The objective of this study is to categorize formative feedback for Period for Integrated Studies in the 5th grade. For that, following two assumptions are considered; there might be differences of formative feedback usages and how to give between an expert-level teacher and a competent-level teacher; a formative feedback would influences on pupils' actions during the learning process. To analyze those two assumed points, interactions between each teacher and his or her pupils in the class were observed. Also, quantitative analysis using the data obtained with the self-made rubric was carried out. The results indicated that an expert tended to utilize more various formative feedback than the competent-level teacher did. Moreover, the expert teacher tended to tailor formative feedback in a proper way depending on pupils' learning condition. In addition, it was found that a competent-level teacher frequently used similar kinds of formative feedback regardless of pupil’s learning condition. In addition, it may be suspected that an expert teacher uses some formative feedbacks such as the feedback; to have a problem consciousness in learning; to embody the solution from the inside of him; for improving the quality of pupil’s leaning.

This longitudinal study examined the relationship between self-efficacy, intrinsic value, and emotional engagement during one semester of university. Self-report questionnaires were administered three times to 217 undergraduates at the three universities. The results of the cross-lagged panel model indicated that intrinsic value at time 1 was a positive predictor of emotional engagement at time 2, self-efficacy at time 2 was a positive predictor of intrinsic value and emotional engagement at time 3, and emotional engagement at time 2 was a positive predictor of self-efficacy and intrinsic value at time 3. These results indicated that the timing when expectancy influenced learning was different from the timing when value influenced learning during one semester. The role of self-efficacy, intrinsic value, and emotional engagement in learning of undergraduates is discussed in light of the current findings.

This study determines university students’ image of volunteer activities and examines the impact of this image on participant-oriented motivation and non-participant-oriented motivation. The findings indicate ways in which volunteer activities can be promoted among university students as well as the state of volunteer education in the educational curriculum. A questionnaire survey was conducted with university students as the participants. For image, the following five factors were identified: self-actualization, friendly aid, negativity, compulsory irresponsibility, and concrete activity. University students’ image of volunteer activities was closely related to participation-oriented motivation and non-participant-oriented motivation. The results of the analysis revealed that planning ways to foster the self-actualization image, decrease the negative image, and formulate a positive image of friendly aid and concrete activity are essential to increase participation-oriented motivation toward volunteer activities. Furthermore, attempts to appeal to the image of volunteer activity are necessary in volunteer education at each stage of school education.

This study investigated how the contexts of subjects affect pupils' problem solving abilities. Fifth graders (N = 91) and sixth graders (N = 94) were randomly assigned to three conditions. All the pupils solved the same problem about a truncated bar graph showing an exaggerated difference between the consumption amounts of two cities. In total, 74 pupils were asked to solve it a mathematics problem (M-condition); 64 pupils were asked to solve it as a social studies problem (S-condition); and 44 pupils were asked to solve it without any clue about the subject (N-condition). Among fifth graders, more pupils in the S-condition group solved the problem using the exact number of the consumption amount. Among sixth graders, more pupils who were good at social study solved the problem using the exact number. The results showed that the effect of context is dependent on which grade they are in.

We developed an attendance system in a class of University and College using tablet devices. The purpose of this system is to reduce teacher’s load of attendance works. This system has a function of taking a picture of student face when the student register to attend in a class. The shot face image prevents a student from answering the roll for another student. The result of the questionnaire suggested that this system was useful in attendance management.

This study focused on the improvement and evaluation of a comprehensive ICT teacher training seminar on promoting other teachers’ use of ICT in their own schools without changing the ICT environment. We evaluated and improved the training seminar of Koshimizu et. al. (2014) in four ways: (A) opportunities to promote (when they do so); (B) demonstration of teaching methods using ICT in class (what they show to other teachers in their own schools); (C) devices and application software (which devices and application software they recommend); and (D) planning for promotion (how they do so). The results of the evaluation of the training seminar are as follows. The participants acquired a sense of satisfaction, became motivated, and acquired concrete methods for promoting ICT. After the training seminar, the participants who promoted the use of ICT in their own schools were 28 teachers in 35 (a rate of 80.0%). They gave other teachers a chance to use ICT in class and taught them how to operate ICT devices in on-the-job training and supported them individually. The four improved aspects were reflected in the planning sheets collected during the training seminar and in the promotion that took place afterwards.