[in Japanese]

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[in Japanese]

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The purpose of this study was to clarify certain characteristics of internships at Vocational High Schools by means of an examination of one model Vocational High school. I considered students' Elementary and Junior High School experiences of Work-Based Learning and their beliefs about such internships in tertiary education. This was done by conducting a survey of internships at a model High School I refer to as 'X'. The results may be summarized as follows: 1) Internships in the workplace that relate directly to the field of study of the student have a greater educational effect than internships not so related. 2) A student's experience of Work-Based Learning in Elementary School or Junior High School had little or no discernible influence on the educational effect of internships at Technical High Schools. 3) A majority of Technical High School students believed that internships at university would have the same duration, of just a few days, as those they experienced in High School. The following two points may be made. First, connection and continuity is required between students' experience of Work-Based learning events at Elementary School, Junior High School, High School and tertiary educational institutions. Second, for maximum educational effect, a High School student's field of vocational study should be matched as far as possible with the internship.

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Curriculum reform of Lycees was planned at the end of the 1990s, and the so-called integrated study of individual learning with guidance (TPE), vocational interdisciplinary project (PPCP), etc. was introduced in earnest. This paper clarified the actual condition of the curriculum organization including these integrated study and the existence of the discretion by the investigation and report of the Ministry of Education and by our field survey. The integrated study, that aims at the student's autonomy due to the multidisciplinary approach, promotes a dialog between teachers and students, and it enriches teacher's view of neighboring subject through the cooperation of more than one subject and teacher. Moreover, the curriculum management by deliberations of teachers, parents and students also deserves attention.

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The Shoho no Radio which was the earliest monthly radio magazine mainly for boys and girls in Japan had first published in 1948 by Seibundo Shinkosha Publishing Co., Ltd., and had continued until 1992. This study focused on and analyzed the contents of a series of "Zyunia Denki Kyoshitsu" (Electronics course for youngsters) during just after the Establishment of Industrial Arts (Technology) and clarified some substantial expectations in the Shoho no Radio to Industrial Arts, and then, clarified their contemporary educational meanings in Japan. Through the analyses of the contents, it is clarified that "Zyunia Denki Kyoshitsu" in the Shoho no Radio had substantial expectations to Industrial Arts, e. g. in respects of the management from the bases or foundations of electricity to the realities of electronics technology and the sufficient application of the outcome of learning in science and mathematics, and so on. These expectations were namely the expectations of governmental and leading persons regarding Industrial Arts education at that time, and it seems that they influenced then the formation, development and stability of the practice of Industrial Arts education definitely on a nationwide scale in Japan.

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This study was conducted for the purpose of identifying those characteristics of students' awareness of copyrights, analyzing the classes in the teaching and learning processes of the classes in information ethics focusing primarily on copyrights in introductory higher education. The classes were conducted based on the information ethics curriculum which was developed that contained as educational objectives the three legal accommodations of individual rights of copyright holders, property rights of copyright holders and the age of computerized networks. Teaching-Learning process analyses of the classes were conducted on the basis of the five formats of responses and reasons of individual students regarding practice questions based on each theme, group responses and reasons obtained from group discussions, responses and reasons given in confirmation tests, videos depicting the entire class, and a verbatim record prepared from that video. In conducting analyses, instead of simply comparing input" in the form of the instructions and "output" in the form of test results, analyses were made in as much detail as possible in line with the facts presented in the class of the status of awareness and any changes therein with respect to the manner in which students perceive and form judgments during the course of the process from input to output. The results were as indicated below. (1) The students were able to easily identify infringement of publication rights, rights to preserve identity and duplication rights. (2) The students were unable to correctly assess infringement of rights to transmit the contents of copyrighted works and rights to display copyrighter's name. (3) Although they were able to identify infringement of computerized duplication rights, the students believed that it was possible to allow free use of copyrighted materials on the Internet as a general rule.

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Although Robert W. Selvidge (1872-1941) was known as one of the famous advocates of trade and job analysis in the U. S. A., few studies have been made on how Selvidge's trade and job analysis was formed. This paper is intended to examine Selvidge's early career and clarify the characteristics of his approach to trade and industrial education. The principal results may be summarized as follows. 1. Selvidge was always dealing with not elite children's problems but popular children's ones. He started teaching job at a country school in 1890. When he attended Charles R. Richards' (1865〜1936) lecture at Teachers College, Colombia University, he learned the problem that children had left from elementary schools before completing his common education course. To solve this problem, he tried to organize the intermediate industrial school curriculum in his master thesis submitted in 1908. 2. Selvidge realized the problem that many children had entered the unskilled trade. In his master thesis he criticized that many children had entered the unskilled trade, and aimed to prepare the children enter an industrial pursuit in which there is an opportunity to advance to a skilled trade. Such recognition was seen on curriculum principles, "keep to the definite aim of helping the boy become thoroughly familiar with that body of general knowledge which distinguishes the alert, intelligent and skilled workman from the mere machine tender" for organizing the intermediate industrial school in his master thesis. 3. Selvidge tried to organize trade and industrial education curriculum for schools to solve the two problems mentioned above. In his master thesis, he criticized manual training high school curricula that reduced the time of drawing and shop-work, and organized his original intermediate industrial school curriculum. In 1913, he indicated the needs of curriculum, which emphasized real productive processes, from the viewpoint of culture.

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The purposes of this paper are to clear where OKAYAMA Hidekichi visited and what he was interested, to make obvious the Manual and Industrial education's theories and curricula that OKAYAYA inspected in the U. S. A., and to consider the influence of OKAYAMA's visit to there on his educational theory of Manual Training. OKAYAMA studied abroad in West from August 31, 1911 to November 2, 1913. He visited to California, Salt Lake City, Chicago, and New York, in that order. He stayed a half-year longer than ahead of schedule in the U. S. A.. The two practices of Manual and Industrial education in there, judged as important by OKAYAMA, were that of the Sloyd Training School, Boston and of the Horace Mann Elementary School attached to Teachers College, Columbia University. In the Sloyd Training School, Boston, OKAYAMA did not interested in the systematic aspect of tool instruction, but did emphasize the aspect of children's self-activity in American Sloyd. OKAYAMA valued it as "easy and effective instruction". The curriculum of the Horace Mann Elementary School had the characteristic that was made to teach "modern industry" in factory production period from the aspect of machine, construction, and transportation in sixth and seventh grade, while getting historically. This curriculum was worked by the idea of C. R. Richards. He advocated the conversion from the Manual Arts to the Industrial Arts that was aimed to teach "the industry as the foundation of civilization of today". F. G. Bonser who was the successor to Richards, defined as the Industrial Arts that was the subject to teach the significance of industry for the way of life of the human being. There influenced OKAYAMA's educational theory of Manual Training after his study abroad.

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