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David W. Johnson, Roger T. Johnson
2008 Volume 47 Pages
4-8
Published: March 30, 2008
Released on J-STAGE: December 11, 2012
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Cooperative learning is a classic example of the interaction among theory, research, and practice. It is based on social interdependence theory, whose basic premise is that the way in which goals are structured determines how individuals interact which, in turn, creates outcomes. Over 750 research studies have been conducted in the past eleven decades on the relative merits of cooperative, competitive, and individualistic efforts and the conditions under which each is appropriate. These studies have validated, modified, refined, and extended the theory. Social interdependence theory has been widely applied, especially in education. The applications have resulted in revisions of the theory and the generation of considerable new research.
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Carol Robinson Zanartu
2008 Volume 47 Pages
9-13
Published: March 30, 2008
Released on J-STAGE: December 11, 2012
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[in Japanese]
2008 Volume 47 Pages
14-17
Published: March 30, 2008
Released on J-STAGE: December 11, 2012
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[in Japanese], [in Japanese], [in Japanese]
2008 Volume 47 Pages
18-19
Published: March 30, 2008
Released on J-STAGE: December 11, 2012
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[in Japanese], [in Japanese], [in Japanese], [in Japanese]
2008 Volume 47 Pages
20-21
Published: March 30, 2008
Released on J-STAGE: December 11, 2012
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[in Japanese], [in Japanese], [in Japanese], [in Japanese]
2008 Volume 47 Pages
22-23
Published: March 30, 2008
Released on J-STAGE: December 11, 2012
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[in Japanese], [in Japanese], [in Japanese]
2008 Volume 47 Pages
24-26
Published: March 30, 2008
Released on J-STAGE: December 11, 2012
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[in Japanese], [in Japanese], [in Japanese], [in Japanese]
2008 Volume 47 Pages
27-28
Published: March 30, 2008
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Roger T. Johnson, David W. Johnson
2008 Volume 47 Pages
29-30
Published: March 30, 2008
Released on J-STAGE: December 11, 2012
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2008 Volume 47 Pages
31-32
Published: March 30, 2008
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[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
2008 Volume 47 Pages
33-36
Published: March 30, 2008
Released on J-STAGE: December 11, 2012
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[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
2008 Volume 47 Pages
37-42
Published: March 30, 2008
Released on J-STAGE: December 11, 2012
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[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
2008 Volume 47 Pages
43-46
Published: March 30, 2008
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[in Japanese]
2008 Volume 47 Pages
47-50
Published: March 30, 2008
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[in Japanese]
2008 Volume 47 Pages
51-60
Published: March 30, 2008
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[in Japanese]
2008 Volume 47 Pages
61-70
Published: March 30, 2008
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[in Japanese]
2008 Volume 47 Pages
71-79
Published: March 30, 2008
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[in Japanese], [in Japanese]
2008 Volume 47 Pages
80-89
Published: March 30, 2008
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[in Japanese]
2008 Volume 47 Pages
90-97
Published: March 30, 2008
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[in Japanese]
2008 Volume 47 Pages
98-108
Published: March 30, 2008
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[in Japanese]
2008 Volume 47 Pages
109-117
Published: March 30, 2008
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[in Japanese]
2008 Volume 47 Pages
118-126
Published: March 30, 2008
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[in Japanese]
2008 Volume 47 Pages
127-136
Published: March 30, 2008
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[in Japanese]
2008 Volume 47 Pages
137-147
Published: March 30, 2008
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Yuji MORO
2008 Volume 47 Pages
148-158
Published: March 30, 2008
Released on J-STAGE: December 11, 2012
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In the present article, I review the recent trend toward qualitative methods and research in Japanese educational psychology, focusing mainly on articles that appeared in the Japanese Journal of Educational Psychology. My re-reading of critiques of Yoshida's (1989) research in educational psychology focused the present article on two themes. The first is an appreciation of the meta-theoretical directions in qualitative psychological research. Reviewing how qualitative researchers have connected to and dissociated their work from a traditional positivistic research philosophy allowed me to gain a picture of the inter-relations between various orientations, including constructionism, contextualism, and positivism. The second these relates to problems of interpretation and description in qualitative methods. I contend that interpretive descriptions are based on bidirectional textual work, one direction being dialogical expansive, and the other, a curtailment resulting from interpretive minimalism.
