This research aims to investigate the relationship between human rights education and moral education by considering the characteristics of teaching materials on human rights issues. The data utilized for this research were 72 elementary and junior high school moral education textbooks. Both human rights and moral education give pupils the opportunity to address human rights issues and overcome the perception that these things exist in different worlds, as well as contribute to the advancement of human rights issues. It can be said that promoting the resolution of human rights issues is a point that the two areas of education have in common. From the findings presented in this paper, it can be considered that moral education textbooks play a role in both promoting understanding of, and addressing, human rights issues. This shows an overlap between human rights and moral education. In fact, the complementary relationship between the two means it is important to systematically promote educational activities regarding human rights issues. This can help strengthen the relationship between the two.
The purpose of this study is to clarify the management function and role of mid-level school leaders that encourage faculty collaboration. To this end, we qualitatively analyzed the management behavior of a school middle leader who engaged in the school organization and encouraged faculty collaboration, the thought processes that produced such behaviors, and the responses elicited from administrative and faculty members. We then adapted these management behaviors to each stage of the school organization process to verify the effects. The study found that the middle leader held an effective function and role in promoting faculty collaboration by reciprocally interacting with both administrative and faculty staff members according to each stage of the school organization process.
The purpose of this study is to examine whether a mapping-style lesson process model would enhance children’s ability to think progressively from the viewpoint of integration, and to create a deeper learning of mathematics, in contrast to earlier practices where integration and progression are captured in parallel.
A lesson for this purpose was planned and carried out in a 5th grade unit of " formula and calculation ". Initially, the number to multiply and the number to be multiplied are inductively considered by changing the condition of a side of an equilateral triangle that is made of, for example, 4 or 3 marbles, where the word expression of equation is generalized as “ (number of marbles in a side-1) x 3.” To further expand the range of the formula’s application, pupils then find the formula for squares in an integrated and progressive way by utilizing their experience in creating formulae for equilateral triangles. Furthermore, based on the formulas for the equilateral triangles and squares, pupils also consider the case of a pentagon from an integrated point of view, and generalize the fact that the number to multiply is the number of sides of the shape in a word expression of the formula.
Through this practice, we found that a lesson development, in which the subject level gradually becomes harder without any unreasonable jump using the mapping-style lesson process model, is able to further their learning; pupils are able to progressively connect the triangle formula to different polygons from an integration viewpoint.