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kn-abstract=�@In this study, data from a survey completed before the spread of COVID-19 were used to measure the amount of physical activity in school among eighth graders attending special-needs schools and compared with the WHO Guidelines for Physical Activity and Sedentary Behavior. The subjects were 16 eighth graders in public special-needs schools. In addition to height and weight, the physical activity survey during school life was measured using a uniaxial accelerometer (Kenz Lifecorder GS 4-second version: LC). 7534 �} 2275 steps/day for boys, 6411 �} 1614 steps/day for girls, and middle and high intensity activity time (MVPA) was 19.3 �} 10.3 minutes/day for boys and 16.7 �} 8.3 minutes/day for girls. These results suggest that eighth graders attending special needs schools are well below the WHO Guidelines for Physical Activity and Sedentary Behavior standard of 60 minutes/day for children and adolescents with disabilities (5-17 years old ) for both boys and girls.
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kn-abstract=This study uses an indirect recognition procedure to examine whether prior exposure to nonverbal visual objects affects recognition judgments in later, unrelated recognition tests. We also examined the effect of matching operations between study and test on recognition judgments. The experiment consisted of two sessions. The first session was an incidental learning task: Each object was presented twice, and participants were asked to count the number of corners of the presented object. In the second session after 3 weeks, participants performed the same task as in the first session and then performed an unexpected recognition test. In this test, participants were asked to identify whether the presented object had appeared in the second session. To unify the operation between study and test, some participants were required to count the number of corners of the presented object before the recognition judgment. The results revealed that recognition performance for the objects that appeared in the first session was significantly different from that of objects that had not appeared, even when participants were not asked to recall the episode of the first session when performing the recognition test. Although the results of the effect of the matching operation suggested a negative effect on recognition, the results were unclear. This finding indicates that representations for nonverbal objects are preserved for at least 3 weeks. This also highlights the need to consider the implicit effect of a brief prior experience on recognition judgments.
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en-title=Concept-based Curriculum and Instruction for Anti-Crossborder Cosmopolitan Education: Standing on Borders of Distribution of Human Rights
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en-title=Analysis of Classroom Teaching Based on Wittgenstein Philosophy: Basement of �gBelieving�h that Underpins Science Teaching
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en-aut-name=HIRATAYoshitsugu
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affil-num=1
en-affil=Faculty of Education�COkayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=ƒEƒBƒgƒQƒ“ƒVƒ…ƒ^ƒCƒ“
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cd-journal=joma
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dt-pub-year=2025
dt-pub=20250822
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no-vol=26
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dt-pub-year=2025
dt-pub=20250728
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en-title=
kn-title=Acquired Radioresistance Through Adaptive Evolution with Gamma Radiation as Selection Pressure: Increased Expression and Induction of Anti-Stress Genes
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kn-subtitle=
en-abstract=
kn-abstract=Elucidating the mechanisms of radioresistance in highly radiotolerant organisms can provide valuable insights into the adaptation and evolution of organisms. However, research has been limited on many naturally occurring radioresistant organisms due to a lack of information regarding their genetic and biochemical characteristics and the difficulty of handling them experimentally. To address this, we conducted an experiment on adaptive evolution using gamma radiation as the selection pressure to generate evolved Escherichia coli with gamma radiation resistance approximately one order of magnitude greater than that of wild-type E. coli. Gene expressions in all wild-type and evolved radioresistant E. coli in the presence or absence of gamma irradiation were analyzed and compared using RNA sequencing. Under steady-state conditions, the genes involved in survival, cell recovery, DNA repair, and response following stress exposure were upregulated in evolved E. coli compared with those in wild-type E. coli. Furthermore, the evolved E. coli induced these genes more efficiently following gamma irradiation and greater DNA repair activity than that in the wild-type E. coli. Our results indicate that an increased steady-state expression of various anti-stress genes, including DNA repair-related genes, and their highly efficient induction under irradiation are responsible for the remarkable radioresistance of evolved E. coli.
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en-aut-name=SaitoTakeshi
en-aut-sei=Saito
en-aut-mei=Takeshi
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en-aut-name=TeratoHiroaki
en-aut-sei=Terato
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affil-num=1
en-affil=Division of Radiation Life Science, Institute for Integrated Radiation and Nuclear Science, Kyoto University
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affil-num=2
en-affil=Department of Radiation Research, Advanced Science Research Center, Okayama University
kn-affil=
en-keyword=radioresistant bacteria
kn-keyword=radioresistant bacteria
en-keyword=Escherichia coli
kn-keyword=Escherichia coli
en-keyword=adaptive evolution
kn-keyword=adaptive evolution
en-keyword=gene expression changes
kn-keyword=gene expression changes
en-keyword=anti-stress genes
kn-keyword=anti-stress genes
en-keyword=DNA repair
kn-keyword=DNA repair
en-keyword=cell recovery
kn-keyword=cell recovery
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cd-journal=joma
no-vol=25
cd-vols=
no-issue=1
article-no=
start-page=1041
end-page=
dt-received=
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dt-pub-year=2025
dt-pub=20250318
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kn-subject=
en-title=
kn-title=Longitudinal changes and tracking of in-school physical activity in primary school children: four-year longitudinal study
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=Background There is little evidence on the tracking of physical activity during school hours. In addition, tracking physical activity in schools provides important evidence for understanding children�fs physical activity and conducting intervention studies. Therefore, this study examined longitudinal changes and tracking of in-school physical activity in primary school children.<br>
Methods In this study, physical activity was investigated longitudinally in primary school children for 4 years. The baseline participants consisted of 103 second-grade students (7?8 years old) who participated. Step counts and moderate-to-vigorous physical activity (MVPA) in school and during first recess and lunch/second recess were examined using an accelerometer (Kenz Lifecorder GS 4-second version; Suzuken Co. Ltd, Nagoya, Japan).<br>
Results After excluding missing data (moving school; n?=?8, physical activity; n?=?8), 87 (43 boys and 44 girls) of whom were included in the final analysis. Step counts and MVPA during school and physical education in boys did not decrease across the school years. By contrast, in girls, step counts during school did not decrease across the school years, however MVPA did decrease. In addition, for both sexes, step counts and MVPA during first recess decrease across the school years. During lunch/second recess, only step counts decrease across the school years in both sexes. In addition, the tracking coefficients for step counts and MVPA for boys in school and during first recess and lunch/second recess were found across many school years. Contrarily, girls had fewer significant tracking coefficients between school years than boys. There were also few significant tracking coefficients between grades for physical education step counts and MVPA for both boys and girls.<br>
Conclusions Our results suggested that in-school step counts for both boys and girls does not decrease across the school years. However, given that girls demonstrated reduced levels of in-school MVPA across the school years, it is important to promote strategies to increase MVPA in this group.
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en-aut-name=SasayamaKensaku
en-aut-sei=Sasayama
en-aut-mei=Kensaku
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en-aut-name=YasunebeJin
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en-aut-name=AdachiMinoru
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affil-num=1
en-affil=Faculty of Education, Mie University
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affil-num=2
en-affil=Faculty of Education, Okayama University
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affil-num=3
en-affil=Graduate School of Education, Okayama University
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en-keyword=Physical activity
kn-keyword=Physical activity
en-keyword=Step counts
kn-keyword=Step counts
en-keyword=Moderate-to-vigorous physical activity
kn-keyword=Moderate-to-vigorous physical activity
en-keyword=Youth
kn-keyword=Youth
en-keyword=Recess
kn-keyword=Recess
en-keyword=Physical education
kn-keyword=Physical education
en-keyword=Longitudinal study
kn-keyword=Longitudinal study
en-keyword=Tracking
kn-keyword=Tracking
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article-no=
start-page=101
end-page=112
dt-received=
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dt-accepted=
dt-pub-year=1989
dt-pub=19891115
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en-title=Some Sketches of Social Networks in Canberra
kn-title=ƒLƒƒƒ“ƒxƒ‰‚̎Љï“Iƒlƒbƒgƒ��[ƒN‚ɂ‚¢‚Ä �\�\ŽQ—^ŠÏŽ@‚Ì‹L˜^�\�\
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cd-journal=joma
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cd-vols=
no-issue=
article-no=
start-page=155
end-page=164
dt-received=
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dt-accepted=
dt-pub-year=1990
dt-pub=19900315
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en-article=
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en-subject=
kn-subject=
en-title=Stages of Development in Canberra�\PART I
kn-title=ƒLƒƒƒ“ƒxƒ‰‚É‚¨‚¯‚éŠJ”­‚Ì�”’iŠK�i‡T�j
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start-page=165
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dt-accepted=
dt-pub-year=1990
dt-pub=19900716
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en-title=Stages of Development in Canberra�\Part II
kn-title=ƒLƒƒƒ“ƒxƒ‰‚É‚¨‚¯‚éŠJ”­‚Ì�”’iŠK�i‡U�j
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no-vol=87
cd-vols=
no-issue=
article-no=
start-page=63
end-page=83
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=1991
dt-pub=19910715
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Daily Social Support among Canberra Residents
kn-title=“ú�í�¶Šˆ‚É‚¨‚¯‚鉇�•Šó‹��s“® �\ƒLƒƒƒ“ƒxƒ‰‚ÌŽ–—á�\
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=�@This paper reports a study that investigated perceived sources of daily support. To gather empirical evidence, a sample survey of women in four study areas of Canberra was conducted in 1986-1987. Three hundred and ninety-four women who were under 55 years of age and who were married or in a de facto relationship were interviewed. They responded to six hypothetical difficult situations by identifying the first source from which they would seek support. Analysis of the data has revealed the following ;<br>
�@(1) When respondents had their relatives in Canberra, they regarded their relatives as the chief source of daily support. However, there were many residents without local relatives in Canberra. For such respondents, their relatives were not so helpful in daily support. Incidentally, workmates were thought of as much less important providers of support than relatives, neighbours or friends.<br>
�@(2) Social networks were differentiated in that respondents tended to depend on types of people appropriate to individual difficult situations.<br>
�@(3) Dependable friends and workmates tended to live closer than dependable relatives.<br>
�@(4) Dependable relatives were usually limited to immediate family, such as parents (-in-law), brothers (-in-law) or sisters (-in-law).
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affil-num=1
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cd-journal=joma
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cd-vols=
no-issue=
article-no=
start-page=11
end-page=27
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=1991
dt-pub=19911115
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Variations of Residential Groups in Okayama City, Japan
kn-title=’n•û“sŽs‚É‚¨‚¯‚é’¬“à‰ï‚Ì—ÞŒ^ �\�\‰ªŽRŽs‚ÌŽ–—á�\�\
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en-abstract=
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kn-aut-name=–ìç²�­—Y
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ORCID=

affil-num=1
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END

start-ver=1.4
cd-journal=joma
no-vol=89
cd-vols=
no-issue=
article-no=
start-page=7
end-page=34
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=1992
dt-pub=19920316
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=The First Report on the Changing Rural Community Survey�\Part 1
kn-title=�u�¬�Z‰»”_‘º’²�¸�v‘æ‚PŽŸ•ñ���‘(1)
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kn-subtitle=
en-abstract=
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en-aut-name=NOBEMASAO
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ORCID=

affil-num=1
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cd-journal=joma
no-vol=90
cd-vols=
no-issue=
article-no=
start-page=9
end-page=15
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=1992
dt-pub=19920715
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=The First Report on the Changing Rural Community Survey�\�\Part II
kn-title=�u�¬�Z‰»”_‘º’²�¸�v‘æ‚PŽŸ•ñ���‘�i‡U�j
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affil-num=1
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cd-journal=joma
no-vol=91
cd-vols=
no-issue=
article-no=
start-page=9
end-page=18
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=1992
dt-pub=19921116
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Occupational Change in Australia 1961-86
kn-title=ƒI�[ƒXƒgƒ‰ƒŠƒA‚É‚¨‚¯‚é�E‹Æ�\‘¢‚Ì�–�¨•ª�Í
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en-aut-name=NOBEMASAO
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kn-aut-name=–ìç²�­—Y
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affil-num=1
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cd-journal=joma
no-vol=92
cd-vols=
no-issue=
article-no=
start-page=9
end-page=24
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=1993
dt-pub=19930315
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Some Features of Canberra�@�\�\Part I
kn-title=ƒLƒƒƒ“ƒxƒ‰‚ÌŠT�à(1)
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kn-subtitle=
en-abstract=
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en-aut-name=NOBEMASAO
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affil-num=1
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cd-journal=joma
no-vol=93
cd-vols=
no-issue=
article-no=
start-page=219
end-page=236
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=1993
dt-pub=19930715
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Some Features of Canberra�\�\Part II
kn-title=ƒLƒƒƒ“ƒxƒ‰‚ÌŠT�à(2)
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affil-num=1
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cd-journal=joma
no-vol=94
cd-vols=
no-issue=
article-no=
start-page=107
end-page=121
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=1993
dt-pub=19931115
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Some Remarks on Social Networks in Canberra
kn-title=ƒLƒƒƒ“ƒxƒ‰‚É‚¨‚¯‚éŽÐ‰ï“Iƒlƒbƒgƒ��[ƒN‚̈ê�lŽ@
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en-aut-name=NOBEMASAO
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kn-aut-name=–ìç²�­—Y
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aut-affil-num=1
ORCID=

affil-num=1
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END

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cd-journal=joma
no-vol=95
cd-vols=
no-issue=
article-no=
start-page=141
end-page=152
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=1994
dt-pub=19940315
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=A Study on the Migration Process into a Changing Rural - urban Fringe Community
kn-title=�¬�Z‰»”_‘º‚Ö‚Ì—¬“ü‰ß’ö‚̈ê�lŽ@ ˆê‘q•~Žs�ã“Œ‚É‚¨‚¯‚éŠù�¥�—�«‚ÌŽ–—áˆê
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en-aut-name=NOBEMASAO
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affil-num=1
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cd-journal=joma
no-vol=97
cd-vols=
no-issue=
article-no=
start-page=143
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dt-received=
dt-revised=
dt-accepted=
dt-pub-year=1994
dt-pub=19941115
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=A Note on the Occupational Classification
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en-abstract=
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en-aut-name=NOBEMASAO
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affil-num=1
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cd-journal=joma
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cd-vols=
no-issue=
article-no=
start-page=55
end-page=69
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=1995
dt-pub=19950315
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=A Research  Note on Okayama City, Japan
kn-title=‰ªŽRŽs‚ɂ‚¢‚Ä‚ÌŒ¤‹†ƒm�[ƒg
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kn-subtitle=
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en-aut-name=NOBEMASAO
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kn-aut-name=–ìç²�­—Y
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affil-num=1
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cd-journal=joma
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cd-vols=
no-issue=
article-no=
start-page=87
end-page=90
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=1995
dt-pub=19951115
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=The Meaning of Studying Canberra
kn-title=ƒLƒƒƒ“ƒxƒ‰Œ¤‹†‚̈Ӌ`‚ɂ‚¢‚Ä
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kn-subtitle=
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en-aut-name=NOBEMASAO
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kn-aut-name=–ìç²�­—Y
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ORCID=

