Interpreting differences in learning in terms of differences in the pattern of variation and invariance in teaching: The Hong Kong learning study

This paper introduces the distinctive features of Learning Study, a branch of lesson study, conducting Hong Kong. It uses a case to illustrate how Learning Study, based on a framework derived from the Theory of Variation, can become a powerful tool to improve the quality of teaching and learning in schools. This paper argues that a conceptual framework that has cornsensus from the research team will form a strong underpinning and help facilitate professionl dialogue between researchers and teachers, therefore extending the potential of lesson study as a tool for improving instruction. Copyright © 2007 Graduate School of Education and Human Development, Nagoya University.