This study aimed to examine how homework could contribute to eliminating the English proficiency gap among learners and its potential contribution from the “perspective of learners with low self-evaluation,” as well as to make recommendations on how homework should be conducted. An attitude survey of 599 students affiliated with high schools and universities in Japan and 135 full-time teachers of English classes in elementary, junior high, and high schools was conducted. First, all student collaborators were divided into four groups according to their English self-evaluation, and each group’s “perceived effectiveness of homework” was compared. The results showed that learners’ levels of self-evaluation significantly affected the effectiveness of homework. It was clear that challenges exist in terms of quantity, quality, and understanding of homework’s significance and purpose, depending on the learner’s level of self- evaluation. However, the responses of the teacher collaborators also indicated that learners’ individual situations are unlikely to be considered in the actual homework instruction. Recently, from the viewpoint of reforming teachers’ work styles, there has been a trend to shift the subject of homework to learners and their parents. Although this approach has the advantage of creating independent learning, it can also widen the gap for learners with a strong awareness of their weaknesses. Homework should be reevaluated in English education, and the significance and potential of homework should be confirmed by reconsidering the system.

　　The purpose of this paper is to elucidate the characteristics of the “learning guide” in Eiko Endo’s Japanese language unit study and to delve into the characteristics of the learning materials in Eiko Endo’s Japanese language unit study, thereby approaching the characteristics of Eiko Endo’s Japanese language unit study.

　　As a result, (1) Learning guides are categorized into “1) guides led by the instructor” and “2) guides mediated between learners.” While forming practical knowledge, it was found that Eiko Endo’s approach to learning aligns with the guides in category 2. (2) Learning materials in Eiko Endo’s Japanese language unit study encompass “materials prepared by the instructor for the learners” and “materials arising from learning among the learners.” The establishment of these materials requires the essential components of “instructor’s understanding of learners” and “instructor’s demonstration of leadership.” (3) It can be inferred that the position of the teacher in Eiko Endo’s Japanese language unit study has changed from that of an instructor who directly connects learners with the object of study to that of a mediator who connects learners with each other. These three points have been clarified.

　　 This study aims to analyze Takayasu Shigematsu’s theory of social studies teachers and clarify its characteristics. The following two issues from previous studies will be addressed in this study of the history of social studies teachers. (1) What social studies teacher theory did the founding members advocate? (2) What were the actual trends of teachers at that time? The research subjects are Takayasu Shigematsu, a founding member, and Takajiro Imai and Seikyo Muchaku, teachers of daily life spelling. As a result of analyzing Shigematsu’s theory of social studies teachers, it became clear that Shigematsu insisted on the independence of teachers based on his belief in the “elimination of top-down education.” In addition, it was clear that he met the expectations of Shigematsu, a founding member, in the face of harsh realities. In light of the trends of early social studies life spelling teachers, the special characteristic of Shigematsu’s theory of social studies teachers was that he had faith in the children of Japan and dared to hope that teachers would take the initiative in the face of adversity. In other words, Shigematsu broke through the prewar system of “top-down education” and demanded autonomy for teachers.

　　 This study aims to investigate the effects of the “interactive text learning approach,” which involves the mediation of text (words, phrases, simple sentences, multiple contextual sentences) on English sounds, on the development of students’ reading skills in English in public elementary schools. Sixth-grade students in the study used an online English learning material that enabled interactive learning of English sounds and text and enhanced phonemic awareness individually for about four and a half months during the latter half of the school year. As a result, the number of responses in word quizzes and confidence surveys was significantly higher in many items compared to other sixth-grade students in the same district who did not incorporate these methods. In other words, through a text learning method that allows students to repeatedly and individually engage with “sounds and text” in an interactive manner through trial and error, the students’ reading skills and confidence in reading text (words, phrases, simple sentences, multiple contextual sentences) improved. This suggests that the “interactive text learning approach” has a certain effect on developing reading skills.