affil-num=1
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END

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cd-journal=joma
no-vol=101
cd-vols=
no-issue=
article-no=
start-page=41
end-page=55
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=1996
dt-pub=19960315
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=A Study on the Effect of Residential Mobility on Social Networks
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en-aut-name=NOBEMASAO
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cd-journal=joma
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article-no=
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dt-pub-year=1998
dt-pub=19980313
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en-title=A Consideration on Canberra
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kn-subtitle=
en-abstract=
kn-abstract=�@ƒLƒƒƒ“ƒxƒ‰‚Ì�Z–¯‚ª�ZŠÂ‹«‚ð�‚‚­•]‰¿‚µ‚Ä‚¢‚邱‚Æ‚ðŽw“E‚µ�CƒLƒƒƒ“ƒxƒ‰‚ÌŽñ“sŒš�Ý‚ª“ú–{‚ÌŽñ“s‹@”\ˆÚ“]‚ɂǂ̂悤‚È‚±‚Æ‚ðŽ¦�´‚·‚é‚©‚ð‹c˜_‚µ‚½�B
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affil-num=1
en-affil=Department of Social Studies Education, Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”ŽÐ‰ï‰È‹³ˆç�u�À
en-keyword=ƒLƒƒƒ“ƒxƒ‰
kn-keyword=ƒLƒƒƒ“ƒxƒ‰
en-keyword=Žñ“s‹@”\ˆÚ“]
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en-keyword=�ZŠÂ‹«•]‰¿
kn-keyword=�ZŠÂ‹«•]‰¿
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cd-journal=joma
no-vol=108
cd-vols=
no-issue=
article-no=
start-page=141
end-page=152
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=1998
dt-pub=19980715
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=A Research Note on Takahashi City, Japan
kn-title=�‚—ÀŽs‚ɂ‚¢‚Ä‚ÌŒ¤‹†ƒm�[ƒg
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kn-subtitle=
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en-aut-name=NOBEMasao
en-aut-sei=NOBE
en-aut-mei=Masao
kn-aut-name=–ìç²�­—Y
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ORCID=

affil-num=1
en-affil=Department of Social Studies Education, Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”ŽÐ‰ï‰È‹³Žº
en-keyword=�‚—ÀŽs (Takahashi City)
kn-keyword=�‚—ÀŽs (Takahashi City)
en-keyword=�lŒû“®‘Ô (Population Decrease and Migration of Population)
kn-keyword=�lŒû“®‘Ô (Population Decrease and Migration of Population)
en-keyword=�lŒû‚Ì‹óŠÔ�\‘¢ (Spatial Distribution of Population)
kn-keyword=�lŒû‚Ì‹óŠÔ�\‘¢ (Spatial Distribution of Population)
en-keyword=�A‹ÆŽÒ‚Ì�\�¬ (Workforce Structure)
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cd-journal=joma
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no-issue=
article-no=
start-page=115
end-page=130
dt-received=
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dt-accepted=
dt-pub-year=1998
dt-pub=19981113
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kn-subject=
en-title=Student Evaluation of a Revised Course of Sociology Lectures in the Liberal-arts Education
kn-title=ˆê”ʉȖÚ�uŽÐ‰ïŠw�v‚ÌŽö‹Æ‚̉ü‘P‚ÆŠw�¶‚É‚æ‚éŽö‹Æ•]‰¿‚ɂ‚¢‚Ä
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en-abstract=The purpose of this study is to examine the impact of school mergers and closures on children through a literature review and field survey and to propose strategies for supporting children's adaptation to the resulting environmental transitions. First, a literature review on school mergers and closures indicated that such experiences could influence children's later interpersonal relationships and increase stress responses. However, research on the impact of school mergers and closures on children remains limited, with insufficient understanding of their psychological effects on children. Next, interviews conducted as part of a field survey revealed that school mergers and closures could be significant sources of stress for children. Based on these findings, we recommends multi-level support measures targeting individuals, classes, grades, and entire schools, primarily through special activities, to help mitigate the impact of these transitions on children.
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dt-accepted=
dt-pub-year=2025
dt-pub=20250328
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en-title=Recommendations on how to View STEAM Education in General Education and Development of Classes and Teacher Training ?Through the Enrichment of Integrated Inquiry Time?
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kn-abstract=�@–{ŽÀ‘H•ñ��‚Å‚Í�C•�’ʉȂɂ¨‚¯‚é STEAM ‹³ˆç‚Ì‘¨‚¦•û‚ð’ñŒ¾‚µ�C‹ï‘Ì“I‚ÈŽö‹ÆŽÀ‘H‚⋳ˆõŒ¤�C‚ð’ñˆÄ‚·‚é�B�æ�sŒ¤‹†“™‚Å‹c˜_‚³‚ê‚Ä‚¢‚é STEAM ‹³ˆç‚ÌŠT”O“™‚©‚ç�CSTEAM ‹³ˆç‚Ì�ªŠ²‚Í‘n‘¢�«‚🼗{�EŽhŒƒ�E”­Šö‚·‚鋳ˆç‚Å‚ ‚é‚Æ‘¨‚¦�CSTEAM ‹³ˆç‚Æ�Å‚à�e˜a�«‚ª�‚‚¢‘��‡“I‚È’T‹†‚ÌŽžŠÔ‚ÅŽö‹ÆŽÀ‘H‚ð�s‚Á‚½�BŽæ‚è‘g‚Ý‚ÌŒø‰Ê‚ɂ‚¢‚Ä‚Í�C�¬‰Ê•¨‚Ì•ª�Í‚âƒqƒAƒŠƒ“ƒO’²�¸“™‚ð’Ê‚µ‚ÄŒŸ�Ø‚µ�C’T‹†‚ðŽ©•ªŽ–‚É‚Å‚«‚Ä‚¢‚邱‚Æ‚ªŽ¦�´‚³‚ꂽ�B‚Ü‚½�C�¶“k‚ª‘n‘¢�«‚🼗{�EŽhŒƒ�E”­Šö‚·‚é�ê–Ê‚Í�CŠe‹³‰È“™‚ÌŽö‹Æ“à‚Å‚àŽÀŒ»‚Å‚«‚é‚Æ�l‚¦�C�uŠy‚µ‚­�[‚Ü‚éŽö‹Æ�v‚ðƒe�[ƒ}‚É‚µ‚½‹³ˆõŒ¤�C‚ÌŠJ”­‚ð�s‚Á‚½�B‚±‚ÌŒ¤�C‚Å‚ÍŽö‹ÆŠJ”­‚ð‹³ˆõ‚̃`�[ƒ€’T‹†‚Æ‘¨‚¦�C‘��‡“I‚È’T‹†‚ÌŽžŠÔ‚Å�¶“k‚ªŽæ‚è‘g‚Þƒ��[ƒN“™‚àŠˆ—p‚µ‚½�B‘��‡“I‚È’T‹†‚ÌŽžŠÔ‚ðŽó‚¯‚½ŒoŒ±‚Ì‚È‚¢‹³ˆõ‚ª’T‹†Šˆ“®‚̃vƒ�ƒZƒX‚ðŒoŒ±‚µ�C’T‹†‚ÌŠy‚µ‚³‚âƒ�ƒNƒ�ƒNŠ´‚ðŽÀŠ´‚Å‚«‚邱‚Æ‚à‘_‚Á‚Ä‚¢‚é�BŽå‘Ì“I‚ÅŠˆ”­‚È‘S�ZŒ¤�C‚ªŽÀŒ»‚µ�C‹³ˆõ‚ª’T‹†“I‚ÉŽö‹Æ‘n‚è‚ð�i‚߂邱‚Æ‚Ì‚Å‚«‚錤�C‚ÌŽdŠ|‚¯‚ðŒ©�o‚·‚±‚Æ‚ª‚Å‚«‚½�B
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en-affil=Okayama Prefectural Kurashiki Amaki High School (Graduate School of Education (Professional Degree Corse), Okayama University)
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en-affil=Faculty of Education, Okayama University
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cd-journal=joma
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en-title=An Attempt at International Understanding Education Incorporating Letter Exchange Activities between Japanese and Chinese High School Students: Through Development of a Civics Unit Plan on International Issues
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en-abstract=This study reports the results of the development and practice of a class in which Japanese and Chinese high school students deepened mutual understanding and became aware of themselves as members of the international community through l earning activities in which they exchanged letters in order to share their thoughts on a global international issue. Through the practice, it became clear that exchange activities have the following significance for students. Firstly, it was the first one-on-one exchange with a foreigner. Even if they did not meet directly, for many of the students in this class, it was their first experience to interact with people from other countries. Secondly, it was an opportunity for them to develop an interest in other cultures and schools. Thirdly, the students were able to consider the issue of climate change from a global perspective.
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en-title=Exploring Home Learning That Bridges Lessons to Foster Autonomous and Self-Directed Learning
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en-abstract=�@For students to develop the ability to learn independently, they need learning experiences that extend beyond the classroom, including at home. In other words, learning is not confined to the classroom but is reinforced through a wide range of activities. This study aimed to nurture �gautonomous and self-directed learning�h among students in the second grade at a public junior high school by integrating classroom and home learning. Teachers emphasized the importance of learning strategies and goal setting, and encouraged metacognition. As a result, students became more aware of the self-regulated learning cycle and began exploring learning strategies tailored to their needs. In addition, working at home on assignments connected to the class not only increased students�f active participation in class but also improved their motivation to learn independ ently outside of class.
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en-affil=Okayama Municipal Hosen Junior High School
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affil-num=2
en-affil=Faculty of Education, Okayama University
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en-keyword=Žö‹Æ‚ƉƒëŠw�K‚̘AŒg (coordination between classroom and home learning)
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cd-journal=joma
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dt-pub-year=2025
dt-pub=20250328
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en-title=Development Support a Child with Autism to Acquisition of Intersubjective Communication: Through the Environmental Setting of Play with Shared Positive Emotions
kn-title=ASD Ž™‚É‚¨‚¯‚é‘ŠŒÝ“`’B�sˆ×‚ÌŠl“¾‚ð–ÚŽw‚µ‚½—V‚Ñ‚ð’†�S‚Æ‚µ‚½ƒRƒ~ƒ…ƒjƒP�[ƒVƒ‡ƒ“Žw“±�@ƒ|ƒWƒeƒBƒu‚È�î“®‚Ì‹¤—L‚ð�¶‚Ý�o‚·—V‚т̊‹«�Ý’è‚ð’Ê‚µ‚Ä
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en-abstract=In this study, a play-based instruction was used to promote the acquisition of intersubjective communication in a special needs school for students with intellectual disabilities. The participant was a first-grade boy with autism. As a result, the boy began to show intersubjective communication and to respond to the teacher's instruction. It was suggested that four aspects of the play environment may have promoted the acquisition of intersubjective communication: 1) attractive toys, 2) play with the teacher through attractive toys, 3) intervention according to the developmental process of the target children's play, and 4) empathic involvement to encourage the affective sharing.
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affil-num=3
en-affil=Institute of Human Sciences, University of Tsukuba
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en-keyword=Ž©•ÂƒXƒyƒNƒgƒ‰ƒ€�Ç (a Child with Autism)
kn-keyword=Ž©•ÂƒXƒyƒNƒgƒ‰ƒ€�Ç (a Child with Autism)
en-keyword=‘ŠŒÝ“`’B�sˆ× (Intersubjective Communication)
kn-keyword=‘ŠŒÝ“`’B�sˆ× (Intersubjective Communication)
en-keyword=�î“®‚Ì‹¤—L (effective sharing)
kn-keyword=�î“®‚Ì‹¤—L (effective sharing)
en-keyword=—V‚т̊‹«�Ý’è (Setting of Play)
kn-keyword=—V‚т̊‹«�Ý’è (Setting of Play)
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start-ver=1.4
cd-journal=joma
no-vol=15
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article-no=
start-page=267
end-page=279
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250328
dt-online=
en-article=
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kn-subject=
en-title=Examination of Practical Cases of Career Education to Promote Self-Understanding in Elementary School Students: Utilizing Character Strengths Intervention
kn-title=Ž™“¶‚ÌŽ©ŒÈ—�‰ð‚𑣂·ƒLƒƒƒŠƒA‹³ˆç‚ÌŽÀ‘HŽ–—á‚ÌŒŸ“¢�@�\‹­‚݉î“ü‚ðŠˆ—p‚µ‚Ä�\
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kn-subtitle=
en-abstract=This study explored the implementation of Character Strengths Intervention (CSI), rooted in positive psychology, to enhance self-awareness in career education for elementary school students. The intervention targeted 4th-grade students at a public elementary school, aiming to facilitate their recognition and utilization of character strengths in relation to future aspirations. Through structured lessons, students deepened their understanding of personal strengths and developed increased awareness of how to apply these attributes towards their future goals. Moreover, peer-focused activities designed to acknowledge individual strengths contributed to improved interpersonal relationships among students. However, challenges persist, including the need for comprehensive systematic and developmental planning of career education across the entire school, as well as providing tailored support for students who find it difficult to identify and leverage their unique strengths.
kn-abstract=–{Œ¤‹†‚Å‚Í�CŒö—§�¬Šw�Z4”N�¶‚ð‘Î�Û‚É�CƒLƒƒƒŠƒA‹³ˆç‚É‚¨‚¯‚鎩ŒÈ—�‰ð”\—͂̈ç�¬‚ð–Ú“I‚Æ‚µ�Cƒ|ƒWƒeƒBƒu�S—�Šw‚ÉŠî‚­�«Ši“Á�«“I‹­‚݉î“ü (Character Strengths Intervention�FCSI) ‚Æ�«—ˆ‚Ì–²‚ɂ‚¢‚Ä‚ÌŠw�K‚ðŠÖ˜A•t‚¯‚½Šw‹‰Šˆ“® (‚R) ‚ÌŽö‹Æ‚ð�s‚Á‚½�B–{ŽÀ‘H‚ð’Ê‚µ‚Ä�CŽ™“¶‚ÍŽ©•ª‚Ì‹­‚Ý‚ð—�‰ð‚µ�C‚»‚ê‚ð�«—ˆ‚ÉŠˆ‚©‚»‚¤‚Æ‚·‚éˆÓŽ¯‚ª�‚‚Ü‚é‚Æ‚Æ‚à‚É�CŒÝ‚¢‚Ì‹­‚Ý‚ð”F‚ß�‡‚¤Šˆ“®‚É‚æ‚Á‚ÄŽ™“¶“¯Žm‚ÌŠÖŒW�«‚Ì�\’z‚ª‘£�i‚³‚ꂽ�Bˆê•û‚Å�CŠw�Z‘S‘̂ł̃LƒƒƒŠƒA‹³ˆç‚ÌŒn“��«‚Æ”­“W�«‚ÌŒŸ“¢�C‹­‚Ý‚ÌŠˆ—p‚ª“‚¢Ž™“¶‚ւ̌•ʎx‰‡‚Ì•K—v�«‚ª�¡Œã‚̉ۑè‚Æ‚µ‚ÄŽw“E‚³‚ꂽ�B

