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1.
Educational Research for Policy and Practice in Japan – With Particular Reference to Youth Education
Taro Numano Yoshiyuki Nagata Mariko Ichimi Abumiya 《Educational Research for Policy and Practice》2002,1(1-2):35-50
Based upon the Fundamental Law of Education, Japanese school education system has long been a source of pride for the country
as a result of the high school participation rate, the homogeneity of compulsory education throughout the country. However,
the confidence of the people in its schools is now showing severe signs of strain and fatigue. In recent years, there have
been many reports about the growing seriousness of a number of educational problems having to do with young people in their
childhood and adolescence. Since the mid-1970s, a number of problems have been highlighted. They include violent behavior,
juvenile crimes, bullying, refusal to attend school, dropping out at secondary level of education, and corporal punishment.
Against the above background, based on recommendations from such advisory bodies as the Central Council for Education and
the National Commission on Education Reform, the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) has
adopted a range of policies and launched a series of educational reform programmes. For instance, what is called “Rainbow
Plan”, based on the final report submitted by the National Commission on Education Reform, provides the country with basic
guidelines for the educational reform in the near future. Roles of educational research for making policies have been of significance.
Research initiated by the National Institute for Educational Policy Research (NIER) and the National Federation of Educational
Policy Research Institutes (NFERI) is an example of contributions to the development of educational qualities in the country.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Nakano T Itoyama T Yoshida K Sawada Y Ikeda S Fukuda T Matsuda T Negoro M Arai F 《Biomicrofluidics》2010,4(4):46505
We proposed and fabricated multiscale transparent arteriole and capillary vessel models with circular cross sections of 10-500 μm using photolithography. The circularities of the fabricated 10, 50, and 500 μm diameter microchannels were 84.0%, 61.5%, and 82.3%, respectively. Next, we connected these different models to realize a circulation type blood vessel model simulating arteriole networks. We proposed a novel connection method using an intermediate connector made of wax, which we used to connect these models to make a circulation model. In flow experiments, the fabricated models showed no leakage and circulation models with seamless connections were achieved. 相似文献
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The level of educational development in Pakistan is low. A decentralisation reform was introduced in 2000 to improve the delivery of basic education by designating the local government body with primary responsibility for administering it. A qualitative field study on local education administration at the North West Frontier Province found problematic issues which may be significantly hampering efficient and effective delivery of education, such as the transfer of teachers. Conversely, the informality of the interpersonal relationships was found to be a potential asset for advancing stakeholder networking and improving the delivery of educational services. 相似文献
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While proof is central to mathematics, difficulties in the teaching and learning of proof are well-recognised internationally. Within the research literature, a number of theoretical frameworks relating to the teaching of different aspects of proof and proving are evident. In our work, we are focusing on secondary school students learning the structure of deductive proofs and, in this paper, we propose a theoretical framework based on this aspect of proof education. In our framework, we capture students’ understanding of the structure of deductive proofs in terms of three levels of increasing sophistication: Pre-structural, Partial-structural, and Holistic-structural, with the Partial-structural level further divided into two sub-levels: Elemental and Relational. In this paper, we apply the framework to data from our classroom research in which secondary school students (aged 14) tackled a series of lessons that provided an introduction to proof problems involving congruent triangles. Using data from the transcribed lessons, we focus in particular on students who displayed the tendency to accept a proof that contained logical circularity. From the perspective of our framework, we illustrate what we argue are two independent aspects of Relational understanding of the Partial-structural level, those of universal instantiation and hypothetical syllogism, and contend that accepting logical circularity can be an indicator of lack of understanding of syllogism. These findings can inform how teaching approaches might be improved so that students develop a more secure understanding of deductive proofs and proving in geometry. 相似文献
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George Koutsouris Brahm Norwich Taro Fujita Thomas Ralph Anna Adlam Fraser Milton 《Technology, Pedagogy and Education》2017,26(5):587-599
This article presents an evaluation of distance technology used in a novel Lesson Study (LS) approach involving a dispersed LS team for inter-professional purposes. A typical LS model with only school teachers as team members was modified by including university-based lecturers with the school-based teachers, using video-conferencing and online video sharing. The aim was to examine the experiences of using video-conferencing and video transfer technology to support the use of LS procedures to connect team members between schools and university. The meetings from two LS teams (primary and secondary) were recorded and analysed using a discourse analysis framework, and team members were interviewed after the LS cycle. Despite some technical difficulties, the communication between the dispersed members of the teams was largely smooth and successful. Extending LS teams and practice to include non school teachers, using distance-linking technology, can more effectively support teachers, while reducing the practical constraints of bringing other professionals into the LS team. 相似文献
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John Schacter Jeff Shih Charles M. Allen Lina DeVaul Amy B. Adkins Taro Ito 《Early education and development》2016,27(1):74-88
Research Findings: Effective preschool mathematics instruction is especially important for low-income children. Previous research demonstrates that low-income children enter kindergarten behind their middle-income peers. They receive less mathematics support at home and from public preschools. The aim of this study was to test Math Shelf, a tablet intervention designed to improve at-risk preschoolers’ mathematics performance. A total of 100 children participated in a randomized controlled trial in a large urban Head Start center. Intervention students played Math Shelf on tablet computers for 6 weeks, whereas comparison students played the most downloaded and best reviewed preschool math apps on tablets for an equal amount of time. During game play, graduate student researchers supervised intervention and comparison students in separate rooms. Intervention and comparison groups did not differ on pretest assessments. Math Shelf students performed statistically significantly better (Cohen’s d = 0.57) than comparison students at posttest. Practice or Policy: Math Shelf results suggest that teachers can enhance low-income preschoolers’ mathematics knowledge in a relatively short amount of time by incorporating developmentally appropriate tablet interventions. 相似文献
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Taro Komatsu 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(1):7-31
This study seeks to understand whether and how decentralised school governance in Bosnia and Herzegovina (BiH) enhances the schools’ role of promoting social cohesion. This includes increasing “horizontal” trust among different ethnic groups and “vertical” trust between civilians and public institutes. The study examined secondary school leaders’ perceptions regarding school board influence on social cohesion policies and practices, their interactions with school board members, and their accountability to the school-based governing body. The results show that school leaders and school boards, supposedly representing the interests of local stakeholders, did not appear to be actively engaged in the deliberate process of promoting social cohesion. While school directors tended to view themselves as being independent from the school boards, ethnically diverse school boards provided important support to proactive school leaders for their inter-group activities. Given that the central level is not providing initiatives to promote social cohesion and that BiH citizens appear to generally support social cohesion, decentralised school governance has the potential to improve social trust from the bottom up. To promote participatory school governance, the study recommends that BiH school leaders should be provided with opportunities to re-examine and redefine their professional accountability and to assist local stakeholders to improve their involvement in school governance. 相似文献