The Elementary School Attached to Tokyo Women's Higher Normal School started a educational study of lower grades from 1919, which modeled the Horace Mann Elementary School's experimental study. Next year, a new classroom was introduced to conduct the experimental study of project method for the first grade's third group. I attempted to explore the features of curriculum development, comparing with the curriculum development at the Horace Mann Elementary School. William H. Kilpatrick proposed the experimental study at the Horace Mann Elementary School, which was based on the achievement of the Horace Mann Kindergarten's experimental study. This study aimed at the development of the activity curriculum through selecting the materials beyond the traditional subject-matter curriculum. The teachers at the Elementary School attached to Tokyo Women's Higher Normal School examined the Horace Mann school's reports titled "Horace Mann Studies in Primary Education." They understood the main topics of Horace Mann's study as an attempt to build the linkage between Kindergarten and Elementary Schools, an attempt to emphasize the children's interests and activities, and an attempt to organize the social lives surrounding the children. However, as they tried to study the curriculum on the basis of the individual subject matter, they failed to organize their own activity curriculum. I analyzed the reasons of their failure as follows: First, the teachers at the Elementary School attached to the Tokyo Women's Normal School could not understand the meaning of the linkage between kindergarten and elementary school in terms of that the elementary school modeled the kindergarten's practices. Because they did not study the principles of practices at the kindergarten, they were not aware of the importance of the curriculum development through selecting materials. They were confused with the mixtured ideas of the materials, classroom equipment, and subject-matter. Second, they did not study the theory of Kilpatrick, which was the foundation of activity curriculum. They did not understand Kilpatrick's conceptualization of the simultaneous learning of the acquisition of knowledge and skills, and building of character and attitude so that they could not correctly interpret the meaning of activity. Thus, their attempt was limited to the correlation of the subject-matters

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Der Beitrag versucht die Merkmale der Curriculum-Forschung in der Bundesrepublik Deutschland auf Grund der Diskussion über Kerncurriculum zu untersuchen. In der Deutschland entwickelt die Diskussion über Kerncurriculum verschiedentlich: nach 2003 bestimmt die Kultusministerkonferenz "Bildungsstandards", in der das Kerncurriculum bemerkt wird. Aber unterscheidet das Kerncurriculum in der Deutschland sich von die Theorie des Kerncurriculums in dem Nachkriegsjapan, die das Leben der Kindern als Kern faßt. Hierbei zuerst ich prüfe die Hintergründe der Kerncurriculum-Diskussion in der Deutschland über. Zweitens ich denke die Böttchers Kerncurriculum-Theorie nach, die sich unter Hirschs Einflüssen entfaltet. Zuletzt ich achte auf die Diskussion des Kerncurriculums von der sich unterschieden Stände von Böttcher. Ich ordne die mannigfaltige Hintergründe des Kerncurriculums in der Deutschland in die vier Aspekte. (1) Die Diskussion über "Autonomie der Einzelschule" und "Qualität" der Schule. (2) Die Einflüsse von Hirschs "Cultural Literacy" in der Vereinigten Staaten von Amerika. (3) Die Diskussion über "Bildung", "Kanon" und "Bildungskanon" in der Deutschland. (4) Die Bildungsreformen vor und nach TIMSS und PISA Schock. Diese vier Aspekte wird in Zusammenhang mit Böttchers Kerncurriculum-Theorie als folgende vier Geschichtspunkte gefasst. (1) Curriculumreform in Beziehung zu "Autonomie" und "Qualität" der Schule. (2) Curriculumreform in der Grundschule. (3) Ein Wissenscurriculum auf Grund des Soliden Wissens. (4) Wissenscurriculum als Basis der Standards. Böttchers Theorie des Kerncurriculums ist die Theorie des Curriculums auf Grund der Kernwissen. Er behauptet possitive Effekte eines Curriculums des Wissens in folgende vier Gesichtspunkte. Kerncurriculuim (1) "legt ein solides Fundament fürs Weiterlernen", (2) "erhöht die Effizienz der Schule", (3) "ist die Basis für Kooperation und Solidarität in Schule und Gesellschaft", (4) "fährt zu größerer Fairness". In engem Zusammenhang zu Standards siehst er Kerncurriculum, die versuchen, die Vorgaben der Standards in sinnvolle didaktische Konzepte zu übersetzen. Er erfaßt "standardbasierte Reform" als sinvolle, wenn die Standards klar und präzise sind. Aber entwickelt Böttchers Kerncurriculum in der Praxis nicht so genügend wie Hirschs Kerncurriculum-Entwicklung in Amerika. Diese Momente sired die Merkmale der Curriculum-Forschung in der Bundesrepublik Deutschland. Ich weise die Theorie des Kerncurriculum von der sich unterschieden Stände von Böttcher als folgende drei Dimensionen hin. (1) Die Diskussion der Lelrpläne in der einige Ländem wie Niedersachsen und Baden-Würtenberg, (2) Tenorths Kerncurriculum für die Oberstufe, (3) Benners Theorie des Kerncurriculums auf Grund der Theorie der Allgemeinbildung. Tenorth begreift den Begriff des Kanons als die Bausprinzipien schulischer Lehrpläne, die Normen, die aus denen heraus sich Lehrpläne konstituieren. Dazu er betont Lehrpläne als Kerncurriculum in der Zusammenhang mit dem veränderbaren Kanon. Benners Konzept des Kerncurriculums auf Grund der Humbolts Bildungstheorie markiert nunmehr auch für Curriculum-Debatte in der Deutschland die Bedeutung der "Bildung" als kritische Theorie. Auf Grund dieser Betrachtung ich klärt, daß das Begriff "Kerncurriculm" in der Deutschland sehr vieldeutig sich bedient wird, daß die solche unterschiedene Entwicklungen und Hintergründe die Merkmale der Curriculum-Forschung in der Bundesrepublik Deutschland sind.

