Naruto University of Education Digital Collection / 鳴門教育大学学術研究コレクション
Not a member yet
5076 research outputs found
Sort by
Educational Decentralization in Kenya and Senegal: Comparative Analysis of its Vertical and Horizontal Characteristics
Get PDFThis study aimed to identify the institutional and actual aspects of educational decentralization in both Senegal and Ghana, from the vertical and horizontal viewpoints. The research methodology involved interviews with officials from the central government (Ministry of Education), local government (regional education offices) and Decision-Making Organizations (DMOs) in schools to ascertain basic information on the institutional and actual aspects of educational decentralization. The results showed that, in both countries, there was justification for decentralization through political legitimacy and professional expertise, but not market efficiency. In addition, only limited progress in the vertical decentralization was identified in terms of curriculum and budget, although there were differences in the degree of decentralization. Thus, it was suggested that both countries have made some progress in horizontal decentralization, but may not be fully exercising their authority due to the weak degree of vertical decentralization.departmental bulletin pape
Naruto University of Education’s Initiative to Globalize Its Undergraduate Teachers: A Report on the Undergraduate Lecture ‘School Education in an Age of Globalization and Multiculturalism’
Get PDF本研究は，文化的多様性に対応できる教員養成を目指した鳴門教育大学による新しい学部授業「グローバル化・多文化化時代の学校教育」の成果と課題について取りまとめた．同授業は大学院修士課程のグローバル教育コースに所属する教員が教職を目指す学部生を対象として，国際協力，国際理解教育，外国にルーツを持つ児童生徒への支援，日本語教育などに係る内容を取り上げて実施した．この授業の成果と課題の取りまとめには，量的分析（事前事後アンケートによる指標の数値の比較）・質的分析（事後アンケート自由回答，授業展開・授業メモの分析）を用いた．その結果，①日本人学生が語学障壁を克服し活動に参加できていたこと，②グループワークでの協働の経験により海外の教育事情と日本のそれとの間の共通点や相違点に気づけたことが分かった．departmental bulletin pape
Impact of Vocabulary-Integrated CBA Lessons on the English Language Performance of 10th Grade EFL Students in Mali
Get PDFFor over a decade, Malian high schools have implemented the CBA. Despite theoretical advancements, practical challenges in teaching English as a Foreign Language (EFL) persist, particularly concerning student performance. The study evaluates the effectiveness of vocabulary-integrated CBA lessons in improving the academic performance of 10th-grade EFL students in Mali. A pre-experimental design, featuring a one-group pretest and post-test structure, was employed with a sample of 52 high school students. Data were gathered through written tests, which were developed based on cognitive domains (Remembering, Understanding, Applying, and Analyzing). The results demonstrate a positive impact of the intervention, with significant improvements observed across all measured variables. Increases in mean scores from pre- to postexperiment highlight the effectiveness of the interventions. These results suggest that targeted CBA methods have substantial potential to improve language learning outcomes.departmental bulletin pape
Basic Categories of STEAMIC Education in the Affiliated Schools with Naruto University of Education
Get PDFAffiliated Schools with Naruto University of Education deined and setted ‘STEAMIC Education’ as the main subject for their sharing six years’ palnning as educational institutions. Now the meaning of STEAMIC is clearly defined as Science, Technology, Engineering, Arts, Mathematics, and Inclusive Citizenship, although the meaning of STEAMIC has been interpretted variously. STEAMIC has two main group parts, STEAM and IC as acronym. While the meaning of STEAM is clear, the meaning of IC has not been commonly interpretted by the different Schools. After several discussion by the different schools, the meaning of IC was determined as ‘Inclusive Citizenship’, which was categorized as a social meaning and a humanity meaning as Arts. The author proposed ‘synpathy’ as a kind of common outcome produced by both of Arts and Inclusive Citizenship to make clear connection between STEAM and IC. Affiliated Schools are undertaking the task of STEAMIC Education with the common basic categoriey of STEAMIC. STEAM can be developed in inquiry studies and IC can be attaind in the contxts of inquiry studies. STEAM and IC are being achieved and are connecting each other.departmental bulletin pape
Interview Survey for the Development of Art Education Connected to the Theory and Practice of Architectural Space: Focusing on an Interview with a Teacher at Warsaw University of Technology, Poland
