The purpose of this paper is to shed light the perspective to overcome the question which control one's emotions from outside about personality development in the classroom. From the viewpoint of personality development theory, this paper capture Vygotsky's the Zone of Proximal Development (ZPD), and confirm the parson concerned experiences "paradox of development", which the ZPD contains as "comprehend and un-comprehend" or "comprehend vaguely". Besides from the viewpoint of psychological system theory in the late Vygotsky's theory, we notice the dynamic relaition between cognition and emotional process, and try to capture the ZPD as whole child. Consequently, the present study reveals three matters. 1) The "paradox of development" is untied by functioning as the psychological system related to the dynamic relation between two different systems of cognition and emotional process. 2) The zone of proximal personality development begins from "comprehend vaguely" in the emotional experience after the recognition exceeds the comprehension mediated "sense". 3) This opening of the emotional experience becomes possible for the parson concerned acquires one's externality in the emotional and physical one's relations to others.

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This study was designed to contribute to our understanding of the reading process through whole-class discussions and the teachers' interventions into such process by focusing on the students' delivery. Data were collected from discussions in a fourth-grade class and from notes taken by students on worksheets before and after the whole-class discussions. The following results emerged from the analysis. 1) Reading comprehension that were incompletely delivered due to hesitations, pauses, inappropriate use of propositions, and inconsistency between subjects and verbs, which Barnes noted as typical features of "exploratory talk," was generated via a dialogic interaction between others' utterances and the text. 2) It was suggested that new understandings of the text that were delivered rhetorically and/or syntactically incompletely stimulated others' listening and encouraged listeners to engage in further reading. 3) "Exploratory talk" developed when a teacher picked up a student's utterance, that was presented as a "final-draft", by restating their words and reshaping them into questions. However, the results also suggested that the extent to which "exploratory talk" encouraged listeners to improve their reading comprehension depended on the content of the exploration.

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This study clarifies body functions associated with meaning generation in music appreciation classes that introduce bodily expressions. First, from prior research and literature, I discovered four body functions that are responsible for meaning generation and capable of providing the following: 1) A basis for meaning generation, 2) cooperative estimations of "sense", 3) cooperative revisions to "sense", and 4) acquisition of "significance". Next, I conducted a music appreciation class that incorporated creative activities of the Bon festival dance. Then, I analyzed a video recording of the entire class to identify body functions associated with meaning generation. Based on the analysis, I examined the presence of body functions in the meaning generation process during the class. I reached the following conclusions: 1) Students continuously receive "qualities," causing the creation of new "sense". 2) "Sense" of individuals are unified, simultaneously acquiring "significance" within a group. 3) By integrating their "sense" and acquiring "significance", individuals newly generated "meaning" as a part of their own culture.

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The purpose of this paper is to reconsider the education contents of "learning tactics of games" in the ball games, taken up flag football in this instance. This paper considers the meaning of the change in flag football tactics historical developmental process, based on the achievements and challenges of the aspects developmental study which focused on the whole process of change in the ball games. As a result, following have been made clear. 1. Game aspect in the historical developmental process of the tactical game of flag football progressed in the 1st phase "Penetration", 2^<nd> phase "Depth", 3^<rd> phase "Width", 4^<th> phase "Mobility" and 5^<th> phase "Improvisation". The tactics developed while moving back and forth between each phase as offense and defense interacts, triggering improvement of individual tactics and techniques. 2. Flag football in physical education classes, it is considered that tactics and techniques of 3^<rd> phase "Width" which requires team tactics is the core of the education contents. And it is important to overcome the tactical challenges of "offense and defense about the space". 3. In order to overcome the tactical challenges of "offense and defense about the space", while the learners' "tactical awareness" occurs in the game which is the main teaching material, it is necessary to set the secondary materials to learn tactics and techniques in the "offense and defense about the ball" and "offense and defense about the person" on the previous phases (1^<st> and 2^<nd> phase).

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The purposes of this study are to reveal, through an analysis of a series of lessons of global education practiced in a high school in South Australia, the strategies to implement assessment in lessons and to point out challenges to be addressed for implementing assessment more effectively. When it comes to say "effectively", "assessment" should have mainly two functions; 1) to understand the achievement of learners, and 2) to suggest how learners could improve their learning. To implement global education in high schools in South Australia, teachers should fulfill the requirements specified in SACE (South Australian Certificate of Education) framework. So I, at first, revealed the following three SACE requirements; 1) using several kinds of assessment stated in SACE, 2) giving students chances to develop their abilities mentioned in SACE criteria and to be assessed their achievement, and 3) focusing on some themes shown in SACE. Then I analyzed a lesson plan to reveal how the teacher used the requirements of SACE framework to develop her lesson plan and how students learned in the lessons. Through analysis, it was revealed that the teacher used mainly the following two strategies to understand the achievement of students; 1) putting assessment tasks, which were appropriate for assessing students' achievement for learning objectives, in the lesson plan, and 2) developing criteria. Then I pointed out two challenges for implementing assessment more effectively. Those were 1) to improve the method to develop learning objectives, assessment tasks and criteria in lessons focusing on specific global issues, and 2) to elaborate assessment standards.

