The main purpose of this paper is to understand educational practices and life-courses of newly appointed teachers in public junior high schools in Saitama Prefecture during the period of high economic growth. Furthermore, the specific purpose is to investigate the "influences" and "experiences" of the new teachers during the period of high economic growth in Japan. The data for this study was obtained through a survey conducted between January and April of 2009. A questionnaire was given to 141 junior school high teachers using mail survey method. In addition, 10 interviews were conducted. The results of the analysis are as follows:

First, the statistical analysis of the descriptions revealed that "worthwhile/satisfied" was described by 60% of the respondents and "difficult by 40%.

Second, content analysis of the descriptions showed that "guidance and advice" from senior teachers took place in the staff room, the night-duty room, the senior teacher's homes, etc.

Third, in order for "informal learning" to function, the following was necessary.

Teachers need to have a common goal. The grade level head teacher needs to be respected as a trusted leader.

In conclusion, the survey revealed that the new teachers during the period of high economic growth were engaged in "informal learning".

This paper discusses the significance of religious education in elementary education at the end of the 19th century in England and Wales. At that time, the foundation for national education was being built. As a result, the government began to intervene in education, and the state essentially replaced the church, which was the institution that had educated the people. However, religious education was never completely removed, and continues to be a component of public education to this day. Did religious education really decline with the development of the public education system?

In this paper, the significance of religious education is reviewed by examining how the clergy and school-masters perceived religious education in schools, using annual reports of the National Society and the Cross Commission. While religious education restraints were established in the late 19th century, their assertions and relationships show that religious education was regarded as an important and meaningful. Thus, the increasing secularisation by the state in the process of expanding public education system was not necessarily linked to the decline of religious education.

Intercultural collaborative learning is defined as the deepening of mutual understanding between learners with different linguistic and cultural backgrounds through "meaningful interaction"(Suematsu, 2019). Higher education institutes promote intercultural collaborative learning to develop global human resources. This study focused on intercultural collaborative learning lessons where international teaching fellow (TF) facilitated English group discussions and taught English academic writing. In the study, we conducted an ethnographical observation of TF's supported classes for two academic years, including online lessons. We analyzed observation data, one interview and one student questionnaire, and reflection upon the teacher and TF. Our results showed the following: 1) The international TF could take a critical perspective on both student and teacher's teaching styles and contribute to improving the lessons. 2) TF work could be an invaluable experience for graduate students who want to take academic positions. 3) The educational support of TF was not as effective in online classes as in face-to-face classes. Additionally, the study showed that the position and role of TF need to be more carefully communicated to students in online classes.

This paper aims to reconsider characteristics of the reorganization of local educational administration in Thailand under the military government, also known as the "National Council for Peace and Orders"(NCPO), through a comparative analysis between Educational Service Areas Committee(ESAC)and Provincial Education Committee(PEC).

ESAC was institutionalized as a local educational governing body in decentralization reform since the 1990s. However, ESAC was suddenly abolished by NCPO with its ultimate administrative authority in 2016. Instead of ESAC, NCPO ordered establishing PEC to "reform" local educational administration, which is usually criticized because of its orientation towards re-centralization. However, it is acknowledged that those criticisms were suggested without careful examination of institutional modification from ESAC to PEC.

Through document analysis with comparative perspectives, the study found that the reorganization resulted in the restriction for local stakeholders to participate in decision-making on education. In addition to this, as a common aspect, both ESAC and PEC belong to local branches of the central ministry.

While it is important to condemn the re-centralized restructuring, this paper suggests that attention should be paid to the consistent aspects of the Thai local educational administration structure.