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Colleges of Technology were founded in 1962 (Showa 37) as a way to train engineers using a five-year consistent-curriculumed education that begins after graduation from junior high school. The College of Technology is known as KOSEN in Japan. This system is an institution of higher education that combines upper secondary education with junior college education. The KOSEN is a dual school system (pseudo) first established after the war. These KOSEN are a good subject for research because they are unique in their combination of educational systems and they have been very little examined. Today, greater importance has been placed on the concept of 'consistency' and 'cooperation', such as in the cooperation between elementary and junior high schools, between senior high schools and universities, etc. This is presumably to create greater connectivity among various educational institutions. The KOSEN, integrating both senior high school and junior college, is a pioneering model. These KOSEN are a useful subject for research to examine the problems in recent educational reform. This paper clarifies the problems of educational systems which utilize an integrated approach. Recent changes concerning KOSEN in Japanese educational law and 'KOSEN curriculum (tentative)' are examined for the first time. One of the problems is that the consistent-curriculumed education of the KOSEN has been characterized only by the formal aspect of its curriculum, rather than the functionality of its contents and methods of education. However, current reform efforts are being driven by the pragmatic concerns of industry, but there has been very little investigation into the traits and problems of senior high schools and universities from a practical perspective. Another problem is that insufficient measures have been taken to improve the educational specialization of the KOSEN teachers regarding the contents and methods of education. The KOSEN teachers have gotten only a few chances to get teacher training. For KOSEN teachers, who need no educational certification, it is important to improve the teacher training program. The present-day concept of 'consistency' and 'cooperation' beyond the frames of the school categories is significant from the viewpoint of the continuation and systematization of education. Nevertheless, there are many problems left with regard to the continuation of curriculums and the diversity of certification of educational personnel between the school categories, that is, the educational specialization of teachers in different institutional settings. Without adequate consideration and preparation concerning the contents and methods of education, it turns out that educational reform has proceeded without any substantial change in contents or methods. The study of the KOSEN, a pioneering model of the education of an integrated system structure, will also give numerous suggestions for educational reform in the future.

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The purpose of this study is to clarify teacher's practical knowledge of curriculum design by examining a case study of teacher's unit design. In the Curriculum study, applies the focus to a famous pedagogist and teacher is not researched so much. Also, in the teacher's knowledge study, teacher's knowledge for lesson study has been not enough studies the knowledge of curriculum design, because the teacher was regarded as a curriculum user, not a curriculum designer. But, to expand school-based curriculum development, it is necessary to examine the teacher's knowledge. In this case study focused on one teacher's process of unit design. The teacher's name is Mr. Yukio Yoshimoto. He is a famous as curriculum designer especially integrated study. I have been observing how he designs the curriculum for five years. His curriculum design reflected his belief and intuition. I considered his practical knowledge by his narrative. At the interview, I asked how the curriculum designed with his belief and educational view. The question of the interview was pulled out from a unit table (syllabus) and writing written by him. In addition, I examined the film of his teaching practice. As a finding of this case study, the practical knowledge is characterized as the three points, because Mr. Yoshimoto had used practical knowledge, which differs according to the situation. Following three points: (1) Method knowledge: It is original method to design the curriculum. For example, Mr. Yoshimoto made much of an encounter with children and professionals. He accumulated and maintained the original method as knowledge. (2) Personal knowledge: This knowledge is derived from his personal experience: his teaching experience and idea that affects his practice. For example, Teacher Yoshimoto was influenced from John Dewey and Kunio Yanagida. (3) Evaluated knowledge: This knowledge is used when teacher reflects his practice. In this study, Mr. Yoshimoto was evaluating his practice by his original words. What he evaluates is the point where his sense is found out. Real situation, these three knowledge appear randomly. However, this study founded possibility of transmission of teacher's knowledge to the novice teachers. For example, it can be assumed that the expert teacher explains the unit table while writing the point when teacher's works shop. As mentioned above, teacher's practical knowledge can not be separated from the teacher's inner side. This case study will trace the curriculum vitae of the teacher who created the curriculum. To improve this study, it is necessary to do a further examination of teacher's vitae.