　　 The Japan Curriculum Research and Development Association (JCRDA) was founded in 1975 to conduct scientific research on curriculum research and development and contribute to the advancement of curriculum studies and educational practices. Since its inception, the association has held annual national conferences, and this year marks its milestone 50th conference. To commemorate this significant occasion, this symposium is organized under the theme “The Past, Present, and Future of Curriculum Research and Development.” It consists of two parts: the first reflects on the history of JCRDA, and the second explores the future direction of the association. This symposium examines critical questions: How should curriculum research and development progress? What challenges must JCRDA address to achieve further growth and impact?

　　 As the Japan Curriculum Research and Development Association celebrates its 50th anniversary, the value of Curriculum Research and Development is once again under scrutiny. In this study, we examined both the academic nature of Curriculum Research and Development and the historical trajectory of the Japan Curriculum Research and Development Association through an interview with Prof. Emer. Shigeki Kadoya, Honorary President of the Association. The findings suggest that Prof. Emer. Kadoya is concerned about three distinct divides: (1) divides within Curriculum Research and Development itself, (2) divides between Curriculum Research and Development and subject content studies, and (3) divides between Curriculum Research and Development and Japanese society. To address these issues, he proposed undertaking research that focuses on both the commonalities and the unique characteristics of each subject, as well as making policy recommendations to schools and educational administrations to overcome these divides.

　　 This article examines the progress and future directions of subject education research within the Japan Curriculum Research and Development Association based on an interview with professor emeritus Izumi Ohtaka of the University of Tsukuba, who served as vice president of the Association. The findings are summarized into the following three points. (1) The Association is a rare academic organization, both domestically and internationally, that transcends individual subjects to conduct holistic and comprehensive research on general subject education. (2) To further enhance the academic development of subject education research in Japan, it is necessary to improve the concentration and imbalance of research fields while promoting studies in underrepresented fields. (3) While importing and exporting the latest research trends, including those from overseas, it is necessary to further strengthen collaboration among subject education researches in the future.

　　 This paper explores the development and progress of curriculum studies and the Japan Curriculum Research and Development Association (JCRDA), drawing on an interview with its former president, Professor Seiji Fukazawa. The JCRDA has actively engaged in discussions on the “essence of subjects” and the roles of curriculum studies, with its insights compiled in several published works. However, there remains a need to critically reflect on the association’s achievements, address outstanding challenges, and strive for continued growth. In the final section, we revisit the core principles of curriculum studies and the JCRDA, discussing how both individuals and the association can navigate its future development.

　　 This paper argues that Yukichi Fukuzawa’s perspective on practical studies is a valuable reference for brightening the future of subject-specific education research and highlights the importance of meta-research as a practical endeavor aligned with this perspective. The following key points are discussed in the paper. First, subject-specific education research should pursue new possibilities for advancing subject-specific education practice. Second, there are contemporary challenges in realizing such advancements in subject-specific education research. Third, overcoming these challenges requires shifting the mindset in which we approach subject-specific education research. Fourth, under this renewed mindset, meta-research aligns with Fukuzawa’s academic perspective, thereby underscoring the necessity of meta-research.

　　 This article envisions the future in Japanese language and other subject-area education research. To envision the bright future of these fields, this article summarizes the recent trends in Japanese language education research, which is implemented from an international and interdisciplinary perspective. Then, the author points out what we need to accelerate international and interdisciplinary research in the Japanese language and other subject-area education research. For example, recent research trends focus on exporting findings from studies conducted in Japan to Southeast Asian countries rather than importing findings from research implemented in Europe and North America. In addition, collaborative research with overseas researchers has been started recently. Sharing students’ works internationally and collaborating at the association level are also current trends. The author also shared the Japan Reading Association’s seminar and Japan Consortium of Subject Pedagogy Associations’ meetings as a place to study research methodology to accelerate international and interdisciplinary research and requested to create more opportunities for them. Finally, the author shared his future interdisciplinary research plan to study reading practices in each discipline, such as mathematics, science, history, and literature, with other subject-area education researchers.

