The purpose of this study is to clarify the forms of the teacher communities surrounding teachers that support the one-to-one computer environment utilization in junior high schools where a subject teacher system. The authors interviewed teachers who belong to junior high schools that are relatively frequently utilizing the one-to-one computer environment. As the result of the analysis, (1) teacher community activities for the one-to-one computer environment utilization, (2) the creation of a new classroom community through computer utilization, and (3) an environment that supports the activities of the school community, were found. Furthermore, we found that (4) support from outside the school for computer utilization, is also important as the environment. It is suggested that the teacher communities in junior high school that support the use of the one-to-one computer environment may have a different aspect from that of the past and that it will be important to consider how to reorganize it that tends to be demarcated by subject and create classroom communities that both teacher and student cooperatively learn in the future.

The purpose of this study is to clarify the effect of the experience of inquiry learning in high school on learning and career exploration in university. We conducted a web-based survey for first- and second-grade university students in Japan. We examined the relationship between their experience of inquiry-based learning in high school and career exploration, class process performance, and life career resilience in university. 255 responses were analyzed, and the results showed that there was a significant difference in career exploration. The score of career exploration of respondents who had experienced inquiry-based classes in high school was higher than those who had not. In particular, the scores of respondents who had experienced both classes related to SGH (Super Global High School) and SSH (Super Science High School) were higher. On the other hand, there were no significant differences in class process performance and life career resilience, which are independent learning attitudes.

Private educators who offer classes to support the learning of hobbies are often considered educational professionals, but the specifics of their professional skills in pedagogy and learning support have not been fully clarified. This study aimed to shed light on an aspect of these skills by revealing the strategies for conducting lessons based on the interests of their clients. Results from the thematic analysis of interviews with ten coaches, both general and high-performing, at a table tennis school in the Tokyo metropolitan area indicated that the coaches used the strategies of “understanding goal-oriented interests through conversation,” “adjusting practice menus and conversation based on interests,” and “professionalism as a service provider.” Additionally, the following strategies were found to be characteristic of high-performing coaches: “sensitive understanding of fluctuating interests,” “collaborative construction of interests through acceptance and suggestion,” and “recognizing interest as an object of support by team.”

The purpose of this study was to characterize the school research process and strategy in the context of a case study, beginning with the decision to establish a school through to the school’s opening and development. The results showed that 1) school research develops primarily with group identity formation at its core, and 2) distributed leadership development progresses in stages, starting when the school is opened and featuring leadership’s transition from managerial to practical leaders. Additionally, it was found that regarding the strategies used at the school opening preparatory stage, the local government should develop a benchmark education system and curriculum. Furthermore, after the school has been opened, managerial leaders should incrementally disseminate the school’s philosophy and values, and practical leaders should promote the exchange of practical information and educational methods. Moreover, flexible decision-making in small communities can contribute to the development of school research, with the school’s sustainability in mind.

This study examined the relationship between (1) using learning strategies for daily studying and for examinations and (2) the perceived effectiveness of learning strategies and their actual use. We focused on the perceived learning effectiveness (i.e., perceived effectiveness in achieving long-term consolidation of learning) and perceived test effectiveness (i.e., perceived effectiveness in achieving good grades in examinations) of learning strategies. A within-person correlation analysis of data collected from 201 high-school students revealed that students use different strategies depending on whether they study for daily studying or examinations. A hierarchical linear modeling analysis indicated that learning and test effectiveness were positively correlated to the actual use of these strategies in different learning situations to the same degree. The results also showed that the relationship between the perceived effectiveness and actual use of learning strategies in different learning situations vary by student; however, achievement goals had only a small moderating effect on these student differences in the relationship.

This study examines whether a training program designed for school clerical staff promotes self-regulated learning for the business improvement of their schools. The training program was designed to be learner-centered, and the training tasks consisted of pre-training, business improvement activities, and a debriefing session. During the four-month training period, trainees from different schools conducted their tasks in training teams of six or seven members, while mentoring each other. At five points in time, a longitudinal survey yielded 26 valid responses. ANOVA revealed that self-regulated learning in the workplace was largely promoted throughout the training period. However, after 2 months that effect significantly diminished, and the final effect size compared with the pre-training point was medium.

This study analyzed the difference in learning effectiveness between face-to-face and online participation modes of HyFlex training using propensity score and multilevel models. A multilevel logistic regression analysis was conducted of data from a total of 1,810 participants in teacher training between 2021 and 2022. One-to-one nearest-neighbor matching based on the propensity scores yielded 92 pairs (i.e., 184 participants). A multilevel ordinal logistic regression analysis found that the effect size of the difference between face-to-face and online modes was negligible in HyFlex training. The results thus suggest that HyFlex training can be a useful approach in providing teachers with individually optimized learning environments.