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This article discusses the educational meaning of "contextual teaching and learning (CTL)" in preservice teacher education through examining the developmental project of CTL at University of Georgia (UGA). For the purpose of this article, the author shows the development of CTL in preservice teacher education in the United States and analyzes the CTL project and its classes at UGA from the author's original point of view, then discusses the role and educational meaning of CTL in preservice teacher education. After publishing "A Nation at Risk" in 1983, there were many policies and argues about the improvement of teachers' stature or abilities in the United States. By this political background and advanced practices of CTL, practices of CTL in preservice teacher education in the United States began with funded programs from me federal Department of Education in 1997. The project at UGA were one of the programs. This project at UGA developed and implemented the preservice teacher education model in which students 1) would complete courses, seminars, and other experiences in professional education and content areas that integrate contextual teaching and learning concept into curriculum and instruction; 2) use experiences in community, workplace, and school contexts to inform teaching and learning; and 3) prepared to use contextual teaching and learning. To practice this model, UGA created the original theoretical framework of the CTL project, did faculty development, and created and revised the classes of the preservice teacher education at the university. The author insists that this CTL in preservice teacher education at UGA project is "learning CTL through CTL." This statement means: 1) "we can learn CTL only through CTL; "and 2) to learn the ways of varied problem-solving in multiple contexts through CTL is very important for CTL that postulates teachers should consider various cognitive styles of students in the process of teaching and learning. So, the author reinterprets the statement of "learning CTL through CTL" in terms of discussions of "community of practice" based on situated learning theory adopted to the theoretical framework of the UGA CTL project. As a result, the author expresses that the statement means to create the community of practice of CTL at UGA and to keep students members of the community. As a conclusion, the author states that the educational meaning of CTL in preservice teacher education is to construct the model of "learning CTL through CTL with faculty and students together" in preservice teacher education as well as consistently innovating preservice teacher education and practice at schools. In this model, CTL is not only a teaching method but also a learning object as well as an object of inquiring by faculty and students. At last, the author discusses on possibilities of CTL in preservice teacher education.

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We now live in society where changes, such as globalization and computerization, are rapidly happening. In order to survive such times, the development of integrated and versatile skills is now required in every stage of education. For example, the Ministry of Education, Culture, Sports, Science and Technology and the Ministry of Economy, Trade and Industry have defined "human skills (ningen-ryoku)" and "basic skills (shakai-jin kisoryoku)" respectively, and both ministries now promote the development of these skills. This study centers on student learning, focusing on a case of a high school which continues its effort to develop students' integrated and versatile skills through school events. In short, this study attempts to elucidate what students learn while being actively involved in the planning and the organization of school events. It attempts to capture the full picture of the students' learning experience, while paying particular attention to the level of their participation (of both leading students and peripherally involved students) in school events. Through questionnaires and interviews, the study obtained the following findings. First, the students developed the public speaking skill, which was found characteristic to leading students. The study also found that the students specifically demonstrated the skill to listen to other people with different opinions, a skill developed through the organization of school events, regardless of the intensity of their participation. Furthermore, the study indicated that the target school has a strict policy of organizing school events entirely led by students. It can then be assumed that the teachers' rigorous attitude regarding school events, coupled with the students' awareness and sense of responsibility, fosters the production of school events completely organized by students. Secondly, the sense of achievement, personal growth, conflicts and struggles that leading students experience through their interpersonal relationships, are also the product of this thoroughly independent planning and organization of school events by students. What leading students experience, however, is not limited to conflicts and struggles in interpersonal relationships within a same group such as the event coordination committee. The study showed that these students also experience difficulties in balancing their responsibility for school events and extracurricular activities. Here, we can point out the importance of peripherally involved students, to whom little attention had previously been paid. The study showed that these students may not be, in fact, simply non-active and peripheral, but instead may actually be of great significance in the growth of leading students.

