The purpose of this article was to examine student's learning dynamics, in that what relationship college students organized between in-class study and out-of-class activity and learning. This research targeted the students who participated in the volunteer activity that was provided by the Hirayama Ikuo Volunteer Centre at Waseda University (WAVOC). The characteristics of WAVOC educational practice were the emphasis on field study, interaction with various actors, and the multi-level supports by WAVOC staff. I interviewed with WAVOC 11 students in terms of the meaning of WAVOC project, relationship between WAVOC project and in-class study, and mutual influences. I analyzed the category classification from the interview. As a result, I found learning dynamics that WAVOC students learned involving the WAVOC project activity and bridged from WAVOC project community of practice to in-class study and vice versa. And I found it that in this learning bridging WAVOC students organized the mutual relationship between in-class study and out-of-class activity and learning which they brought in and out knowledge, experience, reflection, and so on. Also I found that this leaning dynamics was supported by WAVOC staff that facilitated students in activity to reflect on their activity and after activity to make presentation in the various forms. In higher education, it is important to support learning bridging because students form their self identity and share power and responsibility for their own educational experience through it. And the study on student's learning needs to focus not only on in-class study but also on the relationship organized across the boundary between in-class study and out-of-class activity and learning through bridging learning.

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The pedagogical meaning of teacher's eyes has been discussed from the humanistic, artistic and ethical perspective. Criticizing the scientific and technocratic view of education, this approach claims that the pedagogical meaning of teacher's eyes should be understood as the humanistic, artistic and ethical capacity. Eisner's 'educational criticism', Garrison's 'moral perception' and Van Manen's 'pedagogical tact' can be seen in this approach. Each of them makes a significant contribution to this issue. But they don't see the cultural-political aspects of this problem. In this article, we propose the alternative approach that regards teacher's eyes as the mediation of cultural-political practice. We introduce the following three concepts; mediation, power and deconstruction. Through the medium of the other's eyes, we see our situation and ourselves. When the dominant way of seeing is normalized, the people in the dominant social group are empowered and the people in the subordinate social group are disempowered. Within such a situation, people sometimes interrogate and re-mediate their way of seeing. In the age of neo-liberalism, we are under siege of 'deficit discourse' and 'individualistic view of competency' that make our way of seeing individualistic, normalizing, deficit-detecting and technocratic. In the middle of this situation, what deconstructing role does the teacher's eyes play? Examining the narrative therapy and critical pedagogy, we consider the cultural-political meaning of teacher's eyes. We describe the way of deconstructing practice in which teachers with children, parents and their colleagues interrogate and re-weave their view of learning from within the local and particular site such as classroom or school.

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This paper discusses the communicative foundation for literacy development by focusing on the theories of gift and exchange. Firstly, I pointed out that the teaching model for reading literacy and language activity which is authorized in recent national curriculum policy is based on the marketized communication, and also proposed the alternative concept which recognizes the language as capital and reading is socio- constructionally contextual action. Such an understanding requires that we need to reconstruct the politics of the language field which is characterized as unequal redistribution of language capital. Secondly, in order to explore the counter logic against the marketized communication in literacy classroom, I focused on the theories of gift. The pedagogical strategy should be focused on the recognition of the reciprocal relation among students over their reading. To actualize the reciprocal relation in the literacy classroom will make it more collaborative, dialogical and critical. It requires for teachers to understand the process of students' reading as the language exchange in which their emotion and recognition to text are included. It also means the reading is collaborative process renewed by different accent of each student. Finally, I discussed the practical approach to activate the collaborative, dialogical and critical literacy education by focusing on the concept of collaborative reading workshop.

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This study investigates how Japanese scholars have introduced and accepted methods of inquiry into Japanese science education curricula. It focuses on the process of introduction of American science education reforms in the 1960s. In a 2008 report, the Japanese Ministry of Education, Culture, Sports, Science, and Technology (Monbu-kagaku-sho) states that the "skill and knowledge has been regarded as opposed to thinking ability," More specifically, with regard to science education, the conflict between structured learning and inquiry continues to be a topic of intensive discussion. This conflict is commonly discussed as resulting from the superficial introduction of American "inquiry" or "process skills" to Japan. This study focuses on an examination of the problem of acceptance with regard to the "process of inquiry," and explores the circumstances of its introduction from the viewpoint of modernization in the 1960s and 1970s. Its method of research is based on a discourse analysis of science education magazines in Japan. It focuses particularly on the statements of researchers who were involved in the discussion of the renewal of the curriculum at the time. The study reveals three points. Firstly, the affirmation of children's spontaneity and the negation of knowledge were emphasized too much in introduction. This meant that the aim of developing children's understanding through inquiry was replaced by an approach that assumed that children understand automatically without a teacher's teaching. Secondly, the period between introduction of the new pedagogical perspective and the renewal of the course of study was too short. Thirdly, the curriculum was not established based on actual practices. This raises the important problems as "teacher proof", the lack of arguments based on action research.

