The purpose of this study is to make a scene and situation like that of the actual class on a micro-teaching. Therefore, we developed "Imagination-Cards of Pupil’s Actual Condition", and designed Micro-Teaching using it. (1) We incorporated "Micro-Teaching Design by Using Imagination Cards" into a class which students attend, and carried out Micro-Teaching. Moreover, we acquired subjective evaluation from participants. (2) Virtual situations that occur in designed Micro-Teaching would be similar to an actual lesson. To provide verification, it was evaluated by eight teachers. From the results of analysis, participants in "designed Micro-Teaching group" experienced more realistic situations than the participants in "traditional Micro-Teaching design group" on the middle class model. Moreover, it is clear that in situations occurring in Micro-Teaching, where both a teacher and pupils use an imagination-card, are more similar to an actual class than those in Micro-Teaching where pupils only use an imagination-card on the middle class model.

The purpose of this research is to develop a Student Leadership Behavior Scale (SLBS) in leadership education based on experiencial learning in university, and to test its reliability and validity. The 54-items scale was constructed using items from previous research and data from preliminary survey, and was administered to 156 undergraduate students (Time 1). To assess the test-retest reliability, 110 subjects (Time 2) repeated the rating within a month interval. Exploratory and confirmatory factor-analysis revealed a six-factor model including the following factors: Modeling, Challenge, Goal Sharing, Goal Management, Task-Oriented Support, and People-Oriented Support. In addition, 30 items were selected for increasing the feasibility. The scale showed high internal consistency and test–retest reliability, and moderately correlated with the Team Work Scale.

The objective of this research is to examine how teacher’s intrinsic motivation about teaching affects learner’s intrinsic motivation about learning topic through learner’s expectancy formation. In Study 1, fifty-three university students participated the class for learning knowledge and concept about behavioral economics. As the result of t-test and analysis of variance, participants who were taught by intrinsic motivated teacher reported higher expectancy about quality of task involvement and interpersonal relations than those who were taught by comparison group teacher. Participants who formulated expectancy reported higher intrinsic motivation than those who formulated little expectancy. In Study 2, one hundred and fifty-eight university students answered questionnaire. As the result of path analysis, recognized teacher’s intrinsic motivation affected expectancy and this expectancy predicted learner’s intrinsic motivation. The present research demonstrated teacher’s intrinsic motivation affected learner ’ s intrinsic motivation through expectancy formation processes.

In this research, in order to contribute to career development in a rapidly changing modern society, we employed the use of a game-based teaching material JobStar (large class version), to create future jobs from public university subjects. The results showed significant differences before and after the practice on four items, including "career plannability," identified as the career attributes that university students should acquire. Additionally, during practice, beyond the "want to” orientation that many university students possess, there is a possibility that some students acquired the career view that a "social perspective" is necessary when choosing a job.

In this study, we investigated the influence of recognition of cooperative work on critical thinking disposition when Team-Based Learning was used in a home care nursing class. A questionnaire survey was administered to 170 nursing students before and after the class. The results of the analysis revealed that ‘usefulness of cooperation,' ‘awareness for logical thinking,' ‘inquiry-mind,' and ‘objectiveness' improved after the class. Furthermore, students with higher ‘individual orientation' before attending the class had greater gains of ‘objectiveness' and ‘evidence based judment'. However, Critical thinking disposition did not increase after taking the class among students who had higher ‘usefulness of cooperation' before attending the class. Therefore, it is necessary to design the class in a manner that critical thinking disposition can be improved through group work even among students who have higher ‘usefulness of cooperation' before attending the class.

The importance of deep understanding is well-known in education. Especially when students learn complex and difficult contents such as high school mathematics, it is hard to completely understand the knowledge only during classroom lessons. In such cases, we need to promote deep understanding throughout a learning cycle including after-class review. The purpose of this research was to develop homework tasks that can promote understanding of the reasoning behind mathematical formulae and/or theorems, to extract an effective way of task designing, and to examine feasibility in a real educational setting. The authors implemented the practice in a high school and placed emphasis on i) clarifying the definition of deep understanding for each lesson, ii) linking classroom lessons and homework in terms of how to promote students’ explanation, and iii) designing tasks/questionswhich can avoid rote memorization and/or copying. The analysis results of quantitative data suggest a positive effect from the intervention. However, for some students, the effectiveness and value of the intervention seemed not to be clear enough. The limitations of and future directions for this research are discussed.

In this study, I teached vocabulary using concept-mapping method for high school student with intellectual disability. The purpose of this study was to examine the effect of concept-mapping method for high school student with intellectual disability and to examine differences in learning effect due to differences in teaching methods. Instruction was conducted in the order of pretest - early teaching - intermediate test - late teaching - posttest. In the early teaching period, the instructor and the student alternately described the words "alternate description". In the late teaching period, "grouping" was done to associate the described words with each other. In each test, we constructed a concept map with the same theme and analyzed the change in the number of description words and the description form. As a result, from the comparison in the pretest to the intermediate test, the effect of increasing the number of description words was recognized in "alternate description". From the comparison of the intermediate test and the post test, the effect of changing the description form to a higher order type was recognized in "grouping".

This study has developed the “Evaluating Usefulness Strategies Scale” that measures learner’s evaluation of the usefulness of subjects as a strategy. A total of 108 university students participated in a questionnaire survey. The result of exploratory factor analysis supported the 2-factor model comprising the consideration of “daily usefulness” and “career usefulness.” Evaluating daily usefulness correlated more positively with utility value for daily life, while evaluating career usefulness correlated more positively with utility value for entrance systems and occupational practice. Moreover, the evaluation of usefulness was in relation with interest, and this relationship was mediated by the perception of utility value. The result of our study supports the results of previous studies.