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dt-accepted=
dt-pub-year=2025
dt-pub=20250328
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en-title=Bridging the Gap: Outcomes and Challenges of a Collaborative Start Curriculum for Seamless Transition to Elementary School
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en-abstract=In this practice, a joint curriculum development project was launched to ease the transition for children in the �gbridge period�h from age five to first grade, involving five discussions between kindergarten and elementary school teachers. Participants reflected on these discussions, and the content was analyzed. (1) A screening sheet to identify children who �gcause concern�h helped clarify differences in observations, leading to a shared understanding of child perceptions. (2) Teachers recognized differences in their views of children and education, improving their attitudes toward compromise and increasing awareness of the need to smooth the transition. However, an overloaded elementary school curriculum was noted, limiting the flexible application of the start curriculum and hindering child-centered education.
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affil-num=2
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affil-num=3
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dt-accepted=
dt-pub-year=2025
dt-pub=20250328
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en-title=Practical Research on Nurturing the Next Generation of Classical Japanese Instrument Music That Connects the Local and the Global Community (1): Analysis of External Evaluations of the �gOkayama International Classical Japanese Instruments Student Festival�h
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en-affil=Research Student at the Joint Graduate School in Science of School Education Hyogo University of Teacher Education
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affil-num=10
en-affil=Master�fs Student at the Graduate School of Education in Okayama University
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affil-num=11
en-affil=Master�fs Student at the Graduate School of Education in Okayama University
kn-affil=‰ªŽR‘åŠw‘åŠw‰@‹³ˆçŠwŒ¤‹†‰È�CŽm‰Û’ö
en-keyword=˜aŠyŠí‰¹Šy (Classical Japanese instrument)
kn-keyword=˜aŠyŠí‰¹Šy (Classical Japanese instrument)
en-keyword=‹³ˆç (education)
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en-keyword=ŽŸ�¢‘ãˆç�¬ (nurturing the next generation)
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en-title=Practice of Aging Studies in Middle School Home Economics ?Considering Aging in the Life Course?
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affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
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kn-keyword=Šw�KŽw“±—v—Ì
en-keyword=‹³‰È�‘
kn-keyword=‹³‰È�‘
en-keyword=Elderly (Aging)
kn-keyword=Elderly (Aging)
en-keyword=junior High School Technology-Home Economics (Home Economics)
kn-keyword=junior High School Technology-Home Economics (Home Economics)
en-keyword=Courses of Study Textbooks
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cd-journal=joma
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dt-pub-year=2025
dt-pub=20250328
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en-title=Lesson Structure of Elementary Social Studies Law-Related Education Focusing on the Concept of Contract: Through the Designing of a Unit on Production and Sales in the Third Grade
kn-title=Œ_–ñŠT”O‚É’�–Ú‚µ‚½�¬Šw�ZŽÐ‰ï‰È–@‹³ˆç‚ÌŽö‹Æ�\�¬�@�\‘æ‚RŠw”N‚Ì�¶ŽY‚â”Ì”„‚ÉŠÖ‚·‚é’PŒ³‚ÌŠJ”­‚ð’Ê‚µ‚Ä�\
en-subtitle=
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en-abstract=This paper clarifies the Lesson Theory of Law-Related Education as citizenship education in elementary social studies, clarifies the Theory of lesson structure, and develops a unit on sales work in the middle grades. Research has been conducted in elementary Law-Related Education based on the theory of developmental psychology, but systematization as elementary social studies has not been promoted. In the elementary school social studies, the content of the third grade "about the work of production and sales found in the community" is set. Sales equally involve legal issues such as sales contracts. this paper suggests an elementary social studies unit using a supermarket as a teaching material, based on Law-Related Education research accumulated in social studies education research to date.
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en-affil=Graduate School of Humanities and Social Sciences, Okayama University
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en-affil=Faculty of Education, Okayama University
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cd-journal=joma
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start-page=191
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dt-accepted=
dt-pub-year=2025
dt-pub=20250328
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en-title=Prevention of Apathy in High School Students Perspective on Time Management and Future Prospects
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en-abstract=�@According to the Ministry of Education in Japan (2023), apathy is the leading cause of truancy among high school students, with the percentage of nonattendance at 40%. Therefore, this study aimed to examine the prevention of apathy among high school students. Apathy among college students has been examined as a propensity for apathy. This study presupposes that apathy among high school students is also associated with a propensity for apathy. Two hundred and nineteen high school students were participated in this research. We assumed time management (TM) and future prospects (self-fulfillment, goal-directedness, and hopefulness) would be preventive factors against apathetic tendencies for them. The study findings indicate that self-fulfillment may significantly reduce apathy, with hopefulness also contributing to reducing apathy. Additionally, the characteristics of apathy tendency, specifically lack of self, were found to be differently related to students' TM skills. In other words, the findings suggest that goal-directedness may alleviate apathy among students struggling with TM.
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en-affil=Faculty of Education, Okayama University
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en-keyword=ƒAƒpƒV�[ŒXŒü (Apathy tendency)
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en-keyword=ƒ^ƒCƒ€ƒ}ƒlƒWƒ�ƒ“ƒg (Time Management)
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dt-accepted=
dt-pub-year=2025
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en-title=Current Trends and Future Issues Related to Song�fs speed in the Preschool-Elementary Cooperated Education Research
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en-abstract=
kn-abstract=�@–{Œ¤‹†‚Å‚Í�C‰¹Šy‹³ˆç“IŠÏ“_‚©‚ç—cŽ™‰Ì�¥‹È‚Ì‘I’è‚Ì‚ ‚è•û‚ðŒŸ“¢‚µ‚½�B‚»‚Ì�Û�C�¬Šw�Z‚̉¹Šy‹³ˆç‚ʼnÌ�¥‹¤’ʉۑè‚Æ‚µ‚Ä‹“‚°‚ç‚ê‚Ä‚«‚½‹³�Þ‚ð”äŠr‘Î�Û‚Æ‚µ�C‚»‚ÌŒXŒü‚Ɖۑè‚ð�lŽ@‚·‚é�B‚P‚–ڂ͋Ȃ̑¬“xŠ´‚É‚¨‚¢‚ĉÌ�¥‹¤’Ê‹³�Þ‚Æ‘I’è•p“x‚Ì�‚‚¢—cŽ™‰Ì�¥‹È‚Ì•½‹Ï“I‚È‘¬“x‚É‚¨‚¢‚Ä�C‚Ç‚Ì’ö“x‚Ì�·‚ª‚ ‚é‚Ì‚©‚Æ‚¢‚¤’²�¸‚ð�s‚Á‚½�B‚Q‚–ڂÍ�C—c’t‰€‚Æ�¬Šw�Z‰¹Šy‰È‚Å‹¤’Ê‚µ‚Ä—p‚¢‚ç‚ê‚鋳�Þ‹È‚Ì�ì‹È‚³‚ꂽ”N‘ã‚̈Ⴂ‚ɂ‚¢‚Ä–¾‚ç‚©‚É‚µ‚½�B‚±‚Ì‚Q‚‚̒²�¸‚ð—p‚¢‚Ä�C‰Ì�¥‹¤’ʉۑè‚É‘I’肳‚ê‚Ä‚¢‚é‹È‚Ì‘¬“xŠ´‚©‚猻‘ã‚ÌŽq‚Ç‚à‚̉̂̑¬“xŠ´‚ÌŒXŒü‚𖾂炩‚É‚µ‚½�B‚±‚ÌŒ‹‰Ê‚©‚ç—c’t‰€‹³ˆç‚É‚¨‚¯‚é—cŽ™‰Ì�¥‹È‚̃`ƒƒ�[ƒg‚ð�ì�¬‚·‚邱‚Æ‚É‚æ‚Á‚Ä�C“`“�“I‚ɉ̂¢Œp‚ª‚ê‚Ä‚«‚½—cŽ™‰Ì�¥‹È‚Ì�Ä�l‚̉”\�«‚ðŽ¦‚µ‚½�B
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affil-num=1
en-affil=Okayama University
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en-keyword=—c•Û�¬˜AŒg (Preschool-elementary cooperation)
kn-keyword=—c•Û�¬˜AŒg (Preschool-elementary cooperation)
en-keyword=Žq‹Ÿ‚̉̂̑¬“xŠ´ (Children�fs Song speed)
kn-keyword=Žq‹Ÿ‚̉̂̑¬“xŠ´ (Children�fs Song speed)
en-keyword=Žq‹Ÿ‚̉̕¶‰» (Children�fs singing culture)
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en-title=Climate and Songs of Spring/May Around Germany (Part ‡U): A Report of an Interdisciplinary Lesson Practice at the University Leading to the Understanding of Heterogeneous Others
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en-abstract=An interdisciplinary lesson practice for the university students leading to the understanding of heterogeneous others was made on a topic of climate and songs of "spring/May" around Germany, as a continuing study of Kato et al. (2023b). In the lesson practice, details of the climate and seasonal cycle around Germany, in association with the seasonal feeling of the special season May, were firstly presented. Then, several German lieder, a film music, etc. were appreciated, paying attention to the relation between expressions of the songs and their climate backgrounds. It seems that the students were able to realize the characteristic expressions of the songs relating to the seasonal feeling of "the special season May" around Germany, mainly from the song lyrics, although how to promote further the students' deepening of such perception including musical expressions themselves is a remaining problem.
kn-abstract=�@ƒhƒCƒc•t‹ß‚Ì�u�t�E5ŒŽ�v‚Ì‹CŒó‚Ɖ̂̕\Œ»‚ÌŠw�Û“IŠw�K‚ð’Ê‚µ‚Ä�uˆÙŽ¿‚È‘¼ŽÒ�v‚Ö‚Ì�o‰ï‚¢‚𑣂·‹³‰È‰¡’f“IŽö‹Æ‚ð‘åŠw‚Å�s‚Á‚½�BŽö‹Æ‚Å‚Í�CƒhƒCƒc•t‹ß‚É‚¨‚¯‚é�u�t�E5ŒŽ�v‚Ì‹G�ߊ´‚Ì2‚‚̑¤–Ê�C‚·‚È‚í‚¿�uŒµ‚µ‚¢“~‚ðŒo‚Ä�„‚è—ˆ‚é“Á•Ê‚ÈŠì‚Ñ�v‚â�u‚·‚®‚ɉ߂¬‹Ž‚鎊•Ÿ‚Ì�uŠÔ‚Ì™R‚³�v‚ÉŠÖ˜A‚µ‚½‹CŒó‚Ì“Á’¥‚ð�u‹`‚·‚é‚Æ‹¤‚É�C‚»‚ê‚ç‚Ì‹G�ߊ´‚ª•\Œ»‚³‚ꂽƒhƒCƒc‰Ì‹È‚â‰f‰æ�s‰ï‹c‚Í—x‚é�t‚ÌŽå‘è‰Ì�q‚½‚¾ˆê“x‚¾‚¯�r“™‚ÌŠÓ�Ü‚ð�s‚¢�C�ì•i‚Ì”wŒi‚É‚ ‚é‹CŒó‚Ɖ¹Šy•\Œ»‚ÌŠÖ‚è‚ɃAƒvƒ��[ƒ`‚µ‚½�B‚»‚ÌŒ‹‰Ê�C�ì•i‚̉̎Œ‚ðŽå‚Ȏ肪‚©‚è‚É�C‹CŒó‚â‹G�ߊ´‚Ɖ¹Šy•\Œ»‚ÌŠÖ‚è‚ðŠT‚Ë‘¨‚¦‚邱‚Æ‚ª‚Å‚«‚½�B�]‚Á‚Ä�C–{ŽÀ‘H‚ª�uˆÙŽ¿‚È‘¼ŽÒ�v‚Ì‘¶�Ý‚ðŽÀŠ´‚·‚é‹@‰ï‚ɂȂ蓾‚½‚Æ‚¢‚¦‚é�Bˆê•û�C�u5ŒŽ�v‚Æ‚¢‚¤ˆêŒê‚É‹Ã�k‚³‚ꂽƒhƒCƒc•t‹ß‚È‚ç‚Å‚Í‚Ì�[‚¢“à—e‚ð�u‰ä‚ªŽ–�v‚Æ‚µ‚Ä‚æ‚è‹­‚­ŽÀŠ´‚·‚邽‚ß‚É‚Í�C‰ÌŽŒ‚Í‚à‚Æ‚æ‚艹Šy“I•\Œ»‚Æ‚Ì—�‚Ý‚ðˆÓŽ¯‚µ‚½‘¨‚¦•û�C’ñŽ¦‚Ì•K—v�«‚ªŽ¦�´‚³‚ꂽ�B
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en-aut-name=KATOHaruko
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en-aut-mei=Haruko
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en-aut-name=OTANIKazuo
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affil-num=1
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ

affil-num=3
en-affil=Faculty of Education, Gifu Shotoku Gakuen University (Former affiliation)
kn-affil=Œ³�@Šò•Œ�¹“¿Šw‰€‘åŠw‹³ˆçŠw•”

affil-num=4
en-affil=TV Setouchi Broadcasting Co., LTD.
kn-affil=ƒeƒŒƒr‚¹‚Æ‚¤‚¿�iŠ”�j
en-keyword=‹CŒó‚Ɖ¹Šy (Climate and music)
kn-keyword=‹CŒó‚Ɖ¹Šy (Climate and music)
en-keyword=ƒhƒCƒc•t‹ß‚Ì�t�E5ŒŽ‚Ì‹CŒó‚Æ‹G�ߊ´ (Climate and seasonal feeling in spring/May around Germany)
kn-keyword=ƒhƒCƒc•t‹ß‚Ì�t�E5ŒŽ‚Ì‹CŒó‚Æ‹G�ߊ´ (Climate and seasonal feeling in spring/May around Germany)
en-keyword=ESD ‹³Žt‹³ˆç (Teacher education on ESD)
kn-keyword=ESD ‹³Žt‹³ˆç (Teacher education on ESD)
en-keyword=ˆÙŽ¿‚È‘¼ŽÒ‚Ö‚Ì—�‰ð (Understanding of heterogeneous others)
kn-keyword=ˆÙŽ¿‚È‘¼ŽÒ‚Ö‚Ì—�‰ð (Understanding of heterogeneous others)
END

