In Korea, there has recently been a meaningful change in curriculum formation and professor appointment within the Education Department of the College of Education. Although past studies have showed effects of evaluation of teacher training in the College of Education, there are no studies, however, that identify the influence precisely. So, this study aimed to examine the evaluation of teacher training institutions in Korea, and to analyze its influence on curriculum formation and professor appointment in the subject of education, specifically, the Department of National Language Education in the College of Education in Korea. The 1st and the 2nd period of evaluation of teacher training institutions had a big influence on curriculum formation and on professor appointment in the subject of education in the College of Education. In addition, it can be said that the evaluation criteria, which had a big influence on the subject of education, has been set as an evaluation item in the 3rd and the 4th periods of evaluation of teacher training institutions. Comparisons of the standard of evaluation items and the results reported from the evaluation of teacher training institutions from the 1st period to the 4th period and the curriculum of the Department of National Language Education, reveal that the change of the major ratio of professors is not limited by the evaluation of teacher training institutions, and that there is an original flow of change in the Department of National Language Education in Korea.

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This paper discussed the competence model of the FUER History Consciousness Project in comparison to other competence models found in the study of history, and aimed to obtain useful suggestions for switching the government curriculum guidelines of Japan for social studies to an outcome-oriented standard. 　　 An analysis of the FUER model showed that this model comprises four areas of competence related to historic thought processes, and it has a structure that promotes historic thought processes and cultivates the consciousness of history. A comparative investigation of this model and others that are representative of Germany found that the FUER model is an excellent model that effectively holds up to both theoretical and practical study. 　　 Findings of this study indicated the following points for consideration—the basis for working out a model to shift Japan’s government curriculum guidelines for social studies to outcome oriented, the level of their application, the establishment of competence and areas of competence, and the structure of the model.

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The purpose of this research is to identify factors that encourage expertise of an elementary school music teacher by illustrating the characteristics of the thinking process of the seasoned teacher in music classes, and its relationship with the teacher’s educational beliefs. We observed music classes by one skilled female teacher with twenty-nine years experience in a public elementary school in Miyazaki prefecture and interviewed her. Findings of this study revealed a model of the thinking process of a skilled music teacher that consisted of the following five steps: 1. Childrens’ behavior and words, 2. Input, 3. Generation of Meaning, 4. Reconstitution, 5. Output. Based on this model, this study proposes the following factors that encourage teachers to become an expert: 1. Brushing up skills for input and output of messages by seeing them as a physical process, 2. Continuous building of knowledge and pedagogy of music to gain educational beliefs, 3. Acquisition of ability to realize creative collaboration in the class to generate meaning.

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The aim of this study was to elucidate low achievers’ performance improvements due to differences that result from the experience of moving from an end user to a gatekeeper, and to identify what factors were related among them. For that purpose, in a fifth-grade elementary school science class unit on pendulums, we compared preand post-unit test scores of low achievers who were allowed to act as gatekeepers with the scores of other low achievers who did not have this experience. There were two key results: 1. The opportunity to act as gatekeepers resulted in higher post-unit test scores of low achievers. 2. For low achievers who had the opportunity to act as gatekeepers, the relationship between the experience and the higher test scores is due to the fact that when teaching their friends they become more aware of what they do not know, and recognizing that comprehension stems from thinking a lot about something.

