The aim of this study is to clarify the features of the act of listening in the classroom lessons by analyzing the utterances of a student whom his teacher didn't consider as a good listener. In this study, depending on the Bakhtin's consideration on "dialogue" in which he connected the act of speaking and the act of listening, we started with the view that 1) the utterances are the responses to others' words and 2) the act of listening is "inner dialogue" with precedent others' words in the subjects and the words of responses by his listeners. Then, focusing on the building process of his utterances, I clarified the problem of his listening and analyzed the characteristics of the listening in the classroom lessons. As a result, it was cleared that the student 1) "addressed" his utterances only to his teacher, 2) didn't interact with the precedent others' utterances in the target, 3) couldn't involve the words of responses by his listeners and didn't appropriate them, 4) didn't conform with the flow of discussion supported by the listeners. From these results, it was indicated that the act of listening in the classroom lessons where students were required to participate in "one-to-many dialogue" had the characteristics: not only appropriating the precedent others' utterances, but also considering the flow of interaction, and then creating their own words involving the words of other students' responses for him.

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This paper considers whether it is possible or not to clarify children's "zone of proximal development" on instructing them in classrooms, by practicing "dynamic assessment" that is based on the concept of Vygotsky's "zone of proximal development", in lessons. Vygotsky insisted the need to consider children's "zone of proximal development" when their conditions of development were assessed. But he didn't develop the assessment method of "zone of proximal development". Using dynamic assessment, the assessment method has been developed. Although there is no peculiar process in dynamic assessment, there are three features. The features are as follows: (1) the interactive nature of the relationship between assessors and learners, (2) the focus on meta-cognitive process, (3) the presentation of information about the learner's modifiability or responsiveness to interventions. In this paper, the author and a teacher performed dynamic assessment in elementary mathematics lessons. The author made questions clarifying whether the children understood the core of units, and let them solved the questions. The teacher implemented dynamic assessment in whole-class settings. It revealed that a few children couldn't understand it, and they needed more interventions. Consequently, we performed dynamic assessment in individual settings. In this paper, the author analyzed two children and revealed their thinking processes and "zone of proximal development", and analyzed interventions in terms of dynamic assessment. From these case analyses, the author demonstrated that it was possible to perform dynamic assessment in a classroom, and that children's "zone of proximal development" were shown according to the classroom's teacher, the instruction made by the teacher, and the group of children.

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Three cases of mathematics classes of which main objective was to resolve the confusion between area and perimeter of geometric figures were implemented. In these classes, fourth and fifth graders examined the area of isoperimetric polyominos constructed on geoboard and found that there were figures that had the same perimeters but had different area measures. However, the students did not apply the results obtained from the lesson to the task of comparing of area measures of isoperimetric square and rectangle. On the hand, posttest about students' attitude toward mathematics classes showed that the tasks employed in the classes evoked their interest. The reason why the tasks worked effectively was that the correct answer was not determined uniquely but there were various ones satisfied conditions, students could study at their own pace, and they could find the rule of generating figures under the given conditions. The task of resolution of confusion between area and perimeter and the function of manipulatives were discussed based on the results of the case studies.

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The purpose of this research is to investigate how novice teachers learn through in-house lesson study, referring to the concept of "cognitive apprenticeship", and to evaluate its effectiveness as novice teacher education. Although in-house lesson study has been recently attracting many researchers and practitioners, almost no research has conducted a longitudinal study to find out how novice teachers develop their knowledge and thinking styles through this learning system. Considering these situations, this research designed an approximately two-year long study. The following results were obtained; 1) The novice teacher in this study gradually adopted the similar discourse style as her senior expert teacher, which implied the novice was acquiring the professional vision of classroom observation; 2) The novice learned not only positive aspects of the senior, but also the negative ones; 3) The reciprocal leaning relationship was found between the novice and the expert, which prompted both teachers to reflect class-cases in far more deliberate way.