start-ver=1.4
cd-journal=joma
no-vol=15
cd-vols=
no-issue=
article-no=
start-page=147
end-page=161
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Teacher Response Processes to Behavioral Problems in Students with Mild Intellectual Disabilities: An Examination Based on Practices at High School Division of Special Needs School A
kn-title=Œy“x’m“I�áŠQ‚Ì‚ ‚é�¶“k‚Ì�s“®–â‘è‚Ö‚Ì‹³ˆõ‘Ήž‰ß’ö�@�\A ’m“I�áŠQ“Á•ÊŽx‰‡Šw�Z�‚“™•”‚Å‚ÌŽÀ‘HŒŸ“¢‚ð’Ê‚µ‚Ä�\
en-subtitle=
kn-subtitle=
en-abstract=The purpose of this study is to clarify the framework for teachers when addressing behavioral problems of students in the high school division of a special needs school for students with intellectual disabilities. The methodology involved conducting interviews with four experienced teachers from School A, a special needs school for students with intellectual disabilities, which had successfully navigated difficult periods due to challenges in student guidance. Qualitative analysis was conducted using the Modified Grounded Theory Approach (M-GTA). As a result, two core categories emerged: "Building relationships with individuals that foster a sense of security" and "Aiming for shared and unified approaches." Sixteen concepts were generated. When faced with behavioral problems, teachers focused on "Building relationships with individuals that foster a sense of security" as the axis for responding to students, while behind the scenes the teachers worked collectively toward "Aiming for shared and unified approaches." Finally, based on the framework clarified in this study, a hierarchical, comprehensive support system, including individualized support, was proposed.
kn-abstract=�@–{Œ¤‹†‚Ì–Ú“I‚Í�C’m“I�áŠQ“Á•ÊŽx‰‡Šw�Z�‚“™•”‚É�Ý�Ђ·‚é�¶“k‚Ì�s“®–â‘è‚É’…–Ú‚µ�CŠw�ZŒ»�ê‚Å‹³ˆõ‚ª“K�؂ɑΉž‚·‚é�ۂ̘g‘g‚݂𖾂炩‚É‚·‚邱‚Æ‚Å‚ ‚é�B‚»‚Ì•û–@‚Æ‚µ‚Ä�C�¶“kŽw“±�ã‚̉ۑè‚ð—�—R‚Æ‚·‚鋳ˆç�¢“ïŠú‚ð�æ‚è‰z‚¦‚½A ’m“I�áŠQ“Á•ÊŽx‰‡Šw�Z�‚“™•”‚É�Š‘®‚µ‚Ä‚¢‚½ŒoŒ±–L•x‚È‹³ˆõ4–¼‚É–Ê�Ú’²�¸‚ðŽÀŽ{‚µ�CM-GTA ‚ÌŽè–@‚ð‰‡—p‚µ‚½Ž¿“I•ª�Í‚ð�s‚Á‚½�B‚»‚ÌŒ‹‰Ê�C�yˆÀ�SŠ´‚ð�¶‚ތ‚Ƃ̊֌W‚­‚è�z‚Æ�y‘Ήž•û–@‚Ì‹¤—L‚Æ“�ˆê‰»‚ð–ÚŽw‚·�zŠÖŒW�«‚ªƒRƒA�EƒJƒeƒSƒŠ�[‚ƈʒu‚«�C16‚Ì�”ŠT”O‚ð�¶�¬‚µ‚½�B�s“®–â‘è‚É’¼–Ê‚µ‚½‹³ˆõ‚Í�C�¶“k‚ɑ΂µ‚Ä‚Í�yˆÀ�SŠ´‚ð�¶‚ތ‚Ƃ̊֌W‚­‚è�z‚ð‘Ήž‚ÌŽ²‚Æ‚µ�C‚»‚Ì”wŒã‚Å‚ÍŠw�Z‚Æ‚µ‚Ä�y‘Ήž•û–@‚Ì‹¤—L‚Æ“�ˆê‰»‚ð–ÚŽw‚·�z‚½‚ß‚Ì“®‚«‚ð‚µ‚Ä‚¢‚½�B�ÅŒã‚É�C–{Œ¤‹†‚Å–¾‚ç‚©‚Æ‚È‚Á‚½‘Ήž‚̘g‘g‚݂ɂ‚¢‚Ä�lŽ@‚µ‚½ŠÏ“_‚©‚ç�CŒÂ•Ê‚ÌŽžŠÔ‚ðŠÜ‚ÞŠK‘w�«‚Ì‚ ‚é•ïŠ‡“I‚ÈŽx‰‡ƒVƒXƒeƒ€‚ðˆê‚‚̒ñˆÄ‚Æ‚µ‚½�B
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ORCID=

en-aut-name=MIYAZAKIYoshio
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ORCID=

affil-num=1
en-affil=Graduate School of Education (Professional Degree Course), Okayama University
kn-affil=‰ªŽR‘åŠw‘åŠw‰@‹³ˆçŠwŒ¤‹†‰È‘åŠw‰@�¶

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=�‚“™•” (High school division)
kn-keyword=�‚“™•” (High school division)
en-keyword=Œy“x’m“I�áŠQ (Mild intellectual disabilities)
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en-keyword=”­’B�áŠQ (Developmental disorders)
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start-ver=1.4
cd-journal=joma
no-vol=15
cd-vols=
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article-no=
start-page=133
end-page=145
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250328
dt-online=
en-article=
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kn-subject=
en-title=The Image of Mushroom Created by Junior High School Science Textbooks: Suggestions for Learning about Mushroom from Diachronic Surveys
kn-title=’†Šw�Z—�‰È‹³‰È�‘‚ª‚‚­‚è�ã‚°‚Ä‚«‚½‚«‚Ì‚±‘œ�@�\’ÊŽž“I’²�¸‚©‚瓾‚é‚«‚Ì‚±‚ð�„‚éŠw�K‚Ö‚ÌŽ¦�´�\
en-subtitle=
kn-subtitle=
en-abstract=�@In this paper, we examined the image of mushroom in postwar junior high school science textbooks from four perspectives: (1) which species of mushroom were covered, (2) whether they were classified as plants or not, (3) what makes up the body of a mushroom, and (4) how they functioned in an ecosystem. The 47 species were identified through a periodic survey. Although a total of 47 species have appeared in science textbooks, we pointed out that in recent years, the focus has shifted to the role of mushroom as decomposers, rather than to species awareness. We also pointed out that although mycorrhizal fungi have been discussed in textbooks, there was no reference to the perspective in a plant-fungal symbiosis, which raises the possibility of developing learning that aims to understand symbiosis/interactions within a nature ecosystem.
kn-abstract=�@–{�e‚Å‚Í�C�íŒã’†Šw�Z—�‰ÈŒŸ’苳‰È�‘‚É‚¨‚¯‚é‚«‚Ì‚±‚̈µ‚í‚ê•û�C‚·‚È‚í‚¿Šw�KŽÒ‚ªŽó‚¯Žæ‚邱‚Æ‚É‚È‚é‚«‚Ì‚±‘œ‚ɂ‚¢‚Ä�C‡@‚ǂ̂悤‚È‚«‚Ì‚±‚ªˆµ‚í‚ê‚Ä‚«‚½‚Ì‚©�C‡A�A•¨‚É•ª—Þ‚³‚ê‚Ä‚¢‚é‚©”Û‚©�C‡B‚«‚Ì‚±‚Ì‚©‚炾‚͉½‚ÅŒ`�¬‚³‚ê‚Ä‚¢‚é‚Ì‚©�C‡C�¶‘ÔŒn‚É‚¨‚¯‚é“­‚«‚ÌŽl‚‚̊ϓ_‚©‚ç�C’ÊŽž“I‚È’²�¸‚É‚æ‚Á‚Ä–¾‚ç‚©‚É‚µ‚½�B‘S47Ží‚ª‚±‚ê‚Ü‚Å‚Ì—�‰È‹³‰È�‘‚Å“o�ꂵ‚Ä‚«‚½‚ª�C‹ß”N‚ÍŽí‚ւ̈ӎ¯‚Æ‚¢‚¤‚æ‚è‚à�C‚«‚Ì‚±‚ª•ª‰ðŽÒ‚Æ‚µ‚Ä‚Ì–ðŠ„‚ðŽ�‚‚±‚Æ‚É‚Ì‚Ý�Å“_‚ª“–‚Ä‚ç‚ê‚Ä‚«‚Ä‚¢‚邱‚Æ‚ðŽw“E‚µ‚½�B‚Ü‚½�C‚±‚ê‚Ü‚Å‹³‰È�‘‚É‚¨‚¢‚Ä‚Í‹Û�ª�«‚Ì‚«‚Ì‚±Ž©‘̂ɂ‚¢‚ÄŽæ‚è�ã‚°‚ç‚ê‚‚‚à�C‚»‚Ì�¶‘ÔŒn‚É‚¨‚¯‚é‘Š—˜‹¤�¶‚ÌŠÏ“_‚Ö‚ÌŒ¾‹y‚Í‚È‚¢‚±‚Æ‚©‚ç�C‘Š—˜‹¤�¶‚Ì—�‰ð‚ð–ÚŽw‚·Šw�K‚ÌŠJ”­‚ª‰Â”\�«‚Æ‚µ‚Ä•‚‚©‚Ñ�オ‚Á‚Ä‚­‚邱‚Æ‚àŽw“E‚µ‚½�B
en-copyright=
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en-aut-name=TAKAGIRisa
en-aut-sei=TAKAGI
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ORCID=

en-aut-name=IKEDAMasafumi
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aut-affil-num=2
ORCID=

en-aut-name=YAMAMOTOMasaya
en-aut-sei=YAMAMOTO
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kn-aut-mei=�«–ç
aut-affil-num=3
ORCID=

affil-num=1
en-affil=Graduate School of Education (Professional Degree Corse), Okayama University
kn-affil=‰ªŽR‘åŠw‘åŠw‰@‹³ˆçŠwŒ¤‹†‰È‘åŠw‰@�¶

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ

affil-num=3
en-affil=Hyogo University of Teacher Education
kn-affil=•ºŒÉ‹³ˆç‘åŠw‘åŠw‰@Šw�Z‹³ˆçŒ¤‹†‰È
en-keyword=‹Û—Þ (Fungus)
kn-keyword=‹Û—Þ (Fungus)
en-keyword=‹Û�ª‹Û (Mycorrhizal Fungi)
kn-keyword=‹Û�ª‹Û (Mycorrhizal Fungi)
en-keyword=•…�¶‹Û (Saprobic Fungi)
kn-keyword=•…�¶‹Û (Saprobic Fungi)
en-keyword=‘Š—˜‹¤�¶ (Symbiosis)
kn-keyword=‘Š—˜‹¤�¶ (Symbiosis)
en-keyword=‹³�ÞŽj (History of teaching materials)
kn-keyword=‹³�ÞŽj (History of teaching materials)
END

start-ver=1.4
cd-journal=joma
no-vol=15
cd-vols=
no-issue=
article-no=
start-page=119
end-page=132
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=The Development of Thoughts on the Effective Use of School Libraries and Collaboration with Teacher-Librarians and School Librarians in Japanese Language Arts: From a Survey of the Journal Kyoiku Kagaku Kokugo Kyoiku
kn-title=Šw�Z�}�‘ŠÙ‚ÌŠˆ—p‚ÆŽi�‘‹³—@�EŠw�ZŽi�‘‚Æ‚Ì‹¦“­‚ð‚ß‚®‚é�‘Œê‹³ˆçŽv’ª‚Ì“WŠJ�@�\�w‹³ˆç‰ÈŠw�‘Œê‹³ˆç�xŽ�‚Ì’²�¸‚©‚ç�\
en-subtitle=
kn-subtitle=
en-abstract=�@School libraries are mentioned by government guidelines for teaching, and it is also closely related to Japanese language arts. Previous studies have reported the necessity of collaboration with teacher-librarians and school librarians. However, there has been no study of what kind of collaboration has been conducted in Japanese language arts to date. Therefore, the purpose of this study is to examine how school libraries are utilized in Japanese language arts based on a survey of educational journals, and to organize references to teacher-librarians and school librarians. As a result, we pointed out that while school libraries have been utilized in Japanese language arts in elementary and junior high schools, the collaboration with teacher-librarians and school librarians may not have been focused on, and that the reason for this is the lack of human resources, while some valuable collaborations can be found.
kn-abstract=�@Šw�Z�}�‘ŠÙ‚Í�CŠw�KŽw“±—v—Ì‚Å‚à�G‚ê‚ç‚ê‚Ä‚¨‚è�C�‘Œê‰È‚Æ‚ÌŠÖ˜A‚à�[‚¢�B‚Ü‚½�æ�sŒ¤‹†‚Å‚Í�CŽi�‘‹³—@‚âŠw�ZŽi�‘‚Æ‚Ì‹¦“­‚Ì•K—v�«‚ª‘i‚¦‚ç‚ê‚Ä‚¢‚é�B‚µ‚©‚µ‚±‚ê‚Ü‚Å‚Ì�‘Œê‹³ˆç‚Å‚Í�C‚ǂ̂悤‚È‹¦“­‚ª‚È‚³‚ê‚Ä‚¢‚½‚Ì‚©‚Æ‚¢‚¤ŒŸ“¢‚ª‚È‚³‚ê‚Ä‚¢‚È‚¢�B‚»‚±‚Å�C–{Œ¤‹†‚Å‚Í�C‹³ˆçŽGŽ�‚Ì’²�¸‚ð‚à‚Æ‚É�C�‘Œê‰È‚É‚¨‚¢‚Ä‚Í�CŠw�Z�}�‘ŠÙ‚ª‚ǂ̂悤‚ÉŠˆ—p‚³‚ê‚Ä‚«‚½‚Ì‚©�CŽi�‘‹³—@‚âŠw�ZŽi�‘‚Æ‚Ì‹¦“­‚͂ǂ̂悤‚È‘Ô“x‚ª‚Æ‚ç‚ê‚Ä‚«‚½‚Ì‚©‚𖾂炩‚É‚·‚邱‚Æ‚ð–Ú“I‚Æ‚µ‚½�B’²�¸‚Å‚Í�C�}�‘ŠÙ‚ÉŒ¾‹y‚µ‚Ä‚¢‚é˜_•¶‚âŠw�Z�}�‘ŠÙ‚ðŠˆ—p‚µ‚½ŽÀ‘H�EŽw“±—á‚ð’Š�o‚µ�C•ª�Í‚µ‚½�BŽÀ‘H�EŽw“±—á‚Ì•ª�Í‚©‚ç‚Í�C�¬�E’†Šw�Z‚Ì�‘Œê‰È‚É‚¨‚¢‚ÄŠw�Z�}�‘ŠÙ‚ÍŠˆ—p‚³‚ê‚Ä‚«‚½ˆê•û‚Å�CŽi�‘‹³—@‚âŠw�ZŽi�‘‚Æ‚Ì‹¦“­‚É‚Í’…–Ú‚ª‹y‚ñ‚Å‚¢‚È‚¢�󋵂ª–¾‚ç‚©‚É‚È‚Á‚½�B‚Ü‚½�CŽi�‘‹³—@‚âŠw�ZŽi�‘‚ÉŠÖ‚·‚錾‹y‚©‚ç‚Í�C�l“IƒŠƒ\�[ƒX‚É‚»‚ÌŒ´ˆö‚ð‹�‚ß‚éŽv’ª‚ª‰M‚¦‚½‚à‚Ì‚Ì�C‰¿’l‚ ‚鋦“­‚àŒ©Žó‚¯‚ç‚ê‚邱‚Æ‚ðŽw“E‚µ‚½�B
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en-aut-name=IKEDAMasafumi
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en-aut-mei=Masafumi
kn-aut-name=’r“c‹§Žj
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kn-aut-mei=‹§Žj
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affil-num=1
en-affil=Graduate School of Education�iProfessional Degree Corse�j�COkayama University
kn-affil=‰ªŽR‘åŠw‘åŠw‰@‹³ˆçŠwŒ¤‹†‰È‘åŠw‰@�¶

affil-num=2
en-affil=Faculty of Education�COkayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=ŽGŽ�’²�¸ (survey of journals)
kn-keyword=ŽGŽ�’²�¸ (survey of journals)
en-keyword=“Ç�‘Žw“± (reading instruction)
kn-keyword=“Ç�‘Žw“± (reading instruction)
en-keyword=’T‹†“I‚ÈŠw�K (inquiry-based learning)
kn-keyword=’T‹†“I‚ÈŠw�K (inquiry-based learning)
en-keyword=�‘Œê‹³ˆçŽj (history of Japanese Language Arts)
kn-keyword=�‘Œê‹³ˆçŽj (history of Japanese Language Arts)
END

start-ver=1.4
cd-journal=joma
no-vol=15
cd-vols=
no-issue=
article-no=
start-page=107
end-page=118
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Analysis of Practical Results of the Liberal Arts Education Class �gCreativity in Life�h at Okayama University ‡V
kn-title=‘åŠw‹³—{‹³ˆç‚É‚¨‚¯‚é‘n‘¢�«‚ð�dŽ‹‚µ‚½’T‹†Œ^Žö‹Æ‚Ì•]‰¿�@‰ªŽR‘åŠw‹³—{‹³ˆç‰È–Ú�u�¶Šˆ‚Ì’†‚Ì‘n‘¢�«�v‚ÌŽÀ‘HŒ‹‰Ê‚Ì•ª�͇V
en-subtitle=
kn-subtitle=
en-abstract=�@Since 2022, in the liberal arts education course �gModernity and Society,�h a class entitled �gCreativity in Life�h has been implemented, in which students propose �gOkadai Goods�h using �gcolor�h as the theme. According to the questionnaires conducted before and after the class, the students regarded creativity as �gimportant for me,�h were �ginterested in communicating with others and engaging in creative activities,�h and changed their evaluation to a positive one, saying �gI am creative�h after the class. This class was found to be highly effective in promoting �gawareness of one's own existence to think, feel, and judge independently and interactively. We believe that the main theme and the content of the inquiry activities in this class were suitable for the inquiry-based learning of university students.

