & Verhoef, N. C. (2015). Effecten van Lesson Study als inducte op de professionele ontwikkeling van startende docenten. Paper gepresenteerd op de Onderwijs Research Dagen (ORD), Leiden.

2014

• Verhoef, N. C., & Coenders, F. G. M. (2014). Lesson Study as a tool for professional development: the context of counting problems. Paper gepresenteerd op de Proceedings of the Conference on international approaches to scaling-up professional development in maths and science education, Essen, Duitsland.
• Verhoef, N. C., Coenders, F. G. M., Pieters, J. M., Smaalen, D. van, & Tall, D. O. (2014). Professional development through lesson study: teaching the derivative using GeoGebra. Professional Development in Education, Published online: 12 Mar 2014, 1-18. doi: 10.1080/19415257.2014.886285.
• Verhoef, N. C., Poortman, C.L., & Coenen, T. J. M. (2014). De professionalisering van docenten in een Lesson Study team: de aanpak van telproblemen. Paper gepresenteerd op de VELON-conferentie, Zwolle, Nederland.

2013

• Verhoef, N.C. (2013a) Didactische ontwikkeling in een Lesson Study team. Paper gepresenteerd op de VELON-conferentie, Groningen, Nederland.
• Verhoef, N. C. (2013b) Het leren van docenten in van lesson study team. Paper gepresenteerd op de Onderwijs Research Dagen (ORD), Brussel, Belgium.

• Verhoef, N.C., Coenders. F.G.M., Smaalen, D. van, & Tall, D.O. (2013). The Complexities of Lesson Study in a European situation. International Journal of Science and Mathematics Education. DOI10.1007/s10763-013-9436-6.
• Verhoef, N. C., & Tall, D. O. (2013). Teachers’ professional development through lesson study: triginometric relationships. Poster gepresenteerd op de 37th Conference of PME, Kiel, Germany.
• Verhoef, N. C., Smaalen, D. van, Coenders, F. G. M., & Tall, D. O. (2013). Sensible mathematics: searching for characteristics using lesson study. Paper gepresenteerd op de 8th Conference of CERME, Antalya, Turkije.

2012

• Verhoef, N.C., Smaalen, D. van, & Pieters, J.M. (2012). Sensible mathematics: een zoektocht aan de hand van Lesson Study. Paper gepresenteerd op de Onderwijs Research Dagen (ORD), Wageningen, Nederland.

2011

• Verhoef, N. C., & Tall, D. O. (2011). Lesson study: the effect on teachers’ professional development. Paper gepresenteerd op de 35th Conference of PME, Ankara, Turkye.
• Verhoef, N.C., Pieters, J.M., Hendrikse, H.P., & Smaalen, D. van (2011). De professionele ontwikkeling van docenten in een Community of Learners (CoL): op zoek naar effectieve samenwerking. Paper gepresenteerd op de Onderwijs Research Dagen (ORD), Maastricht, Nederland.

2010

• Verhoef, N. C., Pieters, J. M., Hendrikse, H. P., Liet, H. van der, Haverkamp, R., & Hoeksema, F. W. (2010a). Het effect van lesson study op de professionele ontwikkeling van docenten. Paper gepresenteerd op de Onderwijs Research Dagen (ORD), Enschede, Nederland.
• Verhoef, N. C., Pieters, J. M., Hendrikse, H. P., Liet, H. van der, Haverkamp, R., & Hoeksema, F. W. (2010b). Het effect van lesson study op de vakdidactische aanpak. Paper gepresenteerd op de Onderwijs Research Dagen (ORD), Enschede, Nederland.