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Parental acceptance of disability and how parents support their children (1) : Survey of parents with disabled children
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Association between the learning achievement of “educational counseling” and the preschool teacher's efficacy of junior college students major early childhood education.
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Consideration on the practical training of dress construction : putting dresses designed by IT into shape
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Review of definition of “Foreign Corporation Tax” and “Foreign Tax Credit method” : On the basis of the Tokyo High Court Judgment dated July 14, 2016.
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Studies on the Healthy Image at Junior College Students. (2) : Foods of the Healthy Image
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Research study on coordination and cooperation between school and community for activation of "Period for Integrated Study"
Get PDFapplication/pdfAiming to obtain basic data to build a model to activate "Period for Integrated Study", questionnaire survey is conducted on public school teachers 748 people for compulsory education in Niigata Prefecture.The progress of coordination and cooperation between school and community is correlated with activation of comprehensive learning, and the regional coordinators working at schools have achieved a certain result for proceeding coordination and cooperation between school and community. Under such situation, as requirements for the activation, teachers should first clarify the policy on coordination and cooperation between school and community, and then share the information on regional human resources with neighboring schools, develop the quantity and quality of regional human resources and communicate information on the school and its request directly to the local residents and businesses. Also, at the schools where a regional coordinator is actively involved, once the working space is secured, the teachers should maintain close contact with the regional coordinator, conduct joint training and develop the plan on use of regional human resources at the beginning of each school year.「総合的な学習の時間」を活性化させるモデルを構築するための基礎資料を得ることを目的として、新潟県内にある義務教育の公立学校教員748人を対象とした質問紙調査を実施した。学校と地域との連携・協働の進化は、総合的学習の活性化と相関しており、学校で活動する地域コーディネーターは、学校と地域との連携・協働を進める上で一定の成果をあげている。そうした現状において、教員は、学校と地域との連携・協働に関する方針を明確にした上で、地域人材の情報を近隣の学校と共有したり、地域人材の量と質を育んだり、地域住民や事業所に対して直接、学校の情報や要望を伝えたりすることが、活性化の要件である。地域コーディネーターが活動している学校では、活動スペースを確保した上で、教員が地域コーディネーターとコミュニケーションを密にし、一緒に研修をしたり、年度当初に地域人材の活用に関する計画を作成したりすることが、活性化の要件である。journal articl
Attempts to teach new methods of reading aloud to children, based on the model of gradual release of responsibility
Get PDFapplication/pdfIn Japan, the traditional way of reading books aloud to children has been for teachers to simply read the story as written, without varying their voice quality or using gestures, to students who just listen quietly. New techniques for increasing student understanding and involvement have been developed, including the“ think-aloud,”“ interactive read-aloud” and“ shared-reading” methods, but these alternative methods are still not in general use by day-care, kindergarten and elementary-school teachers. This paper therefore presents the results of preliminary investigations, based on the model of gradual release of responsibility (the gradual transfer of responsibility for the students’ learning from the teacher, to the students themselves), of the author’s introduction of various reading-aloud techniques in classes taught to children, as well as in professional-training sessions for teachers (as part of their teaching-license refresher courses), and having these teachers consider ways these new techniques could be integrated into their lesson plans.
Preliminary results based on these teachers’ reactions seem to indicate their increasing openness toward the use of a greater variety of reading-aloud techniques. However, the teachers did not seem to fully grasp the importance of these techniques as instructional methods which accord with the model of a gradual release of responsibility.日本での読み聞かせは声色や身振りなどを使わない「静聴型読み聞かせ」が多い。これに対して、「考え聞かせ」、「対話読み聞かせ」、「いっしょ読み」などの読み聞かせの可能性を広げる方法の提案がなされている。しかし、現状では保育士や教員たちにこれらの読み聞かせ方法の普及は進んでいない。そこで本稿では研究の初期段階として、学びの責任を教師主導から次第に子ども中心の学びへと移す「責任の移行モデル」を踏まえ、筆者が担当する授業実践や教員免許状更新講習を通して、学生や教員に様々な読み聞かせの手法を紹介し、それらを自身の指導計画にどのように取り入れていくかを考えさせることとした。その結果、学生・保育士・教員に多様な読み聞かせを活用していこうとする態度が向上したことが示唆されたが、責任の移行モデルを踏まえた指導法の意義について十分認識させるには至らなかった。journal articl
“Art Brut” and Art of Handicapped : A Consideration in the aspect of “Art,” “Welfare Support,” and “Communication”
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