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Toshiaki SHIRAI
2008 Volume 47 Pages
159-169
Published: March 30, 2008
Released on J-STAGE: December 11, 2012
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The transition to an adult life in the community refers not only to organizational socialization in the workplace, but also to constructing individuals'lifestyles in their transition to adulthood. Previous studies on career development in the transition from school to work and social life as an adult were reviewed from this viewpoint. The results were as follows: -(1) The recently increased desire of young people for self-actualization in their employment can promote their exploration of jobs.(2) Individual vulnerability can make entry into the labor market and the initial job assignment difficult, and, in turn, the resulting unemployment and drift can increase the level of psychological symptoms.(3) Social support from supervisors and peers on the job, autonomy and responsibility in the organization, continuity between previous/desired occupations and the present one, and a temporal perspective (integration between the past, present, and future) are needed.(4) On a macro level, continuing education and support from the community are also needed.(5) Finally, the necessity of special supports for socially disadvantaged young people was mentioned.
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Chika NATUBORI
2008 Volume 47 Pages
170-177
Published: March 30, 2008
Released on J-STAGE: December 11, 2012
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The present article examines theories of learning and trends in practice connected to work, from 3 viewpoints:(1) a redefinition of intelligence and creativity, following Gardner (e.g., 1993), and education of the gifted that mediates between intelligence and creativity,(2) legitimate peripheral participation theory, which assumes that learning participation in the community of practice can connect educational practice to occupational practice, and (3) the portfolio evaluation method used for integrated study, which can connect educational practice and occupation practice. The present review concludes that in order for psychology to contribute to educational practice that is connected to work, there must be a redefinition of constructs in the domain of learning psychology, a use of the unit of analysis to connect educational and occupation practice, and a reexamination of the values and indices that educational activity aims at.
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Jun OSHIMA
2008 Volume 47 Pages
178-187
Published: March 30, 2008
Released on J-STAGE: December 11, 2012
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The present paper reviews 2 cognitive approaches to research on e-learning. One theme has to do with learning strategies in relation to self-regulated learning in e-learning environments. Findings from that type of research provide rich insights into how to scaffold learning activities so as to lead learners to improved performance. The second theme has to do with cognitive load theory, dealing with cognitive constraints existing in human cognitive architecture. Findings from this latter type of research suggest how it might be possible to overcome cognitive overload when learners face difficult task requirements. The present article also discusses disciplines that might support learners' activities in e-learning environments and issues for future research.
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[in Japanese], [in Japanese], [in Japanese], [in Japanese]
2008 Volume 47 Pages
188-207
Published: March 30, 2008
Released on J-STAGE: December 11, 2012
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Keiko KUMAGAI
2008 Volume 47 Pages
223-230
Published: March 30, 2008
Released on J-STAGE: December 11, 2012
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Certification of school psychologists in Japan started in 1997. Now there are about 3, 700 certified school sychologists in Japan. They work in kindergartens, elementary schools, junior high schools, high schools, and special schools, as well as for local educational authorities and counseling centers. But these school psychologists work as teachers, school counselors, and other extra staff, not as school psychologists. Furthermore, school psychologists in Japan usually do not do developmental assessment of children. This situation is very different from that in other countries. The present report reviews school psychologists' work in some other countries and recommends changes in the job responsibilities of school psychologists in Japan. In the U. S. A., UK, and some other countries, school psychologists have much to do with the assessment of children with special educational needs. School psychologists in Japan also should have skills needed for the developmental assessment of students who may have special educational needs, in order to establish a firm status as psychologists.
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