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In modern Japanese education, educational practice record has been written as teachers' educational practice. When you trace the history, the record was written as teachers' 'lifestyle record' in the beginning. Later, it became a tool for scientific method to research educational practice and recently has been used for research of classes and study materials. However, in a modern society, which educational fields are complex and diversified, importance of approach of clinical education has been increasing. In modern "relationship of teachers and students," it is necessary to understand anew perspective of educational meaning from facts and phenomenon. Therefore, in this research, we study modern roles and usage of educational practical record while tracing back the roles it had been carrying historically. Especially, from the perspective of teachers' specialty, which Donald A. Schon advocates "Reflective Practitioner," we adopt educational practical record as a method to enhance teachers' specialty. The example is a conference of educational record that a city Y has been conducting for six years.

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Teacher-in-role is a method that a teacher participates in a fictitious situation by taking on a role. This paper aims at illustrating the significance of this method through analysis of Dorothy Heathcote's drama in education. Heathcote is a very famous drama teacher credited with developing this method. Learning through drama is the most remarkable characteristic of Heathcote's drama. This contrasts with a more audience-oriented one or a more therapeutic one. Learning process is made possible as follows. Children experience a fictitious situation as if they were really living there. Then, children deepen the meaning of the experience by the teacher's intervention such as stopping the drama to reflect. Teacher-in-role is a powerful tool. By using this method, a teacher can show the children his or her own belief in the fictitious situation, demonstrate looking at the situation at a distance, change the usual teacher-children relationship, and interact with the children more directly within the situation. Moreover, Heathcote makes great uses of teacher-in-role. Using this method, she invites the children to the situation and brings about events unpredictable for them. This contributes to them living a situation as if they were actually living there. Also, using this method, she slows the pace for them to consider, and holds a ritual. This contributes to them deepening the meaning of the experience.

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This study attempted to clarify diSessa & Cobb's "Ontological Innovation", a new perspective on theorization of practices in design-based research at United States, and examined the suggestions for future studies about theorization of practices in Japanese research of educational methods, as obtained from study of the "Ontological Innovation" perspective. First of all, I outlined the current state of theorization of practices in the design-based research of the United States. It was focused on discussion about the base of theorization and the type of theories in design-based research. Second, according to diSessa & Cobb, I examined of the "Ontological Innovation" perspective. Third, I discribed about "meta-representational competence" and "sociomathematical norms" as cases of ontological examination in some detail. Finally, on the basis of the findings detailed above, I discussed suggestions for future studies about theorization of practices in Japanese research of educational methods.

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This review focused on studies of history education in Italy after World War II. In the latter half of 1970s, Italian researchers of history education discussed a new vision of history education. Ivo Mattozzi and Raffaella Lamberti showed the ideological problems of history education in which teachers taught children knowledge of history using textbooks. They proposed that children should perform their own 'research' focusing on contemporary local history as historians do in history education. Their proposal was criticized by some researchers such as Scipione Guarracino for only dealing with history education in high school without referring to the contents of history studies as precondition of 'research' in elementary school or junior high school. Through this discussion, the importance of knowledge of history to perform 'research' and the necessity for history curricula from elementary school to high school were recognized. In the latter half of 1980s, Italian researchers designed history curricula based on the discussion in 1970s-1980s. Some institutions for studies of history education such as Landis, played a very important role. In 2000, they designed a plan of curriculum, the plan of new vertical curriculum for the field of geography, history and social studies. This curriculum contained there are both studies to obtain knowledge of history and develop 'research' abilities as educational goals. In the history of studies on history education in Italy, there have been influences of history research; especially research by Annales which was introduced from France to Italy in 1960s. History research set not only the acquisition of knowledge of history but also cultivation of 'research' abilities. These are characteristics of studies of history education in Italy.

