-
[in Japanese], [in Japanese], [in Japanese], [in Japanese]
2009 Volume 48 Pages
5-17
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese], [in Japanese]
2009 Volume 48 Pages
18-22
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
Alan S. Kaufman
2009 Volume 48 Pages
23-25
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese], [in Japanese]
2009 Volume 48 Pages
26-28
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese], [in Japanese], [in Japanese]
2009 Volume 48 Pages
29-31
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese], [in Japanese], [in Japanese]
2009 Volume 48 Pages
32-33
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
2009 Volume 48 Pages
34-35
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
2009 Volume 48 Pages
36-38
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese], [in Japanese], [in Japanese], [in Japanese]
2009 Volume 48 Pages
39-40
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
2009 Volume 48 Pages
41-43
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese], [in Japanese], [in Japanese], [in Japanese]
2009 Volume 48 Pages
44-45
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
2009 Volume 48 Pages
46-49
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
2009 Volume 48 Pages
50-54
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
2009 Volume 48 Pages
55-59
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
2009 Volume 48 Pages
60-63
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese]
2009 Volume 48 Pages
64-74
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese]
2009 Volume 48 Pages
75-84
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese]
2009 Volume 48 Pages
85-94
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese]
2009 Volume 48 Pages
95-104
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese]
2009 Volume 48 Pages
105-114
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese]
2009 Volume 48 Pages
115-122
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese]
2009 Volume 48 Pages
123-129
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese]
2009 Volume 48 Pages
130-142
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese]
2009 Volume 48 Pages
143-152
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
[in Japanese]
2009 Volume 48 Pages
153-162
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
Satoru YASUNAGA
2009 Volume 48 Pages
163-172
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
Higher education in Japan is experiencing sudden and dramatic changes, and is being transformed by these changes. However, it is unclear whether higher education is meeting society's expectations. Higher education cannot be reformed without improvements in the methods of instruction used. The present paper considers the situation that universities are presently facing, including society's expectations and changes within the general student population, and surveys recent reports and research on the use of cooperation for improving instruction in university classrooms. The results of the survey affirmed the effectiveness of cooperative theory and practice for realizing student-centered learning and meeting society's expectations for higher education. The review confirmed the need for reform in the methods of instruction, as well as clarifying some of the problems that require consideration when using cooperative methodology in the classroom. Suggestions for future consideration are provided.
View full abstract
-
Mari TODA
2009 Volume 48 Pages
173-181
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
The present article reviews studies published in Japan that dealt with parent-child relations. The historical transition in research on parent-child relations is briefly described, following which studies in the past two decades that dealt with fathers, parental development, and the influences upon children of intergenerational transmission are discussed, as are recent social problems relating to parent-child relations, such as support for child rearing, prevention of child abuse, and parent-child relations in foster families. Recently, research on parent-child relations appears to have shifted from basic research to applied and interdisciplinary research.
View full abstract
-
Nobuyoshi SHIKANAI
2009 Volume 48 Pages
182-191
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
New approaches to teaching should be developed in the context of the history of education. By integrating advances in psychology and other related fields with approaches used in the past, new approaches can be developed. The present author utilized this process to develop several new teaching approaches. In the present paper,(a) 3 creative approaches to reading that were developed by the present author are described,(b) it is proposed that “sight” instruction should be included in language arts education, and (c) a new Storyboard Writing approach that incorporates development in psychology and other related fields and which utilizes “sight” is proposed. Storyboard Writing is an approach to teaching in which students base their writing on pictures that they have seen. It was originally used in teaching language arts in China. Photographs are a form of “visual text”. In language arts classes, it is important that students be taught to read not only written texts, but also visual ones. Children should be helped to develop the visual literacy necessary for their daily lives.
View full abstract
-
Ayako ITO
2009 Volume 48 Pages
192-202
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
The present article aimed to find effective strategies and research frameworks for collaborative system change by reviewing research literature on system-focused consultation in schools and other related studies. In Japan, the position of school counselor is part-time. As a result, many barriers hinder counselors' attempts to enhance system change through collaboration with teachers. The following strategies extracted from the literature seemed to be effective for system change:(a) using tools that enhance collaboration among teachers,(b) moderating teachers' resistance to change,(c) installing new perspectives among the teachers,(d) building a management and maintenance system for the new system, and (e) having school personnel take the role of change agents along with the school counselor. In addition, the frameworks of collaborative participatory research and program evaluation as empowerment evaluation were also found to be effective for enhancing system-level collaboration between school counselors and teachers.
View full abstract
-
[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
2009 Volume 48 Pages
203-225
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
-
Juko ANDO
2009 Volume 48 Pages
235-246
Published: March 30, 2009
Released on J-STAGE: December 11, 2012
JOURNAL
FREE ACCESS
The present article attempts to verify the Homo educans hypothesis that human education is not a by-product of evolution, but a direct outcome of natural selection, based upon recent evidence, including findings on non-human teaching as a precursor of human education, empirical findings on the beginnings of human teaching (e. g., the teaching of rules even by 20-month-old children), a life history theory of childhood and old age, consideration of Geary's (2002) theory of the motivational bias of educational content and the structure of intelligence (single-general vs. multiple-specific issues), and findings on human behavioral genetics in the context of the ontogeny of education. Human education can be defined as “learning based on triadic interaction”. A new integrated discipline on education, the “evolutionary science of education”, is anticipated.
View full abstract