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This study aims to examine the lesson study conferences, which were held soon after World War at the elementary school (called Yoshiki School) attached to Nara Normal School Women's Section, by investigating the influence of the conferences on curriculum and teacher development. The conferences at Yoshiki School included Plan-Meeting and an Experimental Class. In Plan- Meeting, the week plan and the program for the year were reorganized. Emphasis was laid on the curriculum development of the school. In an Experimental Class, the teachers' skills were developed through close observation of the children's activities. This contributed to the reorganization of the program for the year. The abovementioned methods highlight the following three points as important aspects of teacher development through the lesson study conferences at Yoshiki School: (1) identification of the gap between actual activities and the formulated plan through a close and detailed observation, (2) improvements to the year plan through discussions between coworkers and the impact of the activities on children, and (3) on the basis of the impact determining which aspects of the children's activities are important from the teacher's perspective. The conferences at Yoshiki School formed a platform where daily plans were reorganized and the teacher's development program was examined. Curriculum development was also discussed at the conferences, thus forming its foundation.

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This paper examines the diagnosis of and education for children with Learning Disabilities (LD) in the USA by focusing on Response to Intervention (RTI). First, I determine the function that the diagnosis of LD is expected to serve. Earlier, when children were diagnosed with LD, they were sent to private clinics for education. At these clinics, original tests were conducted before beginning instruction. In 1977, Education for All Handicapped Children Act was introduced. According to this act, the diagnosis of LD was to be established on the basis of discrepancy between age or intelligence and academic achievement. This diagnosis method, discrepancy approach, was popularized. However, the discrepancy approach was criticized for its inaccuracy and insufficiency with regard to planning instruction. In 2001, at the LD summit, RTI was proposed in place for the discrepancy approach. After historical analysis, I examine the characteristics of RTI. RTI is influenced by two factors. First, the effectiveness of instruction in a regular classroom must be determined before investigating the prevalence of disabilities. Second, curriculum based measurement (CBM) that monitors each child's growth rate should be taken into consideration when analyzing LD. The practical system of RTI consists of three tiers. In the first tier, regular classroom instruction is examined. In the second, early intervention is conducted; and in the third, specialized remedial instruction is conducted. Children who cannot learn well at the third tier are considered to have LD. After examining RTI, I analyze some criticisms against it. The critics claim that RTI can't lead to a proper diagnosis because it doesn't employ psychometric tests. However, I report that original theory of RTI doesn't prohibit the use of psychometric tests. I also point out that discussion on RTI had to emphasize the effectiveness of instruction as well as the accuracy of diagnosis.

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The projection point of consideration in this essay is to answer a following question what kind of function of "Pedagogical Tact (padagogischer Takt)" will be observed on condition that educational theory cannot be combined with practice of pedagogy: Not to answer the major question of "Pedagogical Tact" how we can join educational theory with practice, how educator are able to acquire "Pedagogical Tact" as the medium of theory and practice. It will, therefore, mean that a re-interpretation of "Pedagogical Tact" for the medium is attempted. As a result if I take a conclusion in advance, in this study it will be pointed out that "Pedagogical Tact" continues and circulates paradox of education as paradoxical communication paradoxically as it is. The methodological examination framework in this essay is based on N. Luhmann's "Systems Theory". Consequently, I try to redescribe the traditional conception in pedagogy "Pedagogical Tact". In order to pursue this redescription, the following three research subjects must be worked on. One is checking a common substance of "Pedagogical Tact" by J. F. Herbart and H. Nohl. Here it is made clear that "Pedagogical Tact" function as a camouflage as if unification of generality and specialty were possible. The next is to consider basic concepts of "Systems Theory" which suppose impossibility of education. We recognize here that paradox of education consist in the relation between enlargement of "semantics" and trivialization of "non-trivial system". And the last subject is examining how this paradox is concerned with "Pedagogical Tact".

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The purpose of this paper is to clarify the characteristics and impact of Ivo Mattozzi's research about primary history education curriculum, along with research of history education curriculum in Italy. I focused on two events of primary history education curriculum. One is the revision in 1985 of primary school program, at that time researchers focused on child development and understanding. Another is the controversy of history education curriculum of primary school, at that time researchers focused on the role of history education. Under the 1985 revision of the programs, which showed educational goals and teaching methods of public education, researchers studied how to position the basic knowledge and skill of history education in history education curriculum. Mattozzi proposed the "operating" in history education thorough redefining method of learning knowledge, which suggested complementary relationship between understanding knowledge and research. He also proposed "culture of history" for the goal of history education. These studies made history education to have its own goals. Under the controversy of history education curriculum of primary schools, Mattozzi insisted the critical citizens with "culture of history". He suggested the problem of consistency between goals and knowledge, and the problems of the consistency between history education, other subjects and school education. His impact for the research about history education curriculum in Italy is summarized as a review of historical knowledge in education.

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