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The purpose of this paper is to compare the traditional "Lehrplan Forschung" with "Curriculum Research" in 1970s in West Germany. "Lehrplan Forschung" and "Curriculum Research" are regarded as the two basic modells in curriculum history. Today, the researchers of these two research models make exchange. In this paper, I focused on Erich Weniger's "Lehrplan" theory, "exemplarische" method, and "kategoriale Bildung" theory as examples of "Lehrplan Forschung". Then, I compared them with Karl-Heinz Flechsig's "Curriculum Research" as an example of "Curriculum Research". As a result, the following are claryfied. Traditional "Lehrplan Forschung" aimed to select instructional contents to lead children toward the world and to open the children's world. In contrast to "Lehrplan Forschung", Flechsig's "Curriculum Research" focused on the procedures of curriculum development, based empirical science.

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J.F. Herbart's "Educative Instruction" theory was systemized as a general theory for character building. Immediately after his death, however, his marvelous idea in the history of pedagogy transformed into a teaching method and it has supported the Modern School System. Instead of defending the system, Herbart himself criticized Modern School with the "Educative Instruction" theory. This paper aims at clarifying pedagogical constriction and inversion, which is still sometimes pointed out in the discussions, through investigating the fact that "Educative Instruction" theory has been not only the center of Herbart's criticism of the school system but also a main support for School to have an alternative function. First of all, the reason will be examined why Herbart criticized the schools of those days. Secondly, the way how "Educative Instruction" theory was transformed into "Educative Instruction in the School" will be shown. Thirdly, his alternative proposal for a Scheme for School will be suggested. According to those examinations, Herbart's school criticism leads the following conclusion. The study of pedagogy should not be limited to a partial modification or reform of School Teaching but, as Herbart attempted, it should contain the horizon of the problem which establishes a Scheme for School. The reason for this is that such pedagogical establishment of a Scheme for School would give opportunities to criticize existing schools and, at the same time, play a role in the center for building a new Scheme for School.

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The purpose of this study is to examine the meaning of "gap" in the classroom learning focusing on Kaoru Ueda's theory. He emphasizes importance of "gap" as a chance of children's thinking development. First, I examined the standpoint of Ueda's educational theory, Dynamic Relativism. It is the logic to grasp the actuality through the "gap" between the object and the practice. Second, I examined the meaning of "gap" in the classroom learning. In his theory, "gap" means a conflict of learning subjects, that is, teacher and children. For example, "gap" arises between the teacher's plan and the actual children's learning. But "gap" does not mean just a conflict or a difference. Through facing with the "gap", they recognize relations and common ground between their opinions, which have seemed to be opposite. Third, based on examination of the concept of "gap", I analyzed the classroom discourse of social studies and children's learning process. In the beginning of this class, the "gap" between children was not clear. But in the process of classroom communication, they have paid attention to the "gap" and their discussion was developed. So, it is necessary for teacher to make children understand the relations or difference between their thoughts and grasp the "gap" more clearly.

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In 1951, in old Takada City in Niigata prefecture, "The Takada City Association for The Study of Early Childhood Education" was established and managed by Masukichi Hasegawa, the Director of Otemachi Elementary School and Takada Kindergarten. This association gathered teachers and nurses of day-care centers in this city and held an "Assembly for Kindergarten and Elementary School Cooperation" two times every year for the mutual understanding of each other's institutions. This assembly was conducted and supported by the public officials. However private kindergarten and day-care staff were also encouraged to freely join in. Until that time such assemblies are thought to be rare in our country and too little was known and understood about the status of early childhood education. However what the agenda was and what issues were discussed at those assemblies has not been made public until now. Fortunately, several records and memoranda written by a participants remain. From these sourses, though they are fragmental, we can interpret and understand what kind of interests teachers of elementary school and kindergarten and day-care staff had in each other's fields in the 1950's and 1960's. in the area. This paper will examine the state of kindergarten and elementary school cooperation and what the issues were in that day through reconstruction of contexts and the examination of content of the records and memoranda.

