This study examines how Instructional Design (ID) learning is incorporated into the lesson plans of pre-service mathematics teachers, the development of Technological Pedagogical Content Knowledge (TPACK) abilities through ID learning, the effect on mathematics teaching anxiety, and the relationships among these factors. Eighty-one pre-service mathematics teachers from the Faculty of Science at University A participated by completing self-assessments and submitting their lesson plans. Analysis showed that ID learning improved self-evaluation across all TPACK components, although mathematics teaching anxiety remained unchanged. Incorporating eliciting performance in lesson plans correlated with higher self-evaluation in PK, TK, PCK, TCK, and TPCK while providing feedback correlated with higher TPK self-evaluation. Additionally, higher CK was associated with less emphasis on recalling prerequisite knowledge in lesson plans and increased teacher-centered mathematics teaching anxiety.

This study examined the teaching skills with ICT of teachers involved in education of children with health impairments in terms of the attribute factors that influence them, their association with the illness category, and the characteristics of teachers who answered that they were good at using ICT. The findings indicate that age affects the teaching skills with ICT of teachers involved in education of children with health impairments. Moreover, the study suggested that differences in the condition profiles and needs of children with health impairments may have an impact on the teaching skills with ICT. Respondents who answered that they were good at using ICT were those who have attended many training programs. This suggests that it would be effective to plan systematic training in the use of ICT in education of children with health impairments.

The primary objective of this study was to investigate the effects of different visual presentation methods in a mathematical lecture, specifically blackboard vs. slides, on teacher and student behaviors. We recorded behavior metrics, including teacher speech, blackboard writing, slide presentations, and student note-taking. Cross-correlation analysis suggested that (1) in the blackboard class, there was an alternating pattern between teacher speech and writing behaviors, (2) students were more likely to align their note-taking with the teacher's actions in blackboard classes compared to slide classes, and (3) slide presentations occurred for more significant individual variability in note-taking timing and quantity. These findings provide quantitative insights into the relationship between teacher behavior and student note-taking in lecture environments employing blackboard and slides.

In this study, we examined what direct and indirect assessments in higher education measure respectively, and how students can be classified as the research question. We used data from the Student Survey conducted by the Center for Higher Education Studies at Waseda University in 2021, combined with academic data (n = 7,454). GPA was used as the direct assessment and the student survey was used as the indirect assessment. The validation results showed that there was little correlation between the direct and indirect assessments (r = .07). In explaining the low correlation between these assessments, we found that the direct assessment (GPA) was positively correlated with diligence, while the indirect assessment (Student Survey) was positively correlated with active participation and attitude in class, and negatively correlated with anxiety and worries. Students with lower scores on the indirect assessment tended to be more worried about their own personality and abilities, interpersonal relationships, mental health, and career and employment prospects. Using these assessments as axes, we classified the students into four types.

In this study, we conducted a one-day online architectural design workshop titled “Housing Design by Bioclimatic Design: Creating Design Concepts” across seven technical colleges nationwide. We compared the results of this online workshop, including the evaluation of concept sheets and pre- and post-workshop questionnaire surveys, with similar in-person workshops conducted at two technical colleges. Our analysis revealed that even in the online class, the use of a pattern language transformed into playing cards facilitated student engagement in “reflection in action” similar to the guidance provided by instructors in face-to-face classes. While the online class may not be entirely equivalent to in-person classes, it showed the potential to yield similar outcomes. Through this research, we hope to contribute to the investigation of new methods and approaches that can overcome physical constraints and health concerns, such as those posed by the COVID-19 pandemic, to achieve effective learning results in the future.

The primary objective of this study was to investigate the effects of different visual presentation methods in a mathematical lecture, specifically blackboard vs. slides, on teacher and student behaviors. We recorded behavior metrics, including teacher speech, blackboard writing, slide presentations, and student note-taking. Cross-correlation analysis suggested that (1) in the blackboard class, there was an alternating pattern between teacher speech and writing behaviors, (2) students were more likely to align their note-taking with the teacher's actions in blackboard classes compared to slide classes, and (3) slide presentations occurred for more significant individual variability in note-taking timing and quantity. These findings provide quantitative insights into the relationship between teacher behavior and student note-taking in lecture environments employing blackboard and slides.

This study aimed to enhance the Self-reflection model proposed by Kimura and Kurokami (2022) as a learning model for evaluating, analyzing, and improving students' own learning and examined whether it promotes learners' self-regulation. Specifically, this study empirically investigated the effectiveness of learners' self-evaluation in the “evaluative activities” identified as challenges in Kimura and Kurokami's (2022) study. In examining these aspects, this study positioned activities of self-evaluation and peer evaluation within the “evaluative activities” of this model in a class where students improve their reports. As a result, students actively evaluated their own learning and proceeded to analyze the evaluation results. The students' analysis of the evaluation results implies self-regulation, i.e., applying the results of the self-and peer evaluation to their subsequent learning activities. Additionally, the questionnaire survey showed that the activities of this model were related to each other and that the students were self-regulating while connecting the activities of this model to each other. In other words, the effectiveness of the Self-reflection model, which was enhanced in this study, was recognized.

This study examined the intervention effects of a group learning improvement procedure in which second-year junior high school students reflected on their group learning, formulated, and implemented improvement measures during the hourly reflection phase of their integrated learning. The results showed that the ability to self-evaluate group learning (Analysis 1), make improvements (Analysis 2), self-efficacy in peer learning (Analysis 3), quality of discourse in group learning (Analysis 4), and the ability to set inquiry tasks (Analysis 5) significantly improved. The contributing factors of the students' conditions during practice were examined, and it was confirmed that the students' ability to adjust their peer learning showed progress through the baseline, goalsetting/sharing, trial-and-error, and stabilization phases. In addition, a case study of the quality of group learning discourse before and after the intervention showed increases in environmental adjustment discourse to adjust the way the group learned, establish group learning, promote deep thought-provoking discourse about learning tasks.

This study conducted a questionnaire survey with parents of individuals with disabilities to clarify the needs for support and required expertise for Special Needs Education Assistants (SNEAs). The types of support requested by parents included toileting assistance and academic support, aligning with the roles envisaged in the Ministry of Education, Culture, Sports, Science and Technology's (MEXT) guide for the use of SNEAs. Detailed responses indicated the necessity for SNEAs to observe daily activities, collaborate with teachers for support planning, and possess a certain level of knowledge about disability characteristics. Additionally, there was a need for support in commuting and participating in exchanges and collaborative learning. Since MEXT's envisioned roles mainly focus on elementary and middle schools, a future challenge is to research actual childcare and educational settings from kindergarten to high schools to identify the types of support needed and whether the support provided meets parents' needs.

Due to school closures during the spread of the new coronavirus (COVID-19) pandemic, remote educational practices through information and communication technology (ICT) were conducted for the continuation of education for preschool children. In the future, it is expected that remote educational practices will be conducted to support children with difficulties in face-toface teaching. Thus, this study focuses on a remote reading program conducted by a junior college student in the kindergarten teacher training course with 12 or 13 kindergarteners. Communication was observed between this student and the children during the reading. The practices were performed in both remote and face-to-face situations, after which their communication was compared. Based on the findings, in the remote situation, we could observe the children’s reactions to the student's actions. However, there were fewer interactions between the children and the student than those in the face-to-face situation. Further research is required to examine the causes of this matter.