The purpose of this paper is to examine the order of school infirmary use, focusing on the interactions between school infirmary supervisors, students, and teachers on the basis of the narrative reports from school infirmary supervisors. The analysis of the interview data suggested that the prioritization of infirmary use is generated in the process of sharing the interpretations of the situations involving these three parties. More specifically, the orderly environment of school infirmary use was established by a series of actions: "permission and approval", "evaluation", and "response". Due to the lack of sufficient test data to provide an objective basis for determining the appropriateness of school infirmary use, its "evaluation" and quot;response" were assessed in an interpretive, immediate, and situation-dependent manner. In addition, it was found that the orderly use of a school infirmary tended to fluctuate when students with behavioral issues used the school infirmary. Therefore, measures to visualize "permission" for students to use school infirmary through the use of teacher permission card, helping students become aware that teachers are constantly supervising its use, and thoroughly enforcing the rules to use a school infirmary seem important to maintain the order of school infirmary use.

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The purpose of this study is to investigate how elementary school teachers’ evaluations of group learning (monitoring competency) and support strategies (support competency) for students’ learning vary based on their practices, experiences, and beliefs about learning by using a vignette-based simulation task. The participants in this study were 87 elementary school teachers. They completed a vignette-based simulated task developed to assess their group evaluation and support strategies as well as a questionnaire developed to assess their collaborative and competitive beliefs about learning. The scenarios of the simulated tasks were manipulated by the state of achievement of the collaborative learning goals: "understanding of the learning content", "interaction with peers", and "participation in the learning activity". The results showed that "participation in the learning activity" was the most important goal, followed by "interaction with peers" and then "understanding of the learning content." In particular, teachers with a strong belief about collaborative learning placed more importance on "interaction with peers" and "participation in the learning activity".In addition, the number of support strategies and the relationship between group situations and support strategies were different depending on their experience of group learning in their daily teaching and their beliefs about learning.

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