In Japan, discussions on research ethics in the field of education have not been sufficiently conducted compared to other countries, and many educational societies, including the Japan Society for Curriculum Education, have not established research ethics guidelines. As a first step towards improving this situation, this study organizes the research ethics issues that arise when conducting subject education research involving children, clarifying what needs to be considered and identifying the remaining ethical challenges. Additionally, by presenting examples of research ethics issues specific to science education research, this study highlights the possibility that research ethics issues unique to each subject may exist.

　　 This study aims to clarify the process of learners’ “inferential reading” through practice and to develop a class that promotes awareness of the strategy, especially in evaluation situations, based on the characteristics of critical reading materials in high schools. In the class, a lesson was designed in which learners created their own rubric descriptions based on typical examples of detailed responses to questions that require inference, and then used that rubric to evaluate each other’s detailed responses. The results of the practice revealed that learners’ “reading” depth was differentially enhanced by elaborative inferences, and the same results were obtained in the evaluation situation. In addition, it became clear that this practice in which learners are the subjects of evaluation is effective to make them aware of the strategy, to make their own reading relative to the reading of others, and to activate metacognitive monitoring.

　　This study aims to conduct exchange training sessions with Assistant Language Teachers (ALTs) and determine, through interview analysis, how Japanese classroom teachers have integrated the view of crosscultural understanding with the support of ALTs. The study consisted of semi-structured interviews with five teachers and was analyzed based on a modified Grounded Theory Approach (M-GTA). The results revealed the following: first, the teachers worked to deepen their involvement with the ALTs outside the classroom by reflecting on any negative thoughts; second, the teachers’ interest in the ALTs and other cultures increased, leading to a “two peas in a pod relationship” as they expressed their genuine feelings and mutual respect; and third, the ALTs began to showcase their own strengths in the classroom, such as by incorporating more impromptu dialogues and spontaneously sharing aspects of their own culture.

　　 This study aims to clarify the academic characteristics of general subject didactics in Germany as a meta-discipline of subject-specific didactics to reexamine the potential to describe and systematize general subject didactics in Japan. First, the study examines how general subject didactics developed in Germany by focusing on institutional, economic, and organizational conditions. Subsequently, it investigates the academic tasks of general subject didactics by reviewing meta-studies on the outcomes of subject-specific didactics research, focusing on the processes of selection, reduction and transformation. With regard to the possibilities and significance of describing and systematizing subject pedagogy in general, this paper highlights its distinctive academic scope and the blind spots of general subject didactics, which is enabled by the critical contrast with general didactics. Finally, based on the findings of this study, challenges in the description and systematization of general subject didactics in Germany are discussed.

　　In view of the social situation, there are calls in other countries for the inclusion of verbal expressions of probability (verbal probability) in school mathematics as a subject of study, as they are considered to contribute to risk assessment. In Japan, the development of learning is being promoted in mathematics, although the same is required of the Japanese language arts, since it is a form of verbal expression. Only by doing so can we (1) focus on the nature of “directionality,” (2) become aware that probability includes the aspects of “situation definiteness” and “cognitive definiteness,” and (3) develop learning that can capture the operation of verbal probability in the real world, which are issues that require further development as the subjects of previous research. Therefore, the purpose of this study is to develop a learning program for first-year junior high school students based on (1) to (3) above, utilizing the “Balanced Corpus of Contemporary Written Japanese,” and to examine the results of this program. The results showed that the learners shared the properties of “directionality,” “situation definiteness,” and “recognition definiteness” in the developed study, based on their reflections on the examples in the corpus.

　　 This study examines assessment methods that foster the development of communities of practice in reading instruction, based on practical implementation.

　　 We analyzed and discussed dialogue-centered assessment and feedback in practice, focusing on communities that exhibit key structural elements of communities of practice.

　　 found that:

(1) Assessment and feedback in practice supported the key structural elements of communities of practice.

(2) As an assessment method, it is important to provide feedback on learners’ acts of reading as collective actions of the entire community.

(3) for the assessment method to be effective instructional strategies that facilitate collaborative learning are necessary.

(4) Readers within the community of practice possess not only knowledge but also affective qualities that play a crucial role in both expanding and deepening their reading experiences.

　　 Assessing learning at the community level in reading education not only supports the formation of communities that engage in critical discussions of reading but also provides meaningful support for each individual learner’s reading development.

　　This study conducted a scoping review to systematically organize the outcomes and challenges of collaboration between elementary and junior high schools in English education, focusing on studies implemented since 2010. An analysis of 17 studies revealed that most of the analyzed schools operated under exceptional institutional conditions, such as research and development schools or schools attached to national universities, which differ substantially from public schools. The analysis of collaboration content revealed that these preceding studies have predominantly reported on more in-depth models of collaboration, such as “interactive exchange” and “curriculum coordination”. While many studies reported students’ affective development, challenges related to instructional enhancement and curriculum refinement were also identified. Furthermore, the process of screening literature suggested that there is an insufficient understanding of elementary-junior high school collaboration. In future research, collaboration between elementary and junior high schools should be a central focus. By advancing the development of sustainable institutional frameworks and conducting a detailed examination of the outcomes and challenges of such collaboration, it is expected that a collaborative model applicable to general public schools will be established.

　　The purpose of this study was to elucidate the actual conditions of positive and negative emotional experiences in physical education at junior high and high schools, with particular emphasis on comparing students with favorable and unfavorable attitudes toward physical education. To this end, a questionnaire survey was administered to university students, asking them to recall and report their emotional experiences in physical education during their secondary school years. The results demonstrated that positive emotional experiences were most frequently associated with achievement-related factors, such as improvements in skills, whereas negative emotional experiences were predominantly related to class content and characteristics, including the types of activities conducted and the overall atmosphere of physical education classes. These findings underscore the critical role of health and physical education teachers in shaping students’ experiences. It is imperative that teachers foster positive teacher–student relationships and provide learning environments in which students can perceive physical education and exercise as enjoyable and meaningful.

　　This study aimed to understand the current situation regarding the acquisition of teaching licenses for multiple subjects by students in teacher-training courses. A survey was conducted targeting all prefectural boards of education nationwide regarding the issuance of 1st-type middle school teacher licenses for the fiscal year 2022, based on Appended Table 1 of the Law for Licensing Educational Personnel. The following three points were revealed: (1) The proportion of individuals who obtained multiple subject teaching licenses out of the total number of 1st-type middle school teacher license recipients was less than 10% in all prefectures. (2) There is a skew in the distribution of the licensed subjects. While the number of individuals obtaining multiple subject teaching licenses in the so-called “five core subjects” is relatively high, the number of those obtaining multiple subject teaching licenses in art and music is low. (3) There is a skew in the combination of the licensed subjects. This is evident in the high number of individuals obtaining teaching licenses in combinations such as mathematics and science or Japanese language and social studies. However, the choice of the licensed subjects tends to be determined within the framework of liberal arts and science disciplines.