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While building preschool curriculum that incorporates both care and education, the staff members should clarify their effective goals and theoretical framework that correspond to the actualities of the preschool and are approved by all the members. For this purpose, action research was conducted at Minan private preschool and a relevant procedure was developed. The staff at Minan preschool worked in collaboration with an external consultant to clarify the theoretical framework of the care and education provided at the preschool. The consultant collected data from the preschool to identify its effective goals of care and education. Furthermore, he compiled the materials necessary for the staff to determine whether or not his findings could be considered as valid goals. The consultant then shared his data with the representatives of the Minan staff for their feedback and made appropriate revisions. Moreover, he collected data from the preschool to identify its theoretical framework that comprised complete care and education. He then shared these findings with the representatives for their feedback and revised the data accordingly. Thereafter, as shown in this paper, the staff members and the consultant jointly developed a curriculum involving care and education for preschool in the following order: 1 The staff members revised their list of goals to make it consistent with the goals pertaining to care and education that are stipulated in the Day Care Guideline. 2 They revised the descriptions of all of their goals and determined the order of their goals in keeping with the theoretical framework of the complete care and education provided in the preschool. 3 They revised the descriptions of their composition of contents with respect to the care and education provided in the preschool in accordance with the descriptions and order of their goals. 4 They set the aims and contents of each class on the basis of the Day Care Guideline. 5 They prepared tables to outline the development of the preschool curriculum of care and education in order to achieve their aims and to clarify the theoretical framework mentioned above. 6 They customized the contents required for performing important activities in each class and converted them into tables to further the development of the curriculum of care and education. 7 They added the required descriptions in the tables to clarify the additional features of the preschool. We verified that by following the above order, it is possible to build the preschool curriculum by using previously compiled contents on care and education in preschools if all the staff members can clarify their effective goals and theoretical framework for complete care and education and consistently adhere to them.

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This paper analyzes the media education component, including Media Studies relating to human rights education, of The Ontario Curriculum Grades 9-12: English, 2007. In the context of this study, media education refers to teaching about media rather than only teaching through media and using media. The relationship of media education and human rights education has not been discussed even though the media exerts a strong impact on our notions of human rights through its conveying of stereotypes, ideologies, beliefs, etc. In The Ontario Curriculum, revised in 2007, this connection appears more explicitly when we contrast it with the curriculum it replaced (The Ontario Curriculum Grades 9 and 10: English 1999, Grades 11 and 12: English 2000). Previous research had focused on education policy and human rights education and why Canadian curriculum failed to bridge the gap between academic knowledge and the real life experiences of the students. Many researchers concluded that Canadian curriculum lacked a citizenship perspective and did not sufficiently address the ability to distinguish facts and opinions. The research question of this paper is "how human rights is located in media education?". Human rights in this context is concerned with the rights that citizen living in the world, including in Canada. This paper analyses this question by examining the relationship between The Ontario Curriculum Grades 9-12: English, 2007 and media education. My study is composed of three parts. To begin, I provide a whole image explanation of The Ontario Curriculum: English in 1999, 2000 and 2007. I then analyzes the description of human rights in the above curricula, and finally I present an argument on how human rights are located in the both curricula. I conclude with a discussion with suggestions for Japanese language education and human rights education. Previous curricula required that students learn about literature and media production as skills, while largely omitting the teaching human rights and citizenship for those living in Canada. By contrast, The Ontario Curriculum Grades 9-12: English, 2007 emphasizes the development of an understanding and interpretation of the values or ideologies represented in media texts as well as literature. Through teaching this curriculum, it is hoped that students can become responsible media users and citizens living in a media society. Human rights embedded within media education possess a variety of meanings pertaining to race, values, beliefs, consumerism and the right to know, as the media aims to represent a wide range of society. These representations, stereotypes, ideologies and beliefs should not be cut off from human rights. As previous researchers have shown, Ontario, home to the most multicultural city in the world, has a need to teach a curriculum that contains the perspectives of a variety of minority groups. It can be said that The Ontario Curriculum Grades 9-12: English, 2007 tries to convey perspectives from many minority groups, and can facilitate the teaching of human rights and global citizenship in the contemporary world.

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