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This paper aims to show the historical change in the theory of instruction in the new math movement in the U.S.A. by focusing on the history of the Madison Project, one of the curriculum development projects in the new math movement. Three conclusions can be made. First, in its early period, the Madison Project advocated a theory of instruction designed to encourage children to play a more active role in lessons, influenced by the discovery learning method of the University of Illinois Committee on School Mathematics (UICSM). Second, in the mid-1960s, the Madison Project adopted Piagetian psychological theories, and began viewing lessons as a process in which children gradually develop their cognitive structure through their activities. Third, on the basis of this more process-oriented perspective, the Madison Project in the early 1970s proposed the concept of children having a cognitive structure different from that of adults, which they developed through their activities. These results show that the Madison Project did not merely inherit the discovery learning method of the UICSM but also developed its own process-oriented viewpoint on learning. It was the Madison Project that acted as a turning point in the history of the theory of instruction in the new math movement dating back to the UICSM.

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This paper compares and contrasts school inspection, that is, school evaluations for the assurance of the quality of education in the Netherlands, to school visitation, that is, school evaluations by the Dutch Dalton Association for the accreditation of Dutch Dalton schools. This study explores whether inspectorates accept and do not interfere with Dalton education, a type of alternative education that is based on the principle of "freedom of education." In this study, the characteristics and indicators of both school inspection and school visitation for Dalton schools were analyzed. In the Netherlands, the extent of school inspection is based on data obtained from self-evaluation by educational institutes. This indicates that educational institutes' self-evaluation is accorded high importance in school inspections. Additionally, in this respect, it appears that the Dutch Inspectorate approves of school visitations for Dalton schools, because these visitations are characterized by school- centered evaluations and the Dutch Dalton Association itself evaluates whether the schools adhere to Dalton's standards regarding education quality. Moreover, some certain indicators to evaluate the educational process are used in not only school inspections but also school visitations. In fact, the Dutch Dalton Association added similar indicators as the indicators of school inspections. Although the school visitation indicators for Dalton schools do not include the indicators of educational achievement as school inspections, it is assumed that Dalton schools can achieve the achievement level inspectorates expect if they maintain Dalton's standards regarding educational processes. In conclusion, it can be said that inspectorates accept and do not interfere with Dalton education.

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This article discusses the relationship between the propaganda movement and American critical thinking education from the 1930s to 1940s. The following three points are clarified. First, the establishment of the Committee on Public Information by President Wilson during World War I initiated the propaganda study. Like Bernays, the propaganda study was encouraged as a persuasion tool not only in the war but also in the commercial advertisement after World War I. Second, Biddle classified an achievement of maturity from autistic thinking to critical thinking. Autistic thinkinng did not have or persist own idea. And three stages of maturity were the personal, family, and social stages. Furthermore, he insisted on setting up resistance against organized uncritical thought as a method of teaching critical thinking. Third, Jewett examined the teaching possibility about discrimination among articles containing different amounts of propaganda in four Minnesota high schools. The results indicated that the students who were taught under the experimental conditions showed a highly significant superiority over those in the control groups. Overall, the teaching of critical thinking during the 1930s and 1940s was unique in terms of its contents and methods. It was also more original because it was teaching in an almost literal sense of the word "critical", which is to analyze, judge the information, and detect an error on one's own.

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The concept of formative assessment in Japan has remained of idea of formative evaluation proposed by Scriven and Bloom around 1970's. But the formative evaluation has reconsidered, and the movement to desire new theoretical development of formative assessment has appeared in Western country after 1990's. In England, the National Test system which was born by educational reform act in 1988 is going to be reviewed now. It is the 'Assessment for Learning' proposed by ARG to attract attention as a theory to build a new assessment system. This article considers what the 'Assessment for Learning' is and the significance as the educational assessment theory. 'Assessment for Learning' was born from the study on formative assessment by P. Black and D. William. Black and William suggested the prospects to develop formative assessment theory by rearranging it from the viewpoint by the learner, not the instruction improvement of the teacher in the study. In short, it was a trial to re-theorize a formative assessment theory by learning theory based on the constructivism. ARG started a new research project in 1999 to put 'Assessment for Learning' into practice. It was KMOFAP. In this project ARG challenged a practical problem which rebuilt formative assessment theory based on learning theory of the constructivism by collaborative investigation with teachers. 'Assessment for Learning' opened up the new horizon of formative assessment theory based on learning theory of the constructivism through this project.

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Teachers face many challenges in realizing students' spontaneous learning. The role played by their practical knowledge in this regard has so far not been closely examined. This study attempts to address this issue through the narrative- and evidence-based integrated study method by discussing a high school Japanese language teacher's practical knowledge; this teacher's students learn spontaneously. From the students' answers to worksheets, it was revealed that they think about answers to problems spontaneously. Additionally, the teacher's interview revealed that he believed that (1) students should refer to other people's ideas and think from diverse perspectives through appropriate teaching materials, (2) students should independently learn the essence of teaching materials, and (3) teachers should play an important role in class discussions. His practical knowledge was that teachers should (1) develop problems with which students can make more discussions and that they can think deeply about, (2) participate in the lesson as readers and link various ideas during class discussions, (3) ensure that class discussion rules are presented first, and (4) accurately monitor students and the classroom and be equal to the occasion of class discussions. Moreover, in the interview, it was confirmed that evidence by researchers generated the teacher's new narrative.

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