This paper tries to clarify learning community interpretation of Japanese lesson through realizing contemporary literacy theory. Emphasis is placed here on the mutual relationships of each interpretation of students in the Japanese lesson. The intention is to examine what can be happened in the Japanese lesson based on implementation contemporary literacy theory for analysis teaching-learning process and student interaction, reading, interpretation, communication and critical thinking abilities. Contemporary literary theory is examined in related to Japanese lesson. This study illustrates that possibility of interpretation of the literacy text is depended on the text strategies, and student individual-group thought interaction. Supplementary the core message of the literacy text for readers is based on the cultural background and the interpretive community of them. The article concludes with analysis students' self-construction of well being, their mutual interactions and experiences on mutual relationships of their interpretations, shared cognitions and their pathway of social construction knowledge.

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The purpose of this study is to clarify the goals of the common courses in upper secondary schools in Sweden. In this study, mathematics was analyzed because mathematical abilities differ according to the students. First, the national curriculum, syllabi, and grading criteria of a common course, mathematics A, were analyzed because they represent the Swedish idea of "knowledge" and the goals of the course. However, these goals are abstract; hence, the questions in the national tests help teachers understand what the students should learn. These questions and assessments were then analyzed to reveal the ability of successful students. It was found that the goals of mathematics A involve not only learning mathematical concepts and theories but also "applying" them in daily life or in vocational contexts. The relevance to daily life is needed not only in such contexts but also for problem solving. Moreover, the questions require students not only to calculate or use a mathematical formula in a simple problem but also to understand the concept or rule and consider their application in various situations. Students are allowed to solve questions in different ways and answer through images or pictures, without providing any verbal explanations. It is possible for each student to carefully consider and apply the knowledge gained to their daily lives according to their level and specialty. Therefore, it can be said that the proper application of the learned contents is set as the common objective for all students in the upper secondary schools.

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The purpose of this paper is to consider how to categorize, nurture, and assess affective objectives, through examining the development of research on "thinking dispositions" or "habits of mind" in America. Dispositions are latent tendencies that foretell predicable outcomes under certain conditions. Just as glass is disposed to break when struck, a good thinker is disposed to think critically or creatively under an appropriate condition. Some researchers tried to bridging the gap between one's ability and one's actions and focused on the dispositional aspect of thinking. First, this paper traces the history of research on teaching thinking and illustrates why R.H. Ennis and R.W. Paul noted the dispositional aspect of critical thinking in 1980s. Second, this paper examines "Dimensions of Learning" developed by R.J. Marzano, a famous and useful framework for teaching thinking, and finds out how "habits of mind" is nurtured and assessed in the "Dimensions of Learning" program. Furthermore, this paper introduces a new approach to teaching thinking advocated by D.N. Perkins and S. Tishman. They proposed the triadic analysis of thinking dispositions and pointed out the importance of establishing a classroom culture rich in thinking, an enculturative approach. The enculturative approach helps to avoid a dilemma inherent in the concept of disposition: They cannot be taught as directly as skills because dispositions are not procedural. But it is feared that the enculturative approach might fall into indoctrination and hinder intellectual learning. Thinking dispositions are developed only when authentic academic activities are carried out in the classroom. Thinking dispositions should be viewed as overarching goals, vision or mission of schooling, and as indicators of the quality of educational conditions, indicators for assessment and improvement of curriculum and school system.

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In Australia, global education has been developed through a national project named Global Education Project. One of the notable products of this project is the publication of three books that introduce some lesson plans, named "Global Perspective Series". The purpose of this research is to reveal 1) how the Series of books is used in real lessons in a school, and 2) the factors which support a high-quality practice of global education. Firstly, I confirmed the three essential aspects of global education based on the theory of Margaret Calder and Roger Smith, who have led development education and global education in Australia theoretically and practically. Next I pointed out that the Series doesn't reflect the three aspects sufficiently. Then I analyzed a unit "Is Water More Precious than Gold?", which was practiced by two teachers for students of grade 4 and 5 at a school in South Australia, to look at how these three essential aspects were realized. As a result, I showed that the Series of books is regarded by teachers as useful for their lessons, and that the teachers realized the areas that were lacking in the Series and adapted the lesson plans to overcome this. I also pointed out two factors which supported this high-quality practice. These were the expertise of the teachers, and accumulated accomplishment of development education which is the predecessor of global education.