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The purpose of this study was to investigate the relative effects of two types of written corrective feedback (WCF), i.e., direct corrective feedback (DCF) and metalinguistic corrective feedback (MCF), on selfcorrection of the same text (revision) and on correct use in new pieces of writing as to conditionals. The students with two different levels of proficiency were randomly assigned to three groups: DCF, MCF, and Control Groups, and received different feedback after performing a Japanese-English translation task. In the experiment, the ratio of correctly revised errors to total errors in the same text and the test scores in new writing tasks were statistically analyzed. The main results were: (a) in the higher proficiency group, both DCF and MCF had a positive effect on revision, but a clear effect of them was not found in new pieces of writing, (b) in the lower proficiency group, DCF immediately had a positive effect on revision, but no effect on improvement of correct use of the target structure in new pieces of writing, and (c) MCF gradually and positively influenced the students’ revision, leading to almost the same ratio of self-correction as DCF, and to improvement in new pieces of writing accordingly. Implications for pedagogy mainly relating to L2 writing are: (i) for higher proficiency students we have only to give an opportunity to write and revise, giving WCF of any kind; (ii) for lower proficiency students we should continuously conduct an activity of writing and revising, offering metalinguistic information (MCF), which imposes a great cognitive load on reflection.

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The purpose of the study was to explore the existence of the state standards in dance from 1994 to 2013 in the field of art education in the United States. The secondary purpose was to identify differences and similarities between the learning contents identified in the state standards and the National Standards of Dance Education. The results revealed the following; 1 ）Approximately half of the total states (26 states) have their own state standards,which indicates that dance is not the primary content area in art education in the United States. 2 ） Only ten percent of all states adopt the content standards from the National Standards of Dance Education without any modifications. Within the identified state standards, three specific elements, “demonstrating and understanding dance in various cultures and historical periods,” “applying and demonstrating critical and creative thinking skills to dance” and “identifying and demonstrating movement elements and skills in performing dance” were included in the majority of the state standards. In contrast, few of the state standards included the element of “making connections between dance and healthful living.” This indicates that the learning contents in the state standards in dance focuses on the art aspects of dance more than the health aspects of it. It was hypothesized that the frameworks of dance as a subject area, lack of teacher training and expertise in dance, lack of available facilities, as well as focuses toward fitness outcomes in Physical Education might have impacted the findings.

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In the child learning tool (called Cognition Map), we have clarified the characteristics as a metacognitive tool. 　　 The purpose of this research was to examine the degree of confidence in the Cognition Map for elementary school children. That is, this study considered one indicator on concept retention, and then it aimed to capture the process of changing children’s confidence levels. Findings of this study revealed, several patterns were seen in children with correct concept first. Also, even children who first had a correct concept did not necessarily have confidence in their own ideas. As the learning process progressed, there were cases where confidence degree had changed. Next, for children with misconceptions, various change patterns were seen. For children with misconceptions at the beginning, there was a pattern in which the confidence degree was fluctuating even after changing to a correct concept. Experiences conducted by themselves, including experiences of “discrepant event” and “critical event or explanation”, led to opportunities for changes of concept and improvement in their confidence.

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In modern society, aging, globalization, and computerization will progress further. Each person must have not only Knowledge but also Generic skills and Attitude/Values. The purpose of this study was to clarify how Generic skills and Attitude/Values of junior high school students were nurtured by home economics classes and what factors affected improvement of student’s Generic skills and Attitude/Values. Participants in this study were 89 junior high school students (31males, 58 females) at K Junior High School attached to a Japanese national university who took three classes for two credit hours on the subject of “Become a master of choice of laundry detergent” from July to October, 2016. The method of this study was a questionnaire survey on Generic skills and Attitude/Values for junior high school students. First, in order to clarify how Generic skills and Attitude/Values of students were nurtured by the classes, the scores before and after the course were compared using a paired t-test. Second, in order to clarify the factors that affected the improvement of Generic skills and Attitude/Values, stepwise multiple liner regression analysis was conducted. The results were as follows. 1) As a whole (males and females),”Willingness to Cooperate” was significantly increased. In males, “Collaboration/Meta-Cognition” and “Interests in the Betterment of Society/Curiosity and Inquisitive mind” were significantly increased. 2) “Willingness to Cooperate” before the course affected “Collaboration/Meta-Cognition” after the course. “Critical Thinking” and “Collaboration/Meta-Cognition” before the course affected “Interests in the Betterment of Society/Curiosity and Inquisitive mind” and “Willingness to Cooperate” after the course.

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