　　 This paper aims to consider what concrete actions this association can take to enable children to navigate VUCA in the rapidly changing modern society while realizing well-being under their own responsibility and developing solid competencies.

　　 In this consideration, the focus was placed on children who struggle with subject learning as a specific example of those who face difficulties in advancing on their own in a society characterized by high uncertainty. Furthermore, as teaching strategies to support such children, we provided concrete examples, including accommodations outlined in the curriculum guidelines, perspectives on developing teaching materials, and innovations in learning formats such as proficiency-based and small-group instruction.

　　 Additionally, possible actions that this association could take were proposed, including deriving teaching strategies within the curriculum from practices outside the curriculum for children who struggle with subject learning and publishing books aimed at children who, due to their struggles with subject learning, find it difficult to have a clear outlook on their learning.

　　 In this paper, I will compare my thoughts on what it means to “conduct research related to the production, rather than the consumption, of curriculum guidelines” to warp threads (the essence of the subject, the specialized sciences that form the background of the subject, and lesson development for each subject) and weft threads (general qualities and abilities, competencies, education-related sciences, learning methods, learning styles, and evaluation methods). I will also provide examples of the cloth (i.e., research) woven with these warp and weft threads, using my own research as an example.

　　 The future of education will be shaped by how teachers plan their lessons and what students create using the fabric produced by pedagogical researchers. Therefore, pedagogical researchers must have the qualities and abilities to go beyond subjects, fields, and areas, find the threads that weave together research, and devise new dyeing and weaving methods.

　　 Curriculum research encompasses a wide range of educational phenomena and approaches. However, it commonly focuses on educational practices related to the subject matter as its research target. A general approach in curriculum research is to analyze educational practices while exploring their significance and potential.

　　 Based on this premise, this symposium examines the state of qualitative research in analyzing educational practices. As research methodologies are broadly classified into qualitative and quantitative research, this symposium chose to focus particularly on qualitative research. While learning from the reports of three researchers conducting qualitative research, the participants ultimately discussed how qualitative research should be utilized in analyzing educational practices.

　　 This paper examines the issue of how to utilize “qualitative research” in music education research to analyze educational practices. In this paper, while including auto-ethnographic descriptions, we first clarify the characteristics of the trend of “qualitative research” in music education research and organize its theoretical position. Then, in the next stage, narrative ethnography will be discussed as a case study. We will discuss how narrative ethnography opens up new perspectives on traditional music education research and its effect on the analysis of educational practices. Narrative ethnography broadens the scope of traditional subject education research by incorporating “participant perspectives” and “contexts of relationships,” while also opening new horizons for research, such as “subject culture” studies.

　　 This paper describes the key points and issues in utilizing the Grounded Theory Approach (GTA), a kind of qualitative research method, in analyzing the practice of art education, including a self-historical discussion. Specifically, this paper discusses case studies of practical research using Saiki’s GTA and M-GTA, and refers to their purpose, contents, and results. The former case was oriented toward theorizing the framework of art teachers’ perceptions and interactions in evaluation. In contrast, the latter case was oriented toward positioning the researcher as a party to problems in social relations and returning the results to society. Finally, issues regarding utilizing GTA, graduate school education, and peer-review systems, including the creation of guidelines, are described.

　　 The present study was undertaken in order to clarify the significance and potential of interviews in curriculum research and development. The present study clarified two points. First, through a review of the Bulletin of Japanese Curriculum Research and Development, we clarified that interviews have been established as a research method, and then raised the need to recognize various research paradigms by utilizing Standards for Reporting Qualitative Research (SRQR). Second, we took up the life story research of social studies teachers and clarified how interview surveys can contribute to the development of subject education. Specifically, referring to the findings of the sociology of concept analysis, we attempted to construct a concept that would connect practice and research and serve as a common language among subjects, based on the results of interviews, and raised the importance that the concept of “parrhesia” has for subject education.