Takuya Baba, PhD

Takuya Baba is currently Professor in the Graduate School of Humanities and Social Science at Hiroshima University, Japan, where he has served since 2001. He is the former dean of the Graduate School for International Development and Cooperation till March, 2020. He earned Bachelor of Science degree from Osaka University in 1984, and an M.E. from the Hiroshima University in 1998. He received his Ph.D. in Mathematics Education from the Hiroshima University in 2003. [expander_maker id=”9″ more=”Read more” less=”Read less”]

His research interests span ethnomathematics, curriculum development, values in mathematics education, teacher’s professional community and lesson study. Much of his work has been contributing not only to the research but also to the practice of the mathematics education from international and socio-cultural perspectives.

Professor Takuya Baba is author of numerous academic books and papers in the field of curriculum development as well as lesson study in mathematics education. In addition, he has made numerous contributions to teaching and learning mathematics in the changing society of 21st century through his works on socially open-ended problems. His efforts and contributions have been highly valued and recognized not only in Japan but also many countries in Asia and Africa.

Professor Takuya Baba is an active member of number of academic societies including World Association of Lesson Study, The International Group for the Psychology of Mathematics Education, Japan Society of Mathematics Education, Japan Academic Society of Mathematics Education, The Japan Society for International Development, and Japan Association for African Studies. [/expander_maker]

Christine Lee, EdD

Dr. Christine Kim Eng Lee founded the Curriculum, Teaching and Learning Academic Group, National Institute of Education, in Singapore and was its Head from its inception in 2006 until 2015. She is a founding member and president from 2011-2016 of the World Association of Lesson Studies (WALS). She also serves as an international advisor of the Philippine Association of Lesson and Learning Studies (PALS).

Masami Isoda, PhD

Professor Isoda is the Director of Center for Research in International Cooperation in Educational Development (CRICED), Tsukuba University. Prof Isoda has worked as a core member of international academic societies and conferences. He was is an advisory board member of the International Study Group of History and Pedagogy in Mathematics since 2002 and a committee member of the World Association of Lesson Study since 2010. He also serves as an international advisor of the Philippine Association of Lesson and Learning Studies (PALS).

Shizumi Shimizu, PhD

Professor Shimizu is with the Liberal Arts Department of Education of Teikyo University. He serves as the Chairman of the Mathematics Certification Institute of Japan and of the Japan Society of Mathematical Education. He has written several books and articles on lesson study and a well-sought speaker and resource person on the subject in Japan and internationally.

Takahiro Endo

Takahiro Endo is Associate Professor in the Faculty of Professional Development of Teachers at University of Fukui, Japan. His research interests are curriculum and assessment supporting the sustainability of communities of inquiry.

Arif Hidayat, PhD

Dr. Hidayat is Assistant Professor of Indonesia University of Education (Universitas Pendidikan Indonesia / UPI). He is co-founder of Indonesia Consortium for Learning Improvement – a national networking of practices and research of Indonesia Lesson Study Association.

Pauline Mangulabnan

Ms. Mangulabnan is a Ph.D. candidate from Nara Women’s University with a focus on learning organizational structures that support teacher reflective practice, collaborative inquiry, and collaborative professionalism in Japan and Philippines schools. She is also a researcher in the Knowledge Co-Creation Project between Fukui and Africa.

Soledad Ulep, PhD

Dr. Ulep is the Chair of the High School Mathematics Group of UP National Institute for Science and Mathematics Education Development. She was Director of the UP NISMED from 2011 to 2018. Since 2006, she has been representing the Philippines in the Asia-Pacific Economic Cooperation Lesson Study Project while at the same time coordinating lesson study initiatives of NISMED.

Erlina Ronda, PhD

Dr. Ronda is the Deputy Director for Research and Extension of UP NISMED. She served as Vice President of PALS from 2016-2019 and is council member in the World Association of Lesson Studies (WALS) since 2019. She is currently working on a linked research and lesson study project that involves investigating how research analytic frameworks for studying instruction may be recontextualized for and mediated to teachers.

Maylani L. Galicia

Ms. Galicia is Education Program Supervisor at the Department of Education, Division of Albay, and the current OIC Assistant School Division Superintendent at DepEd Tayabas City. After attending a seminar on Lesson Study in UP NISMED, she led the expansion of Lesson Study in Albay and other parts of Bicol. In 2018, she was awarded a 1M Innovation Fund Grant by Basic Education Sector Transformation (BEST) for a Lesson Study Project in Science and Mathematics in DepEd Division of Albay. In 2019, she introduced lesson study to schools in Tayabas City Division. [expander_maker id=”9″ more=”Read more” less=”Read less”]

Ms. Galicia is currently taking PhD in Educational Leadership and Management Executive Program at the De La Salle University under the Metrobank Scholarship Foundation. She was also a Metrobank Outstanding Teacher Awardee in 2005. [/expander_maker]

Orlando E. Manuel, PhD, CESO V

Dr. Manuel is currently the Schools Division Superintendent of the Department of Education, Cagayan Division. Prior to this assignment, he had been the superintendent of the Schools Division Office of Quirino where he greatly influenced the adaption of Lesson Study as a model for teachers’ professional development.[expander_maker id=”9″ more=”Read more” less=”Read less”]In search for ways to improve learner achievement in Science and Mathematics, he collaborated with provincial government leaders for a professional development program for teachers and eventually was introduced to Lesson Study through UP NISMED and other partners. He embraced Lesson Study readily and his leadership and interest caused/inspired organization-wide teacher and school leader participation, including the documentation of Lesson Study practice through research. His sincere management commitment provided a favorable environment for professional learning communities by pooling time, experience and financial resources through stakeholder support. [/expander_maker]