The importance of Preparing Future Facility (PFF) has gained prominence in recent years. However, there has been little research and development on the tools required to implement it. In this study, among PFF, we took a special interest in an active learning (AL)-based class design, and developed a tool and practices using that tool for graduate student learning, emphasizing the importance of the connections between objectives, content, methods, and evaluation. While holding an online workshop for evaluation, the pre- and post-questionnaires showed an increase in participants’ self-evaluation of “remembering,” “understanding,” and “applying” abilities relating to the “objectives,” “methods,” and “evaluation” of AL-based class design as well as the “connections” between these. Moreover, an analysis of the worksheet suggested that the tool supported use of class design that has connections from objectives to evaluation; this is achieved by supporting the design of “evaluation” corresponding to the “objectives” and “methods” in the participants’ class design. Additionally, it was shown that the tool’s introduction of labels color-coded by “objective” may encourage consideration of the associations between “objectives,” “methods,” and “evaluation” as well as discussions on class design.

We conducted a survey of university students working on an assignment to investigate the relationship between construal levels and procrastination behaviors, with a focus on the moderating effect of intrinsic motivation. We asked them to report the date they planned to start and complete the assignment two weeks before the due date. Then, we asked them to report the actual dates they started and completed the assignment after the due date and calculated the delay from the planned date to use as indicators of procrastination behaviors. We tested whether procrastination behaviors were predicted by individual differences in construal levels and intrinsic motivation. The results showed that students who concretely construed the assignment were less likely to procrastinate if they were intrinsically motivated to complete it. We discussed the psychological processes underlying procrastination behavior, focusing on both motivation and construal levels, and effective interventions to prevent procrastination.

The objective of this research is to clarify the appearance of the teacher community based on collegiality under the GIGA school initiative in Japan. The interview was conducted with 37 teachers in 12 elementary schools that are relatively advancing ICT use, and we arrived following results; teacher community under the GIGA school initiative is (1) formed by connecting with the existing environment such as a grade group, formal and informal relationship, and physical space of faculty room, (2) struggling to solve problems that have arisen from the installation of the new device, and (3) supported by classroom communities and out-of-school resources because the practical information/knowledge for ICT use is distributed in various places rather than they are concentrated in teacher communities, . However, this appearance of the teacher community is dependent on the school situation. Therefore, each school should find a suitable form of teacher community based on their situation.

In this study, we focused on inudation forecasting of topography, and examined how 3DCG and physical model teaching materials affect the understanding topography. The following three findings were obtained from the results of classroom practice using 3DCG and physical model teaching materials. The first is the effect of using only 3DCG or physical models on the understanding of topography. Statistical analysis showed that for characteristic landforms such as valleys and plateaus, both teaching materials were significantly more accurate in predicting inundation than 2D topographic maps. The second point is the effect of combining the 3DCG teaching materials and the physical model teaching materials. The mean number of correct responses to inundation forecasts for microtopographic features such as depressions on a plateau was significantly higher when both materials were combined effectively than when observed alone. The third point is the difference between the effects of the 3DCG teaching materials and the physical model teaching materials on the understanding of the topography. A quantitative textual analysis suggests that the ability to zoom in and out for the 3DCG materials and the use of the sense of touch for the physical model were useful for understanding the topography.

The purpose of this study is to restructure the new university staff training program to foster their understanding of university social responsibility (USR), and to evaluate it by focusing on the internal changes in participants’ perceptions of work value. The training was improved in five areas using a checklist based on instructional design. We devised seven questions to confirm the participants’ perceptions of work value, in terms of USR, and seven questions regarding the effects of training methods, and then conducted pre- and post-participation surveys of participants who took part in training programs implemented between FY2020 and FY2022. The results indicated that the training content had been improved to achieve the objectives and goals of the training more effectively, that participants’ perceptions of work value were changed by the training, and that participants were motivated by their own work and may act on their own to grow in the future.

The purpose of this study is to establish a method to support university staff in self-assessment and improvement of curricula and to support students in selecting courses, by focusing on the relevance of courses in the curricula (educational programs) of higher education institutions. First, we propose a method for developing inter-course relevance data and an indirect relevance index between courses based on the data. From these indices, the degree of influence of subjects on the curriculum as a whole can be obtained. Using these indices, we show how to visualize the curriculum from various perspectives. The applicability of this method is discussed through an example of the author's department.

The current study aims to make manifest the skilled pitching coach’s “seeing” in the process of training a baseball pitcher using their gaze and utterance. The study has found that “there are six types of utterances frequently used by the skilled pitching coaches,” “the skilled pitching coaches often focus on ‘the non-pitching arm,’ ‘the pivoting leg,’ and ‘the pelvis,’ in this order, during pitching,” and “the frequency of focusing on different parts of the body depends on the phase in pitching.” This study differs from extant studies on manifestation the skilled pitching coach’s “seeing” in that it utilizes a different methodology. However, the present study is similar with previous studies in its perception of the skilled pitching coach’s “seeing” as the basis of pitcher training technique. In order to improve the ability of instructors to develop pitchers, it is necessary to increase the number of basic data for establishing evaluation methods for pitching coaching by making the “seeing” of pitching coaching apparent in various ways.