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Volume 49 (2006)
- Issue 4 Pages 249-
- Issue 3 Pages 171-
- Issue 2 Pages 93-
- Issue 1 Pages 3-
Predecessor
Volume 49, Issue 4
Displaying 1-6 of 6 articles from this issue
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Kiyomi AKITAArticle type: Article
2007 Volume 49 Issue 4 Pages 249-255
Published: January 01, 2007
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSClassroom research addresses three characteristics educational research questions : practicality, complexity and uniqueness, and continuity and effectiveness. This paper reviews new trends in classroom research in terms of these characteristics. To consider practicality, the relationship between teacher and researcher is categorized and action research, design-based research and lesson study are the new trends. As regards complexity and uniqueness, the new trends are ethnography and ethno-methodology as qualitative research. To examine continuity and effectiveness, international comparisons of classroom research are discussed.View full abstractDownload PDF (844K) -
Sachiko TAKAGIArticle type: Article
2007 Volume 49 Issue 4 Pages 256-267
Published: January 01, 2007
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThis paper aims to clarify the effects and goals of home economics educational methods program by constructing a model on home economics teachers' capabilities and by analyzing students' goals for constructing home economics course based on their self-evaluation of a trial lesson practice and a description of peer evaluation. 1. Home economics teachers were expected to have an ability to prepare a lesson and practice it much like what other teachers are expected. Additionally, home economics teachers are strongly expected to have an ability to create course material that are connected to everyday life. It was also shown that teachers' adaptation to social change and them having citizenry attitudes were unique to home economics education. 2. Adaptation to social change and citizenry attitudes were found when students attempted to create course material. Students, however, were lacking ability to incorporate them in actual classroom setting. 3. Through a trial lesson practice, students were able to recognize class plans and objectives including teachers' appropriate and flexible responses to students. Part 2 will analyze the improvement over subject recognition and students' perceptions.View full abstractDownload PDF (1265K) -
Sachiko TAKAGIArticle type: Article
2007 Volume 49 Issue 4 Pages 268-278
Published: January 01, 2007
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThis paper aims to clarify the effects and goals of home economics educational methods by analyzing the results of the second trial lesson with an emphasis on improvements shown by students. 1. After the first trial lesson, students learned lesson structuring and corrected self-evaluation by reading peer evaluation. Teaching capabilities expected for home economics teachers were ob served during the course material preparation process but not in actual classroom setting. 2. Overall improvements with regard to lesson structuring were observed after the second trial lesson. Abilities to research course materials and to facilitate lessons were observed along with the improvements over the specified subjects. Improvements based on students' actual conditions were found to be difficult. 3. With peer evaluation, researching course materials was found to be significantly abundant regardless of perceived difficulty of improvements. 4. This program which incorporated the results of the second trial lesson was effective in terms of students' home economics course construction and evaluation for further improvements. In contrast, however, the program was not effective in teaching course construction ability, course material research ability and lesson plans that will need to be improved.View full abstractDownload PDF (1334K) -
Akiko UENOArticle type: Article
2007 Volume 49 Issue 4 Pages 279-289
Published: January 01, 2007
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe purpose of this research was to investigate the meanings of career and life planning education through the mandatory course Career and Life Management (CALM) curriculum at the secondary education level in the province of Alberta, Canada. The first paper holds two purposes. One is to illustrate why this research was constructed as interpretive inquiry based on hermeneutics, as well as how the research was processed following the interpretive inquiry spiral model. The other purpose is to examine the research reliability in terms of credibility, transferability, dependability and confirmability. First, the paper described that this research applied hermeneutics, which is identified by many scholars as understanding or interpretation. This application was because the purpose of this research was to understand the meanings of career and life planning education. Following the "interpretive inquiry as an unfolding spiral" Ellis (1998) offered, the forward arc and backward arc loops were adapted to the research procedure. In this repetitious way, in the forward arc of the spiral data were collected, and in the backward arc the data were interpreted. Further, triangulations of method, investigator, theory and data were used to increase credibility. Transferability was achieved by the description of participants' selections, participants' characteristics, and methods of data collection and analysis. Dependability and confirmability were established by member-checking and constant discussion of data analysis with another researcher who was not directly involved in this research.View full abstractDownload PDF (1094K) -
Akiko UENOArticle type: Article
2007 Volume 49 Issue 4 Pages 290-301
Published: January 01, 2007
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSFollowing the construction of interpretive inquiry based on hermeneutics and its procedure the first paper clarified, the second paper showed interpretation of the data collected from students' and teachers' perspectives. Data was collected by observing Career and Life Management (CALM) classes, a mandatory high school course, in Alberta, Canada. This data included collected teaching materials such as workbooks and handouts, and conversations with nine student participants and two teacher participants. The following is a summary of my findings. 1. Some students had vague personal life plans although they were able to talk about their career plans. In order to improve this matter, one student's suggestion of having more discussion and sharing ideas of their future plans inspired other students and the teachers. 2. The students interpreted that CALM should be something to support their lives. The teachers believed that students would achieve personal growth or learn about their own lives. 3. As a result of this research, I interpreted that the meanings of career and life planning education through CALM were opportunities for: 1) motivating students to pursue better lives, 2) assisting students' self-actualization: what they want to be in their personal lives and career lives, and 3) directing students to realize the meaningfulness of career and life planning.View full abstractDownload PDF (1273K) -
Suzuko YOSHINO, Keiko KIMURA, Tokie NAKAOArticle type: Article
2007 Volume 49 Issue 4 Pages 302-308
Published: January 01, 2007
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSUsing questionnaires collected in 1993 and 2003, we examined both the teaching contents and the consciousness of women's college students who took the dressmaking class. We also examined the effect of the government guideline for teaching which was revised in 1989. The main results were as follows. 1) The teaching materials of the dressmaking in junior high school and high school became simpler but more diverse in those ten years. 2) Student's sewing skills varied from student to student. 3) A small change in student's consciousness was found. 4) It seems that the revised government guideline for teaching in junior high school caused remarkable changes in student's skill and in the contents of teaching.View full abstractDownload PDF (801K)
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