Get PDF筆者は，環境や他者との相互作用を生かす開かれた空間や場に焦点を当てた美術教育開発の手がかりとして，オープンフォームと呼ばれる理論や実践に注目してきた。本稿では，理論発祥のポーランドのワルシャワ工科大学で行った教員へのインタビュー取材の成果を報告する。取材から，環境の実体験を重視する建築設計の初年度の授業カリキュラム，オープンフォームによる建築の受容に影響する空間への自他の相互浸透というコンセプトの影響，記念碑の設計における文化を横断して意味の共有をもたらすシンボルの働きという要点が読み取れた。オープンフォームやシンボル，環境の観点からこれまで扱ってきた日本の美術教育の内容を捉え直すことで，建築と美術の境界領域にある題材開発の手がかりとなることが期待される。The author explores the theory and practice of the open form as a framework for developing art education that emphasizes open spaces and places through interactions with the environment and others. This study presents the findings of an interview conducted with a professor at Warsaw University of Technology, Poland, where the theory originated. The interview revealed key aspects of the first-year architectural design curriculum and the open form architecture, including its emphasis on hands-on engagement with the environment, mutual penetration of the self and others into space as it influences architecture through open form and the role of symbols in creating shared meanings across cultures in monument design. By reconsidering Japanese art education from the perspectives of open form, symbolism, and environment, this study offers insights for developing interdisciplinary subject matter at the intersection of architecture and art.departmental bulletin pape
Practices to improve GRIT in an elementary school and prospects for their potential: Aiming to develop children who have goals and persevere in the coming age
Get PDF本研究では，これからの時代に生きていく子どもたちに必要な能力としてGritに注目し，小学生のGritを高める実践を行い，その効果の検証と要因の考察を目的とした。Gritとは「やり抜く力」であり，「情熱」と「粘り強さ」の２要素で構成される（ダックワース，2016）。Gritの測定にはDuckworth et al.（2009）の「Grit-S」を翻訳・修正した藤原ら（2019）の「小学生用日本語版Grit-S尺度」を用いた。研究対象は小学校１校より，発達段階を考慮して３～６年生とした。Gritを高める実践はダックワース（2016）を参考に，「目標設定」「内側から伸ばす」「外側から伸ばす」の３観点から設定した。結果は，全体としてGritスコアの向上が確認され，その要因として，児童の実態に応じた目標設定，成長的マインドセットの理解と習得，教師や友達等の他者からの促進的な働きかけが必要である。課題は，児童の実態と学級経営の関連，実践の系統性，学校外の環境要因等の解明と実践への応用等である。In this study, we focused on Grit as a necessary ability for children living in the future, conducted practices to increase Grit in elementary school students, and aimed to verify its effects and consider the factors behind it. Grit is the "ability to follow through" and is composed of two elements: "passion" and "perseverance" (Duckworth ，2016). Grit was measured using the "Japanese version of the Grit-S scale for elementary school students" by Fujiwara et al.(2019), which was translated and modified from "Grit-S" by Duckworth et al.(2009). The research subjects were 3rd to 6th grade students from one elementary school, considering their developmental stage. Practices for improving Grit were with reference to Duckworth (2016) and were set from three perspectives: "goal setting," "growing from the inside," and "growing from the outside." The results confirmed that overall Grit scores improved, and factors contributing to this was needed goal setting based on the students' actual circumstances, understanding and acquisition of a growth mindset, and encouraging from others such as teachers and friends. Challenges include clarifying the relationship between the actual situation of children and classroom management, the systematicity of practice, and environmental factors outside of school, and applying these to practice.departmental bulletin pape
Practical Research on Social Skills Training Programs that promote interaction with others: Through Activities for independent living in a Class for Special Needs Education for Children at an Elementary School
Get PDF本実践研究では，小学校自閉症・情緒障害特別支援学級に在籍する児童を対象に, 自立活動における「人間関係の形成」，「コミュニケーション」を重点指導項目としたSSTプログラムを開発・実践し，ソーシャルスキルの習得および?尊感情への影響について検討することを目的とした。その結果，日常生活で学習したソーシャルスキルを継続して取り組むことにより，ソーシャルスキルの定着と自尊感情の向上に効果が認められ，児童の人間関係づくりへの有用性が示唆された。The purpose of this practical study was to develop and implement an SST program that focused on "Building relationships" and "Communication" in activities for independent living for children enrolled in a class for special needs education for children at an elementary school, and to examine the effects on their acquisition of social skills and self-esteem. As a result, it was found that by continually applying the learned social skills in daily life, it was effective in utilizing social skills and improving self-esteem, suggesting its usefulness in building interpersonal relationships.departmental bulletin pape
