Showa Women's University Repository / 昭和女子大学学術機関リポジトリ
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Validity of the Japanese version of the Need for Cognition Scale in voluntary panel Web surveys
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The Library Science Education Teaching Syllabus of 1975: Comparisons with the 1972 Tentative Plan for Library Science Education Improvement and the 1968 Courses for Training
Get PDFIn 1975, the Library Science Education Division of the Japan Library Association created the Library Science Education Teaching Syllabus （hereafter referred to as the teaching syllabus）, the first post–Second World War university-level library science education teaching syllabus. To date, no study has specifically addressed the circumstances surrounding the creation of the teaching syllabus and the details of the syllabus content. This article aims to elucidate the circumstances of the publication of the teaching syllabus and its content in the context of the standards related to library science education that existed between the post-war period and the present day and the history of library science education program plans. Research revealed the following. First, the teaching syllabus was continuously discussed and examined before it became the core curriculum for library science education. Second, the teaching syllabus creation committee built an excellent system for the creation of the syllabus.departmental bulletin pape
A study on the continuity of community planning activities by local residents.
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Japan's Prolonged Secular Stagnation and Conservative Corporate Behavior
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The Function of Social Capital in the Cashless Payment －The Roles of Users’ General Trust and Payment Service Providers’ Trust in Smartphone Payments－
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Support for Children with Communication Disorders in Resource Rooms 1 ―The Role of Resource Room Education and Its Future Challenge―
Get PDFThe framework for children who need special support in school education has changed from “special education” to “special support education” since the revision of the School Education Law in 2007. In the course of this change, “resource room education”, which had not been recognized as part of the formal education system, has been attracting attention as a system that plays a central role in “special needs education.” The aim of this paper is to clarify the role of resource room education and its future issues by sorting out the development and transition of the system for children with both language and developmental disabilities who are taking advantage of resource rooms. Resource room education was initiated in the early 1950s by teachers as extracurricular classes for children with language disabilities who had difficulty in reading or speaking in class. After that, a more systematic “resource room for children with speech and language disorders” was established, but the actual situation was that guidance was not given in a fixed class in the resource room but was instead given at the regular class level. On the other hand, since the Act on Support for Persons with Development Disabilities was enacted in 2005, children with developmental disabilities, such as ADHD （attention-deficit hyperactivity
disorder） and LD （learning disabilities）, who had not been recipients of the type of support until then, also began to receive special support education. Today inclusive education has become part of a standard educational system, and the resource room education is a very effective educational system for children with developmental disabilities and other special needs as well as language disorders.departmental bulletin pape
