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A study on Functions and Activities of Children’s Center : Focusing on Functions as Places of Belonging for Children
Get PDFLearning and reflection from past clinical experiences: Face it, notice it, learn it, face it again
Get PDFThe Identity of a Clinical Psychologist Thinking 9 Years After Completing Graduate School: “Protecting the Independence of Patients and Their Families”
Get PDFA Christian Philosophy of Education
Get PDFChristian missionaries were responsible for building all of Japan’s great mission schools with the belief that “all of wisdom and understanding is found in Jesus Christ,” (Colossians 2:3).1 Fukuoka Jo Gakuin was started in a church in 1885, because the church members wanted their daughters to be taught the principles of Christian education.2 The main objective then of mission schools started by the Woman’s Foreign Missionary Society of the Methodist Episcopal Church was to raise up “Christian workers, efficient workers, to make successors” who would carry the Gospel throughout the islands of Japan.3 This was carried out successfully “with the foundation of the Christian Scriptures and the great principles of Christian ethics” and the Bible as “a daily text-book in all departments of school and college work.”4 The Biblical worldview of Christian education as the basis for all academic training is shared in this paper
A Comparison of Phonetics Courses between before and after the COVID-19 Pandemic
Get PDFThis paper describes a challenge in an elective course of English Phonetics which has been conducted for eight years at a womenʼs university in Japan. Studentsʼ strengths and weaknesses in learning phonetics will be discussed, particularly focusing on phonemes such as vowels and consonants in listening to minimal pairs and discriminating phonetic symbols in reading. Nowadays people wear masks including the teacher and students. Teaching strategies should be paid attention to and renewed with some ingenious devices. It is possible to teach face-to-face with CALL (computer-assisted language learning) on campus in combination with some online tools which were developed as an outcome of remote teaching. Consequently, there must be tendencies before and after the pandemic. Some previous studies including Kido (2019) could be compared with this investigation. Similarities and differences between before and after the pandemic will be discovered. This paper would be profitable as research on actual conditions and an aid to improve studentsʼ proficiency for the future
Visual Sociology: Transforming the classroom environment by applying project based and active learning
Get PDFThis paper attempts to explain one way to implement visual sociology in a 3rd year seminar course through the usage of video production. Both Project based learning (PBL) and active learning techniques are used to support this course. The task at hand is specifically that the students create a short documentary over the year on a theme they have chosen. The benefit to the students is to understand what it is like to work on a long-term group project from beginning to end while observing how their work as an individual has or has not assisted in its completion. Working with a group challenges students to create their own identity within the tasks they are presented. During the course, students learn both qualitative and quantitative research techniques as well as how to record their online research findings. The choice to attempt such a class also presents several challenges for the teacher as well. Students are graded throughout the semester with a series of rubrics which are shared with them periodically during the project. While the specialty of the instructor is being taught, in this case, a variety of sociological frameworks applied to themes generated from international cooperation and intercultural communication are needed, the instructor must also have knowledge of video and audio production to assist the students when necessary in a timely fashion. This unique combination allows students to experience a class they feel a part of and can easily visualize their work at the end of the full year course. This paper does not infer a conclusion but rather hopes to start a discussion of the process
A case study on a hybrid class
Get PDFThis article reports on a case study of teaching hybrid classes at a Japanese university, using online tasks in a face-to-face classroom. This research was carried out during the second semester in the academic year of 2022, when the impact of a highly transmissible infectious epidemic was still pervasive. The hybrid class was set, drawing on the instructorʼs knowledge gained from teaching online classes over the past few years. To see whether this hybrid teaching method meets the requirement set by the university, and also to understand the studentsʼ experience and thoughts towards this method, this article analyzes the results of a questionnaire the university provided at the end of the second term. This analysis will reflect upon such issues as the effectiveness of hybrid classes and the use of technology. As will be shown, it was found that this hybrid style English class fulfilled the institutional requirements for compulsory courses. Moreover, it could be said that hybrid teaching - using computers and online tasks in a face-to-face classroom - is an effective means for encouraging students to work in the classroom