Journal of Japanese Educatinal Research Associaon for the Social Studies

[title in Japanese]

Article type: Cover
2012 Volume 77 Pages Cover1-
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_Cover1

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[title in Japanese]

Article type: Cover
2012 Volume 77 Pages Cover2-
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_Cover2

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Values Education when Teaching History in a Democratic Society : A Learning Module for Values Formation

Kazuhiro MIZOGUCHI

Article type: Article
2012 Volume 77 Pages 1-12
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_1

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This study identifies the logic and approach of values education when teaching history and fostering values formation in a democratic society. Previous studies on this subject have proposed various ways of teaching history to avoid unintentional indoctrination. However, such theories fail to clarify the relationship between values and decision-making, and identify the connection of individual values formation when teaching history. Therefore, this study includes three points of significance. First, this study identifies the principle of content organization for comparing individual values formation with social value realization by introducing a theory on the creation of tentative knowledge of values through decision-making. The knowledge of values as tentative standards, which divide things into better or worse, could become an institutions or a law that stipulates our social life. In addition, due to, its vagueness, and contradictions, it can also be developed reflectively by examining its different standards and opposing viewpoints. Second, this study introduces a learning module for reflective values formation based on the four quadrants diagram, which enables students to understand the relationship and conflicts between basic principles in our society. By utilizing this diagram, which demonstrates opposing relationships between principles and institutions in the past, it can be shown that students reflect upon their own values and reexamine the justifiability of those principles and institutions by comparing majority or minority support. Third, to realize the learning module, this study develops a history unit for high school students that focuses on issues of race and ethnicity in the United States. By examining the effects of segmentations and institutionalization of values, especially with regard to race and conflict in a democratic society, we can develop the overall knowledge of student's values on multi-racial societies.

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Social Studies Curriculum Promotes "Social Cohesion" in Alberta, Canada : Focusing on "The Respect for Deep Diversity" and "The Accommodation of Diversity"

Masumi TSUBOTA

Article type: Article
2012 Volume 77 Pages 13-24
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_13

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This paper examines the issue of how social studies curriculums can help teach students to become citizens who promote social cohesion in a plural society by focusing on "the respect for deep diversity" and "the accommodation of diversity". As a case study, this paper analyzes the social studies curriculums of Alberta, Canada since it is the only province that explicitly includes curriculums that address "diversity" and "social cohesion" in its overall social studies goals. The movement of people in the current age of globalization has significantly increased diversity, especially at the societal level. As a result, societies must be willing to accept people from a wide array of cultures and backgrounds in order to progress and coexist peacefully. This is one of the keystones for maintaining a peaceful and democratic society. Social cohesion, in this case, can become one of the possible solutions for dealing with this particular issue. However, the term "social cohesion" could be used simply as a synonym for assimilation. Therefore, this study demonstrates "the respect for deep diversity" and "the accommodation of diversity" as key aspects for fostering social cohesion in a plural and democratic society. Then, it analyzes the social studies curriculums of Alberta by focusing on these key aspects. Finally, this paper discusses the construction of curriculums that teach students to develop the willingness and attitude toward addressing such aspects of social cohesion.

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Social Studies Research Trends and Issues in the United States(<Special Issue>The JERASS Special Project Group Report Internationalization of Social Studies Research Methodology)

Kazuhiro KUSAHARA

Article type: Article
2012 Volume 77 Pages 25-27
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_25

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The JERASS special project group "Internationalization of Social Studies Research Methodology" has invited leading researchers from the United States to the international conferences on social studies research trends and issues. The purpose of this issue is to discuss the results of a series of conferences as an interim report. This issue includes three written by US researchers and three short commentaries written by Japanese researchers. The themes of the keynote speechees that the US researchers delivered are as follows: (1) Stephen J. Thornton, Enhancing Curricular-Instructional Gatekeeping in Social Studies, on March 3, 2012 at Kyoto: Ritumeikan University. (2) Bruce A. VanSledright, Ways of Making Sense: Researching Students' Historical Thinking and Understanding, on January 22, 2012 at Osaka: CIC Osaka (3) Carolyn O'Mahony, Researching Planning in Elementary Social Studies in the Digital Age: Exploring the Potential of Lesson Study to Energize Teachers and Revitalize a Field, on August 28, 2011 at Osaka: Osaka Kyoiku University The group coordinator of each conference is requested to outline these US researchers' speeches and articles with focuses on the current trends and issues of research in the United States. The summaries of the invited US researchers speeches at the conferences are followings. (1) A big picture of social studies is not advocated. The US researchers seem not to draw a "macro and grand design," which guides theory and practice into school education. As a more multicultural, fragmented society emerges, it would be difficult to generaliaze the comprehensive concept on social studies. (2) The themes of teacher/teaching and learner/learning are their main focuses. As opposed to the trend of educational standardization, these US researchers attempt to describe the various perspectives of learners, as well as the adjustable but independent decision makings and autonomous communities of teachers, in terms of historical thinking, gatekeeping, and lesson study. (3) Some researchers underwent a cognitive revolution in the 80s as graduate students. The movement introduced them to the reams of qualitative research for analyzing the human subject of a social studies class with a "micro but thick description." According to a recent survey, Japanese researchers show tendencies entirely different from those in the United States. They are likely to write a paper that draws a grand design of social studies together with the development of some types of modules to improve classroom teachers' teaching strategies. The readers of this issue could find the differences of the research methodological trends between Japan and the United States through reading the US researchers' articles.

