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2014 - ISME Words: 382 words || 
1. DÉBORA ORTIZ RODRIGUEZ, María. "MUSIC IN "LESSON SPACE” AT THE TEACHER'S PORTAL: conceptions and formats for lesson to Basic education" Paper presented at the annual meeting of the ISME, Pontifical Catholic University of Rio Grande do Sul, Porto Alegre, Brazil, Jul 20, 2014 <Not Available>. 2019-05-27 <>
Publication Type: Poster
Review Method: Peer Reviewed
Abstract: Technological developments in communication and information have increased the access to data and knowledge. They have also promoted interaction between individuals, creating new ways of teaching and learning. Among the innovations in education, the Open Educational Resources (OER or REA abbreviation in Portuguese) are of special relevance, and in Brazil, the Teacher's Portal is one of them, it is Latin American Educational Portals Web (RELPE) member. This Portal includes seven broad areas; one of them is the “Lesson Space”, where the lessons are created and published for all the courses, including music class.

Different concepts defined by the literature are considered: new technologies of information and communication (BLURTON, 1999; CMSI, 2003, 2005; GUTTMAN, 2003; UNESCO, 2005); society of knowledge (DRUCKER, 1969; STEHR, 1994; CASTELLS, 2000; HARGREAVES, 2004; UNESCO, 2005) and open educational resources (REA-Br, 2011; ROSSINI, 2010; UNESCO, 2002). This research study aims to identify the ideas that guide the teaching and learning in music within the “Lesson Space” at the Teacher's Portal from the Brazilian Ministry of Education and Culture (MEC), identify the content, objectives, activities and resources are used in music classes made available at the Portal; How and why? In addition, to analyze the comments and how users perceive those classes.

The methodology used is a qualitative research and document analysis, it is to describe, to analyze and interpret documents, in order to answer research questions.

To carry out the selection of documents to be analyzed research should adopt the following procedures: observation, searching and analyzing the Portal; selection of music lessons; organization; analysis to be defined according to criteria based on the objectives of the research, the literature and the rules of creating classes Portal; interpretation and writing results.
The research is the first phase: search and analysis portal. This allows you to filter the search by Modality, study level, Curriculum Component and theme. These topics are related to the concept of language in the defending National Curriculum for Secondary Education (PCNEM).

We expect to encourage the reflection and discussion of the music class in the context of new technologies, and to promote socialization experiences and innovation in the music class, from the use of the Teacher’s Portal.

Key words: Teacher's Portal, “Available Space”, Open Educational Resources (OER), Learning and teaching of music, school education (Primary and Secondary Education).

2015 - PMENA-37 Pages: unavailable || Words: unavailable || 
2. Druken, Bridget. "SOCIAL CAPITOL, SOCIAL NETWORKS, AND LESSON STUDY: SUSTAINING MATHEMATICS LESSON STUDY PRACTICES" Paper presented at the annual meeting of the PMENA-37, Michigan State University’s Kellogg Hotel and Conference Center, East Lansing, MI, Nov 05, 2015 Online <PDF>. 2019-05-27 <>
Publication Type: Research Report
Review Method: Peer Reviewed
Abstract: This study investigates the sustainability of lesson study as mathematics teachers who participated in a 3 year professional development partnership engage in a district scale-up lesson study professional experience. This study examines teachers' conceptions of lesson study, practices that continue, and supporting and constraining factors for continuing lesson study after external funding ends when there is both reported desire from teachers as well as some district support. Findings suggest rich conceptions of lesson study, the continuation of particular lesson study practices, and the importance of integration and linkage as factors that supported or hindered lesson study.

2017 - APSA Annual Meeting & Exhibition Words: 165 words || 
3. Millard, Matthew. "Learning Different Lessons: Externalizing Rivalry Lessons to Unrelated MIDs" Paper presented at the annual meeting of the APSA Annual Meeting & Exhibition, TBA, San Francisco, CA, Aug 31, 2017 <Not Available>. 2019-05-27 <>
Publication Type: iPoster
Review Method: Peer Reviewed
Abstract: I argue that states that are engaged in rivalries with other states externalize these lessons to states they are not engaged in a rivalry with. States engaged in rivalries learn through a diffusive process of interactions (see Linebarger 2015; also, Vasquez 2014) that they then externalize to their interactions with other states. In this paper, I examine MID initiation and escalation by states engaged in rivalries (Thompson, 2000) with other states. Specifically, I look at Latin American states from 1816-2010 and find that states engaged in rivalries with one another are highly likely to externalize these “lessons” to other states in the international system. Similar to Nevin’s (1996) findings that states select into conflict based on previous success, this externalization of conflictual interactions stems from prior exposure to rivalrous behavior. This is an important finding in the conflict process literature because it provides evidence for the causal claim that prior conflictual interactions influence state behavior to engage in more conflict.

2018 - Literacy Research Association Annual Conference Pages: unavailable || Words: unavailable || 
4. Brown, Megan. and Hikida, Michiko. "Cracking Open an Idea: Preservice Teachers using Lesson Study to Reevaluate Read Aloud Lessons" Paper presented at the annual meeting of the Literacy Research Association Annual Conference, Renaissance Esmeralda Indian Wells Resort & Spa, Indian Wells, CA, Nov 27, 2018 Online <APPLICATION/PDF>. 2019-05-27 <>
Publication Type: Roundtable
Review Method: Peer Reviewed

2011 - International Studies Association Annual Conference "Global Governance: Political Authority in Transition" Pages: 30 pages || Words: 16006 words || 
5. De Franco, Chiara. "Learning Lessons from Lesson Learning Exercises: For a Review of Warning Mechanisms in the OSCE and the UN" Paper presented at the annual meeting of the International Studies Association Annual Conference "Global Governance: Political Authority in Transition", Le Centre Sheraton Montreal Hotel, MONTREAL, QUEBEC, CANADA, Mar 16, 2011 Online <APPLICATION/PDF>. 2019-05-27 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: By adopting an ethnographic approach to research, this paper analyses how the OSCE and the UN are evaluating their conflict prevention capabilities through lesson learning exercises. The paper focuses on divergences of views expressed by different member states and departments of the two organizations to elaborate a surprising paradox: While debates at the political level reflect the view that the warning-response gap is ultimately determined by the presence/or lack of political will to act, lesson learning exercises taking place in some department and units of the two organizations highlight the importance of process, structures and communication. Consequently, this paper argues that the enhancement of warning mechanisms, and warning communication in particular would have a positive impact on the warning-response process, even without a change in the executive structures. It also recommends a transformation of OSCE’s and UN’s ongoing political review of conflict prevention measures to circumvent the destructive hostility of those member states who want neither a stronger OSCE nor a more powerful UN.

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