kn-abstract=�@2022”N‚æ‚苳—{‹³ˆç‰È–Ú�uŒ»‘ã‚ƎЉï�v‚É‚¨‚¢‚Ä�C�u�F�v‚ðŽå‘è‚É‚µ‚Ä�u‰ª‘åƒOƒbƒY�v‚Ì’ñˆÄ‚ð�s‚¤’T‹†Œ^Žö‹Æ�u�¶Šˆ‚Ì’†‚Ì‘n‘¢�«�v‚ðŠJ�u‚µ‚Ä‚¢‚é�BŽö‹Æ‘OŒã‚̃Aƒ“ƒP�[ƒg‚É‚æ‚é‚Æ�CŠw�¶‚Í�uŽ©•ª‚É‚Æ‚Á‚Ä‘n‘¢�«‚Í�d—v�v‚Æ‘¨‚¦�C�u‘¼ŽÒ‚ƃRƒ~ƒ…ƒjƒP�[ƒVƒ‡ƒ“‚ðŽæ‚è‚È‚ª‚ç‘n‘¢“I‚ÈŠˆ“®‚ð‚·‚é‚±‚Æ‚É‹»–¡�v‚ª‚ ‚è�CŽö‹ÆŒã‚Í�uŽ©•ª‚Ì‚±‚Æ‚ð‘n‘¢“I‚Å‚ ‚é�v‚Æ�m’è“I‚È•]‰¿‚Æ‚È‚Á‚Ä‚¢‚½�B‚±‚ÌŽö‹Æ‚Í�uŽå‘Ì“I�C‘Θb“I‚É�l‚¦�CŠ´‚¶�C”»’f‚·‚鎩•ªŽ©�g‚Ì‘¶�Ý‚ðˆÓŽ¯‚·‚邱‚Æ�v‚𑣂·Œø‰Ê‚ª‘å‚«‚¢‚±‚Æ‚ª•ª‚©‚Á‚½�B‚±‚Ì‚R”NŠÔ‚ÌŽÀ‘H‚Í�CŽåŽ²‚Æ‚È‚éƒe�[ƒ}‚Æ’T‹†Šˆ“®‚Ì“à—e‚ª‘åŠw�¶‚Ì’T‹†“I‚ÈŠw‚Ñ‚É“K‚µ‚½‚à‚Ì‚Å‚ ‚Á‚½‚Æ�l‚¦‚Ä‚¢‚é�B
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en-aut-name=INADAYoshihiko
en-aut-sei=INADA
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affil-num=1
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=’T‹†Œ^Žö‹Æ
kn-keyword=’T‹†Œ^Žö‹Æ
en-keyword=‘n‘¢�« (Creativity)
kn-keyword=‘n‘¢�« (Creativity)
en-keyword=•¨—�Šw (Physics)
kn-keyword=•¨—�Šw (Physics)
en-keyword=”í•žŠw (Clothing)
kn-keyword=”í•žŠw (Clothing)
en-keyword=‰ª‘åƒOƒbƒY (Okadai-Goods)
kn-keyword=‰ª‘åƒOƒbƒY (Okadai-Goods)
en-keyword=ICT Šˆ—p (ICT)
kn-keyword=ICT Šˆ—p (ICT)
END

start-ver=1.4
cd-journal=joma
no-vol=15
cd-vols=
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article-no=
start-page=91
end-page=105
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Reflections of Early Care and Education Practitioners, as Indicated in the Content on the Care and Education of Kindergarten Children Published by Japan�fs Ministry of Education, Culture, Sports, Science and Technology
kn-title=—c’t‰€‚Ì•Ûˆç‘S‘Ì‚ÉŠÖ‚·‚镶•”‰ÈŠw�ÈŒö•\Ž‘—¿‚ÉŽ¦‚³‚ê‚Ä‚¢‚é•ÛˆçŽÒ‚Ì�U‚è•Ô‚è‚ÌŽd•û‚ÌŒŸ“¢
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en-abstract=
kn-abstract=�@–{Œ¤‹†‚Å‚Í�C‚Ü‚¸�C‰ä‚ª�‘‚Ì•ÛˆçŽ{�Ý‚É‚¨‚¯‚éƒJƒŠƒLƒ…ƒ‰ƒ€�Eƒ}ƒlƒWƒ�ƒ“ƒg‚ÉŠÖ‚·‚é�æ�sŒ¤‹†‚ðŠTŠÏ‚µ�CƒJƒŠƒLƒ…ƒ‰ƒ€�Eƒ}ƒlƒWƒ�ƒ“ƒg‚ðŽÀŒ»‚·‚邽‚ß‚É•K—v‚È�C•Ûˆç‚Ì–Ú•W�E‚Ë‚ç‚¢�E“à—e‚̘AŠÖ�«‚ÌŠm•Û‚³‚ꂽ‘S‘Ì“IŒv‰æ‚Ì�ì�¬‚ª�¢“ï‚È�󋵂ɂ ‚邱‚Æ‚ðŠm”F‚µ‚½�B‘±‚¢‚Ä�C•Ûˆç‚Ì–Ú•W�E‚Ë‚ç‚¢�E“à—e‚̘AŠÖ�«‚ðŠm•Û‚·‚é�ã‚Å�C‚»‚Ì‚±‚Æ‚ð‰Â”\‚É‚·‚é•ÛˆçŽÒ‚Ì�U‚è•Ô‚è‚ÌŽd•û‚ª•s‰ÂŒ‡‚ƂȂ邱‚Ƃ𓥂܂¦‚Ä�C—c’t‰€‚Ì•Ûˆç‘S‘Ì‚ÉŠÖ‚·‚镶•”‰ÈŠw�ÈŒö•\Ž‘—¿‚ÉŽ¦‚³‚ê‚Ä‚¢‚é�C•ÛˆçŽÒ‚Ì�U‚è•Ô‚è‚Ì–Ú“I�CŠÏ“_�C•û–@‚ð’Š�o‚µ�®—�‚µ�CŒŸ“¢‚µ‚½�B‚»‚ÌŒ‹‰Ê�C•ÛˆçŽÒ‚Ì’·Šú‚Ì�U‚è•Ô‚è‚ÉŠÖ‚µ‚ÄŽ¦‚³‚ê‚Ä‚¢‚é‹L�q‚Å‚Í�C‹ï‘Ì�«‚ª–R‚µ‚­�C•Ûˆç‚Ì–Ú•W�E‚Ë‚ç‚¢�E“à—e‚̘AŠÖ�«‚ÌŠm•Û‚³‚ꂽ’·ŠúŽw“±Œv‰æ‹y‚Ñ‘S‘Ì“IŒv‰æ‚ð�ì�¬‚·‚é�ã‚Å�CŽÀ—p“I‚Å‚Í‚È‚¢‚±‚Ƃ𖾂炩‚É‚µ‚½�B
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en-aut-name=YOKOMATSUTomoyoshi
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aut-affil-num=2
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affil-num=1
en-affil=Graduate School of Education, Okayama University (Master�fs Course)
kn-affil=‰ªŽR‘åŠw‘åŠw‰@‹³ˆçŠwŒ¤‹†‰È‘åŠw‰@�¶

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=•ÛˆçŽÒ‚Ì�U‚è•Ô‚è (reflections of early care and education practitioners)
kn-keyword=•ÛˆçŽÒ‚Ì�U‚è•Ô‚è (reflections of early care and education practitioners)
en-keyword=—c’t‰€ (kindergarten)
kn-keyword=—c’t‰€ (kindergarten)
en-keyword=ƒJƒŠƒLƒ…ƒ‰ƒ€�Eƒ}ƒlƒWƒ�ƒ“ƒg (curriculum management)
kn-keyword=ƒJƒŠƒLƒ…ƒ‰ƒ€�Eƒ}ƒlƒWƒ�ƒ“ƒg (curriculum management)
en-keyword=•¶•”‰ÈŠw�ÈŒö•\Ž‘—¿ (the content on the care and education of kindergarten children published by Japan�fs Ministry of Education, Culture, Sports, Science and Technology)
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END

start-ver=1.4
cd-journal=joma
no-vol=15
cd-vols=
no-issue=
article-no=
start-page=75
end-page=89
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Trends in Awareness of Earthquake Disaster Prevention among Students Aspiring to Become Childcare Providers
kn-title=•ÛˆçŽÒŽu–]Šw�¶‚Ì’n�k–h�Ђɑ΂·‚éˆÓŽ¯‚ÌŒXŒü
en-subtitle=
kn-subtitle=
en-abstract=�@In recent years, under the growing sense of crisis about the possibility of a major earthquake in the Nankai Trough, etc., it has become necessary to have more awareness of earthquake disaster prevention and to take measures for disaster prevention regularly. The purpose of this study was to clarify the actual situation of students who aspire to become childcare providers to protect children's lives. As a result of a questionnaire survey, we found that their awareness of the danger of earthquakes tended to differ by grade level and that their understanding and knowledge of earthquake disaster prevention differed depending on their awareness of earthquake disaster prevention. In the future, it will be necessary to consider conducting evacuation drills in kindergartens or nursery schools and providing guidance on disaster prevention education in training programs for childcare providers.
kn-abstract=�@‹ß”N�C“ìŠCƒgƒ‰ƒt‹�‘å’n�k‚â“sŽs’¼‰ºŒ^’n�k‚ɑ΂·‚éŠë‹@Š´‚ª�‚‚Ü‚é’†�C’n�k–h�Ђɑ΂·‚é�‚‚¢ˆÓŽ¯‚ðŽ�‚¿�C•�’i‚©‚ç–h�ЂɊւ·‚éŽæ‚è‘g‚Ý‚É“w‚߂邱‚Æ‚ª‹�‚ß‚ç‚ê‚Ä‚¢‚é�B–{Œ¤‹†‚Å‚Í�CŽq‚Ç‚à‚Ì–½‚ðŽç‚é•ÛˆçŽÒ‚ð–ÚŽw‚·Žu–]Šw�¶‚ª�C’n�k�ЊQ‚ɑ΂·‚éˆÓŽ¯‚ð‚ǂ̂悤‚ÉŽ�‚¿�C’n�k–h�ЂɊւ·‚é’mŽ¯‚â—�‰ð‚ð‚Ç‚Ì’ö“x•ÛŽ�‚µ‚Ä‚¢‚é‚Ì‚©‚ɂ‚¢‚Ä�C‚»‚ÌŽÀ‘Ԃ𖾂炩‚É‚·‚邱‚Æ‚ð–Ú“I‚Æ‚µ‚½�B•ÛˆçŽÒ—{�¬�Z‚S‘åŠw‚ÌŠw�¶‚ɑ΂·‚鎿–⎆’²�¸‚ð�s‚Á‚½Œ‹‰Ê�C’n�k‚Ö‚ÌŠë‹@ˆÓŽ¯‚ªŠw”N‚É‚æ‚Á‚ĈقȂéŒXŒü‚É‚ ‚邱‚Æ‚â�C’n�k–h�ЂɊւ·‚éˆÓŽ¯‚Ì�‚’á‚É‚æ‚Á‚Ä�C’n�k‚ɑ΂·‚é’mŽ¯‚â”FŽ¯‚̈Ⴂ‚ª‚ ‚邱‚Æ‚ª”»–¾‚µ‚½�B�¡Œã�C—cŽ™‹³ˆç�E•ÛˆçŽ{�Ý‚É‚¨‚¯‚é”ð“ïŒP—û‚ÌŽÀŽ{‚â�C•ÛˆçŽÒ—{�¬‰Û’ö‚É‚¨‚¢‚Ä–h�Ћ³ˆç‚ÉŠÖ‚·‚éŽw“±‚ðŒŸ“¢‚µ‚Ä‚¢‚­‚±‚Æ‚ª‹�‚ß‚ç‚ê‚é�B
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ORCID=

en-aut-name=TAKAHASHIKei
en-aut-sei=TAKAHASHI
en-aut-mei=Kei
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kn-aut-mei=Œd
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ORCID=

en-aut-name=BABANoriko
en-aut-sei=BABA
en-aut-mei=Noriko
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ORCID=

affil-num=1
en-affil=Faculty of Health and Welfare, Kawasaki University of Medical Welfare
kn-affil=�ì�èˆã—ÕŸŽƒ‘åŠwˆã—ÕŸŽƒŠw•”

affil-num=2
en-affil=Faculty of Childhood Education, Kurashiki Sakuyo University
kn-affil=‚­‚炵‚«�ì—z‘åŠwŽq‚Ç‚à‹³ˆçŠw•”

affil-num=3
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=’n�k–h�Ð (earthquake disaster prevention)
kn-keyword=’n�k–h�Ð (earthquake disaster prevention)
en-keyword=•ÛˆçŽÒŽu–]Šw�¶ (students aspiring to become childcare providers)
kn-keyword=•ÛˆçŽÒŽu–]Šw�¶ (students aspiring to become childcare providers)
en-keyword=ˆÓŽ¯’²�¸ (questionnaire survey)
kn-keyword=ˆÓŽ¯’²�¸ (questionnaire survey)
en-keyword=Šë‹@ˆÓŽ¯ (sense of crisis)
kn-keyword=Šë‹@ˆÓŽ¯ (sense of crisis)
en-keyword=’n�k–h�Ћ³ˆç (education for earthquake disaster prevention)
kn-keyword=’n�k–h�Ћ³ˆç (education for earthquake disaster prevention)
END

start-ver=1.4
cd-journal=joma
no-vol=15
cd-vols=
no-issue=
article-no=
start-page=59
end-page=73
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2025
dt-pub=20250328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Effects of Career Years on the Coordination Behavior of Yogo Teachers
kn-title=—{Œì‹³—@‚̃R�[ƒfƒBƒl�[ƒVƒ‡ƒ“�s“®‚É‹y‚Ú‚·ƒLƒƒƒŠƒA”N�”‚̉e‹¿
en-subtitle=
kn-subtitle=
en-abstract=The purpose of this study was to clarify the factors influencing coordination behavior of Yogo teachers and the relationship between the occurrence process of the factors and career years. The subjects analyzed were 695 persons working in public elementary and junior high schools. The effect of years of career was seen in the improvement of scale scores of factors related to the stages of coordination behavior and motivation, as well as subscale scores of the factors. <br>
The relationship between the number of years of career and factors related to the generation process of coordination behavior suggested three characteristics. That is, (1) The establishment of a foundation for organizational support that starts from collaboration, due to the correlation between factors showing high subscale scores unaffected by the number of years of career, and (2) The correlation among factors of motivational factors whose subscale scores increase with the number of years of career, which leads to the promotion of individualized support efforts, and (3) Correlation between factors of leader recognition and individual support seen in the career category of 11 years or more, and which leads to the promotion of expansion to management of organizational support.
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affil-num=2
en-affil=Graduate School of Education, Okayama University
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cd-journal=joma
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dt-pub-year=2025
dt-pub=20250328
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en-title=Childcare and Support in Nursery Schools for the Development of Geometry and Number Sense for Five-Year-Old Children
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en-abstract=This study focuses on �gthe interest and sense of numbers, geometry, and words�h, which is regarded as one of "the Ideal Image by the End of Childhood". The focus is on 5-year-old pre-schoolers and their experiences with numbers and shapes in daily lives and games at nursery schools with a comparison with the mathematics classes in the first grade of elementary school. We also aim to provide insights for nursery schools on how to arouse children�fs interest and support them to get familiar with geometry and numbers through games.<br>
Our finding reveals that children naturally become familiar with geometry and numbers in their daily lives and their experiences become the foundation when they cope with elementary school mathematics. We also come to know that nursery teachers have to visualize the connection between their games with elementary school mathematics and actively arouse children�fs interests and understanding.