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In 1950's, generally speaking, the curriculum of Early Social Studies was incisively criticized as being based upon "Experimentalism" as it may be called 'creep-learning'-the unsystematic curriculum. So, Tawaramoto Elementary School worked on the study of 'Basic Achievement in Social Studies' in 1953 and 1954 in order to remove the incisive criticism above mentioned, this was done under the instruction of Nara Prefectural Board of Education Thus the aim of this paper is to examine how the chief researcher Shinji Koizumi worked on the "Tawaramoto Plan". The following is the way in which I examined his research; 1 The method of this study is to analyze the educational evaluations of the "Tawaramoto Plan", and to find out the concrete results and problems that were solved. 2 The materials to be analyzed for this study are some class reports handwritten by Koizumi, including his reflections upon the daily classes, the original test-questions from the 1950's and his aim or thoughts about the "Tawaramoto Plan", which I got through several interviews with him. 3 The results of this study are as follows; (1) At Tawaramoto Elementary School, the educational evaluations were continued on the basis of the minutely composed evaluation-plans. (2) All teachers appreciated the whole lives of their children and made much of the processes of their learning activities, and after that, they constructed educational evaluations relevant to the children's progress. (3) The test-questions, which were rich in variations, were well constructed on the basis of these very systematic classes. In conclusion, the analysis of the Educational Evaluation concerning the "Tawaramoto Plan" shows that "Tawaramoto Plan" should be excellent curriculum worthy of note, because many sorts of advanced practices of it were developed very systematically in Early Social Studies.

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In this study, I clarified how Heinrich Hanselmann took part in the establishment of the Heilpadagogische Seminar Zurich and which of Heinrich Hanselmann's ideas influenced the establishment of the Heilpadagogische Seminar Zurich. First, I showed the establishment process of the Heilpadagogische Seminar Zurich and the efforts in the establishment of the Heilpadagogische Seminar Zurich in detail. In connection with this fact, I clarified the role which Heinrich Hanselmann played in the seminar's establishment and management. Furthermore, I clarified Heinrich Hanselmann's ideas about Heilpadagogen teacher trailing in the establishment of the Heilpadagogische Seminar Zurich from the papers of Heinrich Hanselmann. In this study, it became clear that Heinrich Hanselmann had been closely involved with the seminar's establishment and management. In particular, his standpoint of the unification of theory and practice in the teacher training and his standpoint of the cooperation with the seminar and the institutions in practice etc. were significant. Moreover, the teaching training based on his ideas of "Entwicklungshemmung" and the teaching training based on the movement principle and labor education were pointed out as the special feature of his teacher training ideas.

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In order to clarify the structure of class instruction (Klassenunterricht) and its transition, the author conducted the historical research of the development of class instruction from the late 16th century to the early 17th century. First, the author conducted the literature review related to the argument about the origin of class instruction. After the literature review, the author examined the significance of class instruction by considering (1) the actual development of class instruction in the Jesuit School, (2) the concept of Wolfgang Ratke's class instruction, and (3) the concept of Johann Amos Comenius's class instruction. In the late 16th century, the system of class was introduced in Europe in order to realize the economical and efficient management of student learning and their behavior. From the beginning of 17th century, people criticized education only opened for the privileged class in this period, and they started the movement for an instruction method to improve all citizens' knowledge and competences. In the movement, Ratke suggested frontal instruction as a theoretical foundation of class instruction. On the other hand, Comenius noticed that the instruction method, which motivates learning in a group, stimulates student activity, and fosters their knowledge and practical competences. In other words, Comenius found educational excellence of "teaching in class". Comenius realized the significance of the system of class, and developed the idea of "teaching in class" in modern didactics.

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In this paper, an attempt is made to identify the characteristics of primary school teachers as hidden curriculum underlying the processes of educational activities. In advance of the examination, seven points of view are discussed: "low economical position", "fatigue due to the pressure of work", "conflict", "teacher image that was expected by people", "eyes of people on primary school teachers". "teacher-pupil relations" and "teacher interpersonal relations". They are showed from the Japanese literatures in what primary school teachers were described. It is found out that primary school teachers are characterized by six points of view except "low economical position". On the basis of the above-stated data, it is explored the possibility of their influences on the classroom management. As a result, it is confirmed that some of teachers' characteristics have not a little influence on the stiff classroom management. So it is desired that teachers recognize their unstable professional selves. It is very important that teachers work flexibly and independently, and then their identities are stable.

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