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This paper deals with the process through which the New Education Schools in the Taisho period constructed the wartime education. The Elementary School Attached to the Nara Women's Higher Normal School was famous as one of the New Education Schools during the Taisho period. This school adopted the "Etude System (Gakushu-ho)" which makes "teaching (kyoju)", "discipline (kunren)" and "hygiene (yogo)" into one system. But it entered into a new phase to prepare for a total war in the 1930's. Takeji Kinoshita, the head of this school, started the study of "Discipline". He seemd "Discipline" as the best method. Also, the teachers enhanced these subjects through teaching morals (Shushin). They tried to connect "Discipline" and their pupils' "life experience". The author focuses on the transformation of the New Education through the analysis about the modality of "Discipline" during the 1930's. From this work, the process that led the New Education Schools to adaptation to the wartime education will be made clear.

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This paper aims to explain Mantaro Kido's attempts to improve school education by utilizing a radio during World War II. Kido contributed significantly to the study of the science of education in prewar Japan. He had distinct ideas of educational technique and educational implement. Section 1 presents his theoretical framework. Kido defined educational technique as teaching the art of living and considered educational implement to be a medium for collaborative activities between teachers and learners. According to him, a radio could be used in order to introduce various cultures into classrooms. Section 2 examines Kido's theory about educational broadcasting. First, he pointed out that it was possible to teach students about the correct pronunciation of Japanese words using a radio. Furthermore, he suggested that it was necessary to teach the colloquial language through radio programs. Second, Kido considered that educational radio was not one-way and could be used for achieving interactive "cultural communication". Section 3 explains Kido's process of collaborative research with teachers. Kido founded a society for the study of radio education, in order to improve the methodology of teaching science. In fact, this society attempted to develop a few radio programs for teaching science to students in junior classes. In conclusion, Kido consistently attached a high level of importance to concrete living cultures and criticized the abstract ideals in the education methods such as "Japanese spirit" or "national spirit". However, educational methods proposed by Kido were not implemented in the Japanese school system during the war.

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The purpose of this paper is mainly to clarify Sasaoka's view on functions of writing, showing the structure of his theories on Tsuzurikata Education, based on all his articles on it. In addition, the viewpoints to inherit and develop his theories are shown briefly. Sasaoka's view on functions of writing is as follows. Writing has 8 functions. First, a piece of self's real life is understood independently. Second, some comments are made. Third, the proletarian ideology is formed. Fourth, a sense of purpose and some logical opinions based on facts are formed. Fifth, a sense of autonomy is formed. Sixth, all one's culture and abilities are used to understand one's real life. Seventh, some results of some investigations are used to understand one's real life. Last, volition is formed. Sasaoka studied Tsuzurikata Education as a study of human nature. He thought that human nature consists of independence, cooperation and volition to pursue both independence and cooperation. These elements of human nature are the fundamental viewpoints to inherit and develop his theories. The problems to be solved are as follows. One is to research into points to inherit and develop his theories in detail, and the other is to construct the results along the process of problem-solving. Both of these problems are studied from the fundamental viewpoints.

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As is often said, children cultivate their sense as a member of their community or society through their school life. In short, they are communalized. Although communalization has various layers such as "our class", "our group" etc., very little attention has been paid to these layers in pedagogy. This paper elucidates children's real and individual experience of someone else as is recounted in their interviews on friend-relationships during school life from the viewpoint of the communalization's layers. We can experience the objective world in the sense of accessible for everyone by virtue of communalization into the We-community (Wir-Gemeinschaft) along with unthematically together-functioning-others (unthematisch mitfungierende-Andere) who are anonymous and ideal. On the other hand, we communalize ourselves into the real We-community in the experiences of concrete someone else. Individual others sometimes appear in the way of standing out from the real We-community and at other instance from general-alter-ego (alter ego uberhaupt). In the case of such concrete others, for example, classmates standing out only from their general-alter-ego, children often have pain even if they have apparently established good relationships. Besides, in the serious cases such as bullying, they might sustain their own experiences only by very frail basis where they are impossible for alter-ation (Veranderung) through which they become one among others.

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