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�@‚»‚ÌŒ‹‰Ê�AŽq‚Ç‚à‚Í“ú�í‚Ì’†‚ÅŽå‘Ì“I‚É�”—Ê�E�}Œ`‚É�e‚µ‚ÞŒoŒ±‚ð‚·‚é‚Æ‹¤‚É�A‚»‚ÌŒoŒ±‚ª�¬Šw�ZŽZ�”‰È‚Ì“à—e‚ɘA‘±‚·‚éŠw‚Ñ‚ÌŠî‘b‚Æ‚È‚Á‚Ä‚¢‚邱‚Æ‚ª–¾‚ç‚©‚É‚È‚Á‚½�B‚Ü‚½�A•ÛˆçŽmŽ©�g‚ª�¬Šw�ZŽZ�”‚Æ‚ÌŒq‚ª‚è‚ðŒ©’Ê‚µ‚È‚ª‚ç�AŠá‘O‚ÌŽq‚Ç‚à‚Ì‹»–¡‚âŠÖ�S‚ɉˆ‚Á‚ĉ‡�•‚·‚邱‚Æ‚ª�ê–å“I—Í—Ê‚Æ‚µ‚Ä‹�‚ß‚ç‚ê‚邱‚Æ‚ªŽ¦�´‚³‚ꂽ�B
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affil-num=2
en-affil=Graduate School of Education, Okayama University
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dt-pub-year=2025
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en-title=Systematic Improvement of Lessons in Elementary Schools ?A Case Study of Japanese Language Instruction Aimed at Realizing the �gIdeal Child Image�h?
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en-title=Treatment of Learning about Marriage in High School Home Economics (2): Description Analysis of the Textbooks
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kn-abstract=�@This study aimed to develop a perspective that considers the interaction between a creator and the object they create during formative activities as a dialogue, and recognizes it as a means for the creator�fs learning. To this end, we conducted a literature survey focusing on Martin Heidegger�fs seminal work Sein und Zeit. Through the survey, we could provide examples of learning that creators experience while engaging in dialogue in formative activities. Additionally, we developed a perspective that considers the dialogue related to Das Sein, such as the motifs, impressions, and atmosphere, as linked to the shapes and colors they create. Furthermore, we explored the learning creators acquire as they renew themselves through this dialogic process.
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en-title=Attitude towards Internet Use and Tendency of Internet Addiction among University Students: Focusing on the Timing of Starting Internet Use
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en-abstract=To examine attitude towards Internet use, tendency of internet addiction, and timing of starting Internet use among university students, the survey was conducted. The participants were divided into three groups based on when they started to use the Internet: elementary school group (n=18), junior high school group (n=44), and high school and above group (n=33). Attitude towards internet use and tendency of internet addiction at university were compared between groups. The results showed that elementary school group had higher tendency of internet addiction and was less likely to intervene in the inappropriate use by others. To answer practical questions about the appropriate age to start using the Internet, it is necessary to examine from multiple perspectives.
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en-title=Studies on Male Child Caregivers, Past Trends and Future Perspectives - Literature Review
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en-abstract=The purpose of this review was to identify research trends from previous studies on male child caregivers and to identify remaining issues for the future. Eighty-four reports were selected from the CiNii Research, which first searched the target literature using "male child caregiver" as a keyword. These articles have been grouped into eight categories based on their content. An examination of these categorized articles reveals that there is limited research from the perspective of the men who provide care, while the situation in childcare settings and the public's perceptions of male childcare providers are relatively clear. As future issues, it is necessary to re-examine the social perceptions surrounding male childcare workers, and to clarify the self-perceptions and challenges these workers face in finding fulfillment in the child care profession.
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affil-num=1
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affil-num=2
en-affil=Kawasaki University of Medical Welfare
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en-keyword=’j�«•ÛˆçŽÒ (male child caregiver)
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en-title=Picture Book Materials to Support Infants to Understand Down Syndrome and Intellectual Disabilities
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en-abstract=Picture books on Down syndrome and intellectual disabilities should be further improved, to understanding not only the disabilities but also the disabled and their parents and siblings through stories. Further more, caregivers need not only to read picture books to infants, but also to provide support such as approach and encouragement to deepen individual understanding of infants with disabilities. A picture book list developed in this study is intended to assist caregivers in selecting picture books and to provide guidance in understanding disabilities. Future issues are to examine the practical application of the list in childcare and to test its validity in cooperation with caregivers. In addition, because of the usefulness of education for understanding disabilities from early childhood, there is a need for more picture books on these topics for infants.
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en-affil=Department of Early Childhood Education and Care�CKurashiki City College
kn-affil=‘q•~Žs—§’ZŠú‘åŠw•ÛˆçŠw‰È

affil-num=2
en-affil=MINAN Certified Centers for Early Childhood Education and Care
kn-affil=Œä“ì”F’肱‚Ç‚à‰€

affil-num=3
en-affil=Faculty of Childhood Education, Kurashiki Sakuyo University
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affil-num=4
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=—cŽ™Šú (Early Childhood)
kn-keyword=—cŽ™Šú (Early Childhood)
en-keyword=�áŠQ—�‰ð‹³ˆç (Education for understanding disabilities)
kn-keyword=�áŠQ—�‰ð‹³ˆç (Education for understanding disabilities)
en-keyword=ƒ_ƒEƒ“�Ç (Down Syndrome)
kn-keyword=ƒ_ƒEƒ“�Ç (Down Syndrome)
en-keyword=’m“I�áŠQ (Intellectual Disabilities)
kn-keyword=’m“I�áŠQ (Intellectual Disabilities)
en-keyword=ŠG–{ (Picture Book)
kn-keyword=ŠG–{ (Picture Book)
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cd-journal=joma
no-vol=14
cd-vols=
no-issue=
article-no=
start-page=341
end-page=355
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
dt-online=
en-article=
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kn-subject=
en-title=Picture Book Materials to Support Infants to Understand Developmental Disorders Subtitle
kn-title=—cŽ™‚Ì”­’B�áŠQ‚Ö‚Ì—�‰ð‚ð‰‡�•‚·‚éŠG–{‹³�Þ
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kn-subtitle=
en-abstract=Autism Spectrum Disorder�iASD�j, Attention Deficit Hyperactivity Disorder�iADHD�j, and Learning Disabilities�iLD�j are obscure for infants to understand, but picture books about these disabilities have recently increased, and are considered to be educational materials to understand these disabilities from early childhood. Picture books, that can clearly present disabilities and their characteristic behaviors through stories, offer various choices and support an understanding of disabilities in the real childcare. Also, many picture books for understanding disabilities describe the emotions of the family and can be used to deepen infants' understanding of their parents and siblings. On the other hand, the number of picture books about the environment and its improvement is small. An increase in the number of picture books on these topics is expected, and handmade picture book materials based on the real conditions w ould also be effective.
kn-abstract=�@”­’B�áŠQ‚Å‚ ‚鎩•ÂƒXƒyƒNƒgƒ‰ƒ€�Ç�E’�ˆÓŒ‡”@‘½“®�Ç�EŠw�K�áŠQ‚Í�C—cŽ™‚É‚Æ‚Á‚Ä“ï‰ð‚Å‚ ‚邪�C‚±‚ê‚ðŽæ‚è�ã‚°‚éŠG–{‚Í‹ß”N‘�‰ÁŒXŒü‚É‚ ‚è�C—cŽ™Šú‚©‚ç‚Ì�áŠQ—�‰ð‚ÉŽ‘‚·‚鋳�Þ‚Æ‚µ‚Ä�l‚¦‚ç‚ê‚é�B�áŠQ‚Æ‚»‚Ì“Á’¥“I‚È�s“®‚ɂ‚¢‚Ä�C•¨Œê‚ð’Ê‚µ‚Ä•ª‚©‚è‚â‚·‚­Ž¦‚·‚±‚Æ‚ª‚Å‚«‚鎋Šo‹³�Þ‚Å‚ ‚éŠG–{‚Í�C‘I‘ð‚Ì•�‚à�L‚­�C•ÛˆçŒ»�ê‚ÌŽÀ‘Ô‚É“K�‡‚µ‚½—cŽ™‚Ì�áŠQ—�‰ð‚ðŽx‰‡‚·‚é�B‚Ü‚½�C�áŠQŽ™‚Ö‚ÌŽx‰‡‚É‚¨‚¢‚Ä‚Í�C•ÛŒìŽÒ�EŒZ’íŽx‰‡‚à�d—v‚Å‚ ‚邪�C�áŠQ—�‰ðŠG–{‚ɂ͉Ƒ°‚Ì�S�î‚ð•`ŽÊ‚·‚é‚à‚Ì‚à‘½‚­�C•ÛŒìŽÒ�EŒZ’í‚ɑ΂·‚é—cŽ™‚Ì—�‰ð‚ð�[‚߂邱‚Æ‚É‚àŠˆ—p‚Å‚«‚é‚Æ�l‚¦‚ç‚ê‚é�Bˆê•û�C�l“IŠÂ‹«‚ÉŠÖ‚í‚éŠG–{‚Ì‘½—l�«‚É”ä‚ׂÄ�C•¨“IŠÂ‹«‚ÉŠÖ‚í‚é‚à‚Ì‚â‚»‚̉ü‘P‚ɂ‚¢‚Ä�Љ‚ꂽ‚à‚Ì‚Í�­‚È‚¢‚±‚Æ‚ª”cˆ¬‚³‚ꂽ�B‚±‚ê‚ç‚ÉŠÖ‚·‚éŠG–{‚Ì‘�‰Á‚ªŠú‘Ò‚³‚ê‚é‚Æ‹¤‚É�CŽÀ‘Ô‚É‘¦‚µ‚½Žè�ì‚è‚ÌŠG–{‹³�Þ‚à—LŒø‚Å‚ ‚é‚Æ�l‚¦‚ç‚ê‚é�B
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en-affil=MINAN Certified Centers for Early Childhood Education and Care
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en-affil=Department of Early Childhood Education and Care�CKurashiki City College
kn-affil=‘q•~Žs—§’ZŠú‘åŠw•ÛˆçŠw‰È

affil-num=3
en-affil=Faculty of Childhood Education, Kurashiki Sakuyo University
kn-affil=‚­‚炵‚«�ì—z‘åŠwŽq‚Ç‚à‹³ˆçŠw•”

affil-num=4
en-affil=Faculty of Education, Okayama University
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en-keyword=Ž©•ÂƒXƒyƒNƒgƒ‰ƒ€�Ç (Autism Spectrum Disorder�iASD�j)
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en-keyword=’�ˆÓŒ‡”@‘½“®�Ç (Attention Deficit Hyperactivity Disorder�iADHD�j)
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start-ver=1.4
cd-journal=joma
no-vol=14
cd-vols=
no-issue=
article-no=
start-page=325
end-page=339
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Development and Potential of the Reggio Emilia Approach to Education in Japan �\Aspects of the Acceptance and Introduction Phases and Challenges in the Practical Application Phase�\
kn-title=“ú–{‚É‚¨‚¯‚郌ƒbƒWƒ‡�EƒGƒ~ƒŠƒA‹³ˆç‚Ì“WŠJ‚Ɖ”\�« �\Žó—e�E“±“üŠú‚Ì—l‘Š‚ÆŽÀ‘HŠú‚̉ۑè�\
en-subtitle=
kn-subtitle=
en-abstract=�@As the Reggio Emilia approach is transitioning from the period of acceptance and introduction to the period of practical application in Japan, this paper discusses the issues and challenges that need to be addressed to gain a more profound and accurate understanding of this educational approach. First, it is necessary to accurately grasp the formative and educational principles behind the artistic development of children in the city of Reggio Emilia. Second, there is a need to create a system for training �gatelieristas�h who can study the foundations of early childhood education, research children�fs formative expressions, and engage in art production and appreciation. Third, a fundamental shift in the philosophy of childcare is required, positioning �gproject�h as a higher-level concept over the Japanese childcare philosophy of �gplay = learning.�h Fourth, annual events must be carefully selected for childcare practices that value children�fs autonomy. Fifth, it is essential to examine whether �gdocumentation�h can replace the conventional Japanese way of recording childcare. 
kn-abstract=�@–{˜_‚Í�C“ú–{‚Ö‚ÌŽó—e�E“±“üŠú‚©‚çŽÀ‘HŠú‚ɈÚ�s‚µ‚‚‚ ‚郌ƒbƒWƒ‡�EƒGƒ~ƒŠƒA‹³ˆç‚ÉŠÖ‚µ‚Ä�³‚µ‚­—�‰ð‚ð�[‚߂邽‚ß‚É‚Í�C‰½‚ª–â‘è‚â‰Û‘è‚É‚È‚é‚©‚ɂ‚¢‚Ä�lŽ@‚·‚é�B‘æ‚P‚É�CƒŒƒbƒWƒ‡�EƒGƒ~ƒŠƒAŽs‚ÌŽq‚Ç‚à‚Ì‘¢Œ`Œ|�p‚Ì”wŒi‚É‚ ‚é‘¢Œ`Œ´—�‚⋳ˆçŒ´—�‚ð�³‚µ‚­”cˆ¬‚·‚é•K—v‚ª‚ ‚é�B‘æ‚Q‚É�C—cŽ™‹³ˆç‚ðŠî‘b‚©‚çŠw‚Ñ�CŽq‚Ç‚à‚Ì‘¢Œ`•\Œ»‚ðŒ¤‹†‚µ�C”ü�p�§�ì‚ÆŠÓ�Ü‚É�]Ž–‚Å‚«‚é�uƒAƒgƒŠƒGƒŠƒXƒ^�v—{�¬‚ÌŽd‘g‚Ý�ì‚肪—v�¿‚³‚ê‚é�B‘æ‚R‚É�C“ú–{‚Ì•Ûˆç—�”O‚Å‚ ‚é�u—V‚Ñ��Šw‚Ñ�v‚Ì�ãˆÊŠT”O‚Æ‚µ‚Ä�uƒvƒ�ƒWƒFƒNƒg�v‚ðˆÊ’u•t‚¯�C�ª–{“I‚È•Ûˆç—�”O‚Ì“]Š·‚ª‹�‚ß‚ç‚ê‚é�B‘æ‚S‚É�CŽq‚Ç‚à‚ÌŽå‘Ì�«‚ð‘å�Ø‚É‚µ‚½•ÛˆçŽÀ‘H‚Ì‚½‚ß‚É�C”NŠÔ�sŽ–‚ð�¸‘I‚µ‚È‚¯‚ê‚΂Ȃç‚È‚¢�B‘æ‚T‚É�C‚±‚ê‚Ü‚Å‚Ì“ú–{‚Ì•Ûˆç‹L˜^‚ÌŽd•û‚ð�uƒhƒLƒ…ƒ�ƒ“ƒe�[ƒVƒ‡ƒ“�v‚É‘ã‘Ö‚Å‚«‚é‚©‚Ç‚¤‚©‚ÌŒŸ“¢‚ª•s‰ÂŒ‡‚Å‚ ‚é�B
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en-aut-name=ODAKumiko
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affil-num=1
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ