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Enhancing Curricular-Instructional Gatekeeping in Social Studies

Stephen J. Thornton

Article type: Article
2012 Volume 77 Pages 29-39
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_29

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Teachers inevitably serve as curricular-instructional gatekeepers although this fact often goes unrecognized by teachers, school reformers, educational researchers, and teacher educators. How and why teachers tend the curricular-instructional gate is key to understanding and enhancing practices in social studies curriculum and instruction. By curricular-instructional gatekeeper, I mean that teachers make the day-to-day decisions concerning both the subject matter and experiences to which pupils have access and the nature of that subject matter and those experiences. Gatekeeping encompasses the decisions the teacher makes about curriculum and instruction and the criteria they use to make those decisions. A teacher tending the curricular-instructional gate shapes classroom encounters among teacher, students, and curriculum materials. These encounters are the true test of the effectiveness of a curriculum and the main determinant of what students learn. Because gatekeeping cannot be circumvented, it must be considered in the implementation of educational changes. Generally change agents have tried, however, to dictate to teachers. This is evident in insistence on, for instance, fidelity to the curriculum developer's wishes as the prime criterion for judging the effectiveness of curriculum reforms. However, since teachers all tend the gate somewhat differently, complete fidelity is an unreachable goal. Moreover, there are sometimes sound educational reasons why a teacher should adapt a curricular-instructional innovation to the conditions in a particular setting. Taking gatekeeping seriously implies a shift in the traditional questions and methods of educational research strategies as well as in the goals and design of teacher education programs.

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Implications of Dr. Thornton's Paper for Theory and Research on Social Studies in Japan : Does the Subject Matter Precede the Educational Aim? And Is the De-contextual Talk on Classes of Social Studies Possible?

Tatsuya WATANABE

Article type: Article
2012 Volume 77 Pages 41-44
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_41

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Ways of Making Sense : Researching Students' Historical Thinking and Understanding

Bruce VanSledright

Article type: Article
2012 Volume 77 Pages 45-64
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_45

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Implications of Dr.VanSledrigh's Paper for Theory and Research on Social Studies in Japan : Focusing on Relations between Practitioners and Researchers

Masato FUJIMOTO

Article type: Article
2012 Volume 77 Pages 65-68
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_65

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Researching Planning in Elementary Social Studies in the Digital Age : Exploring the Potential of Lesson Study to Energize Teachers and Revitalize a Field

Carolyn O'Mahony

Article type: Article
2012 Volume 77 Pages 69-81
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_69

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This article reports on the use of Lesson Study as a professional practice and as a form of professional development in the USA. It explores the context of American education and research on instructional planning in order to offer reasons why Lesson Study has not been adopted more widely in social studies education despite documented student success in schools using Lesson Study in other curricular areas. It suggests that researcher and teacher educator collaboration is key to making research-based findings on children's thinking important to teachers as they plan instruction. It proposes that Internet-based professional communities can provide social studies teachers, teacher educators, and researchers with colleagues, and a place, to have Lesson Study - like conversations about effective teaching of social studies in today's world with today's children.

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Implications of Dr. O'Mahony's Paper for Theory and Research on Social Studies in Japan

Yasuhiro HASHIMOTO

Article type: Article
2012 Volume 77 Pages 83-86
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_83

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[title in Japanese]

[in Japanese]

Article type: Article
2012 Volume 77 Pages 87-88
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_87

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[title in Japanese]

[in Japanese]

Article type: Article
2012 Volume 77 Pages 89-90
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_89

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[title in Japanese]

[in Japanese]

Article type: Article
2012 Volume 77 Pages 91-92
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_91

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[title in Japanese]

[in Japanese]

Article type: Article
2012 Volume 77 Pages 93-94
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_93

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[title in Japanese]

[in Japanese]

Article type: Article
2012 Volume 77 Pages 95-96
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_95

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[title in Japanese]

[in Japanese]

Article type: Article
2012 Volume 77 Pages 97-98
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_97

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[title in Japanese]

Article type: Appendix
2012 Volume 77 Pages App1-
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_App1

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[title in Japanese]

Article type: Appendix
2012 Volume 77 Pages App2-
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_App2

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[title in Japanese]

Article type: Appendix
2012 Volume 77 Pages App3-
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_App3

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[title in Japanese]

Article type: Appendix
2012 Volume 77 Pages App4-
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_App4

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[title in Japanese]

Article type: Cover
2012 Volume 77 Pages Cover3-
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_Cover3

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[title in Japanese]

Article type: Cover
2012 Volume 77 Pages Cover4-
Published: November 30, 2012
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.77.0_Cover4

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