affil-num=2
en-affil=Faculty of Childhood Education, Kurashiki Sakuyo University
kn-affil=‚­‚炵‚«�ì—z‘åŠwŽq‚Ç‚à‹³ˆçŠw•”

affil-num=3
en-affil=Faculty of Human Life Sciences, Notre Dame Seishin University
kn-affil=ƒm�[ƒgƒ‹ƒ_ƒ€�´�S�—Žq‘åŠw�lŠÔ�¶ŠˆŠw•”
en-keyword=ƒŒƒbƒWƒ‡�EƒGƒ~ƒŠƒA‹³ˆç (Reggio Emilia approach)
kn-keyword=ƒŒƒbƒWƒ‡�EƒGƒ~ƒŠƒA‹³ˆç (Reggio Emilia approach)
en-keyword=Œ|�p�«‚Ì—�‰ð (understanding artistry)
kn-keyword=Œ|�p�«‚Ì—�‰ð (understanding artistry)
en-keyword=ƒAƒgƒŠƒGƒŠƒXƒ^‚Ì—{�¬ (atelierista training)
kn-keyword=ƒAƒgƒŠƒGƒŠƒXƒ^‚Ì—{�¬ (atelierista training)
en-keyword=ƒvƒ�ƒWƒFƒNƒg (project)
kn-keyword=ƒvƒ�ƒWƒFƒNƒg (project)
en-keyword=ƒhƒLƒ…ƒ�ƒ“ƒe�[ƒVƒ‡ƒ“ (documentation)
kn-keyword=ƒhƒLƒ…ƒ�ƒ“ƒe�[ƒVƒ‡ƒ“ (documentation)
END

start-ver=1.4
cd-journal=joma
no-vol=14
cd-vols=
no-issue=
article-no=
start-page=309
end-page=323
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Trends and Issues in Research on the Reggio Emilia Approach
kn-title=ƒŒƒbƒWƒ‡�EƒGƒ~ƒŠƒA‹³ˆç‚ÌŒ¤‹†“®Œü‚Ɖۑè
en-subtitle=
kn-subtitle=
en-abstract=�@This study organizes the trends of research on the Reggio Emilia approach and elucidates the issues of practicing and researching this approach. As the first stage of this s tudy, previous studies, mainly those conducted in Japan, were comprehensively reviewed. As a result, it was found that substantial findings were obtained on research concerning projects, project-based preschool education, and creativity and expressive activities. At the same time, the uniformities and differences between the Reggio Emilia approach and the philosophies as well as methods of preschool education in Japan were elucidated. Further academic research must be conducted??which focuses on artistry, creativity, and cooperativeness (communality), the core of the Reggio Emilia approach, and their understanding??that produces findings discussing art education and children�fs expressions through freestyle arts and crafts.
kn-abstract=�@–{˜_‚Í�CƒŒƒbƒWƒ‡�EƒGƒ~ƒŠƒA‹³ˆç‚ÉŠÖ‚·‚錤‹†“®Œü‚ð�®—�‚µ�CŽÀ‘H‹y‚ÑŒ¤‹†�ã‚̉ۑè‚𖾂炩‚É‚·‚é‚à‚Ì‚Å‚ ‚é�BŒ¤‹†‚Ì‘æˆê’iŠK‚Æ‚µ‚Ä“ú–{�‘“à‚ÌŒ¤‹†‚ð’†�S‚É�æ�sŒ¤‹†‚ðŠTŠÏ‚µ‚½Œ‹‰Ê�C�uƒvƒ�ƒWƒFƒNƒg�v�uƒvƒ�ƒWƒFƒNƒgŒ^•Ûˆç�v�u‘n‘¢�«‚Æ•\Œ»Šˆ“®�v‚É‚©‚©‚í‚錤‹†�¬‰Ê‚ª�[ŽÀ‚µ‚Ä‚¢‚邱‚Æ‚ª”»–¾‚µ‚½�B‚»‚ê‚Æ“¯Žž‚É�C“ú–{‚Ì•Ûˆç—�”O‚â•Ûˆç•û–@‚Ƃ̈ê’v“_‚â‘Šˆá“_‚à–¾‚ç‚©‚É‚È‚Á‚½�B�¡Œã‚Í�CƒŒƒbƒWƒ‡�EƒGƒ~ƒŠƒA‹³ˆç‚Ì�ªŠ²‚ÆŒ¾‚í‚ê‚é�uŒ|�p�«�v�u‘n‘¢�«�v�u‹¦“¯�«�i‹¤“¯�«�j�v‚Æ‚»‚Ì—�‰ð‚ðŠw�pŒ¤‹†‚ÌŽå‘è‚É‚µ‚Ä�CŒ|�p‹³ˆç‚âŽq‚Ç‚à‚Ì‘¢Œ`•\Œ»‚ð�lŽ@‚µ‚½Œ¤‹†�¬‰Ê‚ª‘Ò‚¿–]‚Ü‚ê‚é�B
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en-aut-name=TAKAHASHIToshiyuki
en-aut-sei=TAKAHASHI
en-aut-mei=Toshiyuki
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affil-num=1
en-affil=Faculty of Childhood Education, Kurashiki Sakuyo University
kn-affil=‚­‚炵‚«�ì—z‘åŠwŽq‚Ç‚à‹³ˆçŠw•”

affil-num=2
en-affil=Faculty of Human Sciences, Chikushi Jogakuen University
kn-affil=’}Ž‡�—Šw‰€‘åŠw�lŠÔ‰ÈŠw•”

affil-num=3
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=ƒŒƒbƒWƒ‡�EƒGƒ~ƒŠƒA‹³ˆç (the Reggio Emilia approach)
kn-keyword=ƒŒƒbƒWƒ‡�EƒGƒ~ƒŠƒA‹³ˆç (the Reggio Emilia approach)
en-keyword=ƒvƒ�ƒWƒFƒNƒg (projects)
kn-keyword=ƒvƒ�ƒWƒFƒNƒg (projects)
en-keyword=‘n‘¢�« (creativity)
kn-keyword=‘n‘¢�« (creativity)
en-keyword=•\Œ»Šˆ“® (expressive activities)
kn-keyword=•\Œ»Šˆ“® (expressive activities)
en-keyword=‰Û‘è (issues)
kn-keyword=‰Û‘è (issues)
END

start-ver=1.4
cd-journal=joma
no-vol=14
cd-vols=
no-issue=
article-no=
start-page=281
end-page=295
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Teaching each Subject for the Children with Severe and Multiple Disabilities
kn-title=�d“x�E�d•¡�áŠQ‚Ì‚ ‚éŽq‹Ÿ‚ÌŠe‹³‰È“™‚ÌŽw“±‚Ì�Ý‚è•û
en-subtitle=
kn-subtitle=
en-abstract=The purpose of this report is to clarify the current status and issues in the education of children with severe and multiple disabilities by organizing the actual conditions and issues in the setting of instructional content and learning evaluation for children with severe and multiple disabilities, as well as the ideal form of instruction in each subject area. Furthermore, a questionnaire survey was conducted on the actual situation and difficulties in teaching each subject to the guidance teachers at schools for special needs education to which the author belongs and at nine of the A prefectural schools for the intellectual disability and schools for the physical disability in order to specifically grasp the problems in teaching each subject to children enrolled in the curriculum that mainly consists of self-reliance activities. The results of the survey suggested the necessity of grasping the actual situation, setting appropriate goals, and systematically implementing evaluation according to perspectives. Therefore, we organized the process and ideas of class creation from goal setting to evaluation, and created an activity analysis chart to enable systematic efforts based on a common understanding.
kn-abstract=�@�d“x�E�d•¡�áŠQ‚Ì‚ ‚éŽq‹Ÿ‚ÌŽw“±“à—e‚Ì�Ý’è‚âŠw�K•]‰¿‚É‚¨‚¯‚éŽÀ‘Ô�C‚È‚ç‚тɉۑè‚ð�®—�‚µ�CŠe‹³‰È“™‚ÌŽw“±‚Ì�Ý‚è•û‚𖾂炩‚É‚·‚邱‚Æ‚ð–Ú“I‚Æ‚µ�C�d“x�E�d•¡�áŠQ‚Ì‚ ‚éŽq‹Ÿ‚Ì‹³ˆç‚ÌŒ»�ó‚â‰Û‘è‚ɂ‚¢‚Ä�®—�‚µ‚½�B‚Ü‚½�CŽ©—§Šˆ“®‚ðŽå‚Æ‚·‚鋳ˆç‰Û’ö‚É�Ý�Ђ·‚éŽq‹Ÿ‚ÌŠe‹³‰È“™‚ÌŽw“±‚̉ۑè‚ð‹ï‘Ì“I‚É”cˆ¬‚·‚邱‚Æ‚ð–Ú“I‚Æ‚µ‚Ä�C•MŽÒ‚ª�Š‘®‚·‚é“Á•ÊŽx‰‡Šw�Z‚Æ‚`Œ§—§“Á•ÊŽx‰‡Šw�Z‚Ì‚¤‚¿�C’m“I�áŠQ‚ÆŽˆ‘Ì•sŽ©—R‚ð‘Î�Û‚Æ‚·‚é‚X�Z‚ÌŽw“±‹³—@‚ÉŠe‹³‰È“™‚ÌŽw“±‚ÌŽÀ‘Ô‚Æ�¢“‚ÉŠÖ‚·‚éƒAƒ“ƒP�[ƒg’²�¸‚ð�s‚¢�C‚»‚ÌŒ‹‰Ê‚©‚ç�CŽÀ‘Ô”cˆ¬‚Æ“K�Ø‚È–Ú•W�Ý’è�CŠÏ“_•Ê•]‰¿‚Ì‘g�D“I‚ÈŽÀŽ{‚Ì•K—v�«‚ªŽ¦�´‚³‚ꂽ�B‚»‚±‚Å�C–Ú•W�Ý’è‚©‚ç•]‰¿‚ÉŽŠ‚éŽö‹Æ‚­‚è‚̃vƒ�ƒZƒX‚â�l‚¦•û‚ð�®—�‚µ�C‹¤’Ê—�‰ð‚Ì‚à‚Æ‘g�D“I‚ÉŽæ‚è‘g‚ß‚é‚悤‚ÉŠˆ“®•ª�Í•\‚ð�ì�¬‚µ‚½�B
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en-aut-name=MIYAZAKIYoshio
en-aut-sei=MIYAZAKI
en-aut-mei=Yoshio
kn-aut-name=‹{ú±‘P˜Y
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kn-aut-mei=‘P˜Y
aut-affil-num=2
ORCID=

affil-num=1
en-affil=Graduate School of Education (Professional Degree Course), Okayama University
kn-affil=‰ªŽR‘åŠw‘åŠw‰@‹³ˆçŠwŒ¤‹†‰È‘åŠw‰@�¶

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=�d“x�E�d•¡�áŠQ (Severe multiple disabilities)
kn-keyword=�d“x�E�d•¡�áŠQ (Severe multiple disabilities)
en-keyword=Še‹³‰È“™‚ÌŽw“± (Teaching of Each Subject)
kn-keyword=Še‹³‰È“™‚ÌŽw“± (Teaching of Each Subject)
en-keyword=Ž©—§Šˆ“®‚ðŽå‚Æ‚µ‚½‹³ˆç‰Û’ö (Curriculum focused on Self-reliance Activities)
kn-keyword=Ž©—§Šˆ“®‚ðŽå‚Æ‚µ‚½‹³ˆç‰Û’ö (Curriculum focused on Self-reliance Activities)
END

start-ver=1.4
cd-journal=joma
no-vol=14
cd-vols=
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article-no=
start-page=265
end-page=279
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
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kn-subject=
en-title=Systematic Improvement of Teaching to Realize the School�fs Educational Goals -Japanese Language Instruction as the core of the Program-
kn-title=�u–ÚŽw‚·�¶“k‘œ�v‚ðˆÓŽ¯‚µ‚½‘g�D“I‚ÈŽö‹Æ‰ü‘P �`�uŽ©‚çŠw‚Ñ�AŽv‚¢‚â�l‚¦‚ð“`‚¦�‡‚¤—Í�v‚ðˆç‚Þ�‘Œê‰ÈŽw“±‚ðŽ²‚Æ‚µ‚Ä�`
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=�@–{Œ¤‹†‚Ì–Ú“I‚Í�A�u–ÚŽw‚·�¶“k‘œ�v‚ðˆÓŽ¯‚µ‚½Šw�Z‚Ì‘g�D‰ü‘P‚Ì‹ï‘Ì‚ð•ñ��‚µ�A‚»‚Ì‚ ‚è•û‚ð’ñŒ¾‚·‚邱‚Æ‚É‚ ‚é�B‚¢‚‚̎ž‘ã‚É‚¨‚¢‚Ä‚à�AŽö‹Æ‰ü‘P‚Í‹³Žt‚É‹�‚ß‚ç‚ê‚邱‚Æ‚Å‚ ‚é�B‹³Žt‚Í�A‚æ‚è‚æ‚¢Žö‹Æ‚ð‚µ‚½‚¢‚Ɗ肤‚à‚Ì‚Ì�A–{Ž¿“I‚ÉŽö‹Æ‚Í‚¨‚à‚µ‚ë‚­‚È‚¢‚à‚Ì‚Æ‚µ‚Ä�AŽq‚Ç‚à‚½‚¿‚É‚Í”FŽ¯‚³‚ê‚Ä‚¢‚é‚Ì‚ªŒ»�ó‚Å‚ ‚é�B–{Œ¤‹†‚Å‚Í�A‹¤—LƒrƒWƒ‡ƒ“‚Å‚ ‚é�u–ÚŽw‚·�¶“k‘œ�v‚ðŽ²‚Æ‚µ‚½‹¦“­“I‚ÈŽö‹Æ‰ü‘P‚ÌŽæ‚è‘g‚Ý‚ð•ñ��‚·‚é�B‚»‚µ‚Ä�A�u–ÚŽw‚·�¶“k‘œ�v‚ð‹³�Eˆõ‚ªˆêŠÛ‚Æ‚È‚Á‚Ä�ì‚è�A‰ðŽß�AŽÀ‘H�AŒŸ“¢‚µ‚Ä‚¢‚­‰c‚Ý‚Ì’†‚Å�A�¶“k‚ÌŽÀ‘Ô‚âŽö‹Æ‚Ì–â‘è“_‚𖾊m‚É”FŽ¯‚µ�A“¯‚¶Ž‹“_‚Å‚ÌŽö‹Æ‚̉ü‘P‚âŠw�Z‚Ì‘g�D—Í‚ÌŒü�ã‚ɂ‚Ȃª‚é‰Â”\�«‚ðŒ©�o‚·‚±‚Æ‚Æ‚·‚é�B‚³‚ç‚É�A‚±‚¤‚µ‚½Žæ‚è‘g‚Ý‚ð�i‚ß‚Ä‚¢‚­’†‚Å�A‹³Žtˆê�l‚ЂƂè‚̃�ƒ“ƒ^ƒ‹�Eƒ‚ƒfƒ‹‚ɂǂ̂悤‚ɃAƒvƒ��[ƒ`‚µ‚Ä‚¢‚­‚Ì‚©‚Æ‚¢‚¤‚±‚Æ‚ÌŽ‹�À‚à–¾‚ç‚©‚É‚µ‚Ä‚¢‚­‚±‚Æ‚Æ‚·‚é�B
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en-aut-name=MAKINOShigeko
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ORCID=

affil-num=1
en-affil=Ibara Junior High School (Graduate School of Education (Professional Degree Corse), Okayama University)
kn-affil=‰ªŽR‘åŠw‘åŠw‰@‹³ˆçŠwŒ¤‹†‰È‘åŠw‰@�¶

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ

affil-num=3
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ

affil-num=4
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=Šw�K‚·‚é‘g�D (Learning Organization)
kn-keyword=Šw�K‚·‚é‘g�D (Learning Organization)
en-keyword=Žö‹Æ‰ü‘P (Systematic improvement of teaching)
kn-keyword=Žö‹Æ‰ü‘P (Systematic improvement of teaching)
en-keyword=–ÚŽw‚·�¶“k‘œ (The school's educational goals)
kn-keyword=–ÚŽw‚·�¶“k‘œ (The school's educational goals)
en-keyword=‹³Žt‚̃�ƒ“ƒ^ƒ‹�Eƒ‚ƒfƒ‹ (Mental Models of Teachers)
kn-keyword=‹³Žt‚̃�ƒ“ƒ^ƒ‹�Eƒ‚ƒfƒ‹ (Mental Models of Teachers)
en-keyword=�‘Œê‰ÈŽw“± (Japanese language instruction)
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END

start-ver=1.4
cd-journal=joma
no-vol=14
cd-vols=
no-issue=
article-no=
start-page=239
end-page=252
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Transforming Teachers�f Attitudes through Experiential Learning in Laos -BENGALA dying workshops and the experience with local teachers-
kn-title=ƒ‰ƒIƒX‚É‚¨‚¯‚é‘ÌŒ±Œ^Šw�K‚ð’Ê‚µ‚½‹³ˆõˆÓŽ¯‚Ì•Ï—e �\ƒxƒ“ƒKƒ‰�õ‚߃��[ƒNƒVƒ‡ƒbƒv‚ÌŽÀ‘H‚Æ‹³ˆõ‚ւ̃Cƒ“ƒ^ƒrƒ…�[‚ð’Ê‚¶‚Ä�\
en-subtitle=
kn-subtitle=
en-abstract=The Lao school system calls for the "provision of experiential learning" in all aspects of primary education. However, while hands-on learning is practiced in practical subjects, other subjects remain classroom-based. One of the reasons for this is the teachers' awareness that they do not know how to conduct hands-on learning. In this PBL, we took on the problem consciousness of Laotian teachers in particular regarding class creation and clarified how teachers' consciousness would change through the collaborative implementation of experiential learning in Laos. Specifically, we conducted hands-on workshops at two elementary schools in Laos to dye T-shirts for physical education classes as part of the emotional education program. Teachers were also invited to participate in the bengara-dyeing workshop, and we examined how their awareness was changed through the experience of hands-on learning and collaborative practice. Semi-structured interviews were conducted with teachers at the two schools where the workshop was conducted. The results showed that the teachers viewed the workshop positively in regarding the interaction with foreign visitors and enjoyment and fun through learning. While they understood the potential of experiential learning, some of them did not know how to convert their classroom-based courses to include this form of experiential learning, which is an issue to be addressed in the future.
kn-abstract=�@ƒ‰ƒIƒX‚ÌŠw�Z�§“x‚Í, �‰“™‹³ˆç‘S”Ê‚É‚¨‚¢‚Ä�u‘ÌŒ±Œ^Šw�K‚Ì’ñ‹Ÿ�v‚ð‹�‚ß‚Ä‚¢‚é�BŽÀ‹Z‹³‰È‚Å‚Í‘ÌŒ±Œ^‚ÌŽö‹Æ‚ªŽÀ‘H‚³‚ê‚Ä‚¢‚邪, ‚»‚êˆÈŠO‚Ì‹³‰È‚Å‚Í�ÀŠw’†�S‚ÌŽö‹Æ‚Å‚ ‚é�B‚»‚Ì”wŒi‚É‚Í, ‘ÌŒ±Œ^Šw�K‚Ì�s‚¢•û‚ª‚í‚©‚ç‚È‚¢‚Æ‚¢‚Á‚½‹³ˆõ‚̉ۑèˆÓŽ¯‚ª‚ ‚é�B–{Œ¤‹†‚Å‚Í, “Á‚É‹³ˆõ‚ÌŽö‹Æ‚­‚è‚ɑ΂·‚é‰Û‘èˆÓŽ¯‚ðˆø‚«Žó‚¯, ƒ‰ƒIƒX‚É‚¨‚¢‚Ä‘ÌŒ±Œ^Šw�K‚ð‹¦“­ŽÀ‘H‚µ‹³ˆõˆÓŽ¯‚Ì•Ï—e‚𖾂炩‚É‚·‚邱‚Æ‚Æ‚µ‚½�B‹ï‘Ì“I‚É‚Í, ƒ‰ƒIƒX‚Ì�¬’†Šw�Z‚Q�Z‚Å,‘̈ç‚ÌŽö‹Æ‚ÅŽg‚¤T ƒVƒƒƒc‚ðƒxƒ“ƒKƒ‰�õ‚ß‚·‚é‘ÌŒ±Œ^Šw�K‚ð�s‚Á‚½�B‹³ˆõ‚É‚àŽQ‰Á‚µ‚Ä‚à‚ç‚¢‚È‚ª‚ç, ‘ÌŒ±Œ^Šw�K‚ðŒoŒ±‚·‚é‚Æ“¯Žž‚É‹¦“­ŽÀ‘H‚·‚邱‚Æ‚Å, ‚ǂ̂悤‚Ɉӎ¯‚ª•Ï—e‚·‚é‚©‚ðŒŸ�Ø‚µ‚½�BŒŸ�Ø•û–@‚Í, ŽÀ‘H�Z‚Q�Z‚Ì‹³ˆõ‚ɑ΂·‚锼�\‘¢‰»ƒCƒ“ƒ^ƒrƒ…�[‚Å‚ ‚é�B‚»‚ÌŒ‹‰Ê, ‹³ˆõ‚ç‚Í‘ÌŒ±Œ^Šw�K‚̉”\�«‚ð—�‰ð‚µ‚½ˆê•û, �ÀŠw’†�S‚ÌŽö‹Æ‚©‚ç‘ÌŒ±Œ^Šw�K‚Ö“]Š·‚Ì•û–@‚ª‚í‚©‚ç‚È‚¢‚Æ‚¢‚¤ˆÓŒ©‚à‚ ‚è, �¡Œã‚̉ۑè‚Æ‚È‚Á‚½�B
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en-aut-name=KAJIMOTONatsumi
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en-aut-name=VONGHEUANGSYBounpaserth
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ORCID=

en-aut-name=HARAYuichi
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aut-affil-num=4
ORCID=

affil-num=1
en-affil=Master�f s degree program student of Graduate School of Education, Okayama University
kn-affil=‰ªŽR‘åŠw‘åŠw‰@‹³ˆçŠwŒ¤‹†‰È‘åŠw‰@�¶

affil-num=2
en-affil=Master�f s degree program student of Graduate School of Education, Okayama University
kn-affil=‰ªŽR‘åŠw‘åŠw‰@‹³ˆçŠwŒ¤‹†‰È‘åŠw‰@�¶

affil-num=3
en-affil=Master�f s degree program student of Graduate School of Education, Okayama University
kn-affil=‰ªŽR‘åŠw‘åŠw‰@‹³ˆçŠwŒ¤‹†‰È‘åŠw‰@�¶

affil-num=4
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=‘ÌŒ±Œ^Šw�K (Experiential learning)
kn-keyword=‘ÌŒ±Œ^Šw�K (Experiential learning)
en-keyword=ƒ‰ƒIƒX (Laos)
kn-keyword=ƒ‰ƒIƒX (Laos)
en-keyword=ƒxƒ“ƒKƒ‰�õ‚ß (BENGALA dyeing)
kn-keyword=ƒxƒ“ƒKƒ‰�õ‚ß (BENGALA dyeing)
en-keyword=Ž�‘±‰Â”\‚È‹³ˆç (ESD)
kn-keyword=Ž�‘±‰Â”\‚È‹³ˆç (ESD)
END

start-ver=1.4
cd-journal=joma
no-vol=14
cd-vols=
no-issue=
article-no=
start-page=223
end-page=237
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=A Fundamental Research for Disaster Education -Clarify the Substance of Accidental Experience in Disaster Volunteer Activities-
kn-title=–h�Ћ³ˆç‚ÉŒü‚¯‚½Šî‘b“IŒŸ“¢�@�ЊQƒ{ƒ‰ƒ“ƒeƒBƒA‚É‚¨‚¯‚é‰ßŽ¸ŒoŒ±‚Ì“àŽÀ
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=‹ß”N�CŠw�Z‹³ˆç‚É‚¨‚¢‚Ä�ЊQƒ{ƒ‰ƒ“ƒeƒBƒA‚ð’Ê‚µ‚½–h�Ћ³ˆç‚̈Ӌ`‚ª‰ü‚ß‚Ä’�–Ú‚³‚ê‚Ä‚¢‚é�B‚µ‚©‚µ�ЊQƒ{ƒ‰ƒ“ƒeƒBƒA‘S”Ê‚É‚¨‚¢‚Ä�CŠˆ“®’†‚̉ߎ¸‚Æ‚»‚ÌŒã‚̑Ήž‚ð�„‚éƒgƒ‰ƒuƒ‹‚ª‰Û‘è‚Æ‚È‚Á‚Ä‚¢‚é�BŠˆ“®’†‚̉ߎ¸‚ɑ΂µ�C‚ǂ̂悤‚ȑΉž‚ª‚È‚³‚ê‚Ä‚¢‚é‚Ì‚©‚ɂ‚¢‚Ä‹ï‘Ì“I‚È•¶–¬‚©‚ç�®—�‚µ�C–h�Ћ³ˆç‚ÉŠÒŒ³‚·‚é•K—v‚ª‚ ‚é�B‚»‚±‚Å–{Œ¤‹†‚Í�C”í�Ð’n‚ÅŠˆ“®‚·‚é�ЊQƒ{ƒ‰ƒ“ƒeƒBƒAŽÀŽ{ŽÒ‚ð‘Î�ۂɉߎ¸ŒoŒ±‚ɂ‚¢‚ăCƒ“ƒ^ƒrƒ…�[’²�¸‚ð�s‚¢�CŠˆ“®’†‚É”­�¶‚µ‚½‰ßŽ¸‚ւ̑Ήž‚Æ‚»‚̈Ӗ¡‚¯‚ɂ‚¢‚Ä–¾‚ç‚©‚É‚·‚邱‚Æ‚ð–Ú“I‚Æ‚µ‚½�B‰ßŽ¸Œã‚̑Ήž‚Í�C�u•ñ���v�u”Û’è�v�u‰B•Á�v�uŠÃŽó�v‚É‘å•Ê‚³‚ê�C‚»‚ꂼ‚ê‚̑Ήž‚ɑ΂·‚éˆÓ–¡‚¯‚©‚ç�uŒðŠ·�v‚Æ‚¢‚¤‹¤’Ê‚ÌŒ´—�‚ª“­‚¢‚Ä‚¢‚邱‚Æ‚ª�lŽ@‚³‚ꂽ�B‚±‚ÌŒ´—�‚ƃ{ƒ‰ƒ“ƒeƒBƒA‚Æ‚µ‚Ä‚Ì�S�\‚¦‚ð�l—¶‚µ‚Ä–h�Ћ³ˆç‚ð“WŠJ‚·‚邱‚Æ‚Å�C�¶“k‚ªˆÀ‘S‚É‚©‚Â�CŠˆ“®Ž©‘̂𑽊p“I�E‘½–Ê“I‚É‘¨‚¦’¼‚·‚±‚Ƃɂ‚Ȃª‚邱‚Æ‚ªŽ¦�´‚³‚ꂽ�B
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kn-aut-mei=—º‘½
aut-affil-num=1
ORCID=

en-aut-name=HARAYuichi
en-aut-sei=HARA
en-aut-mei=Yuichi
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kn-aut-sei=Ϋ
kn-aut-mei=—Sˆê
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ORCID=

affil-num=1
en-affil=Makiishi Elementary School
kn-affil=‰ªŽRŽs—§–q�Î�¬Šw�Z

affil-num=2
en-affil=Faculty of Education�COkayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=–h�Ћ³ˆç (disaster education)
kn-keyword=–h�Ћ³ˆç (disaster education)
en-keyword=ƒ{ƒ‰ƒ“ƒeƒBƒAŠˆ“® (volunteers activities)
kn-keyword=ƒ{ƒ‰ƒ“ƒeƒBƒAŠˆ“® (volunteers activities)
en-keyword=‰ßŽ¸ŒoŒ± (accidental experience)
kn-keyword=‰ßŽ¸ŒoŒ± (accidental experience)
en-keyword=ŒðŠ· (exchange)
kn-keyword=ŒðŠ· (exchange)
END

start-ver=1.4
cd-journal=joma
no-vol=14
cd-vols=
no-issue=
article-no=
start-page=207
end-page=221
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=The Analysis of Bullying Questionnaires to Identify the Problems using Teachers�f Recognitions about What Are Serious for Students
kn-title=Œ»�s‚¢‚¶‚߃Aƒ“ƒP�[ƒg‚̑Ó–�«‚Ɖۑè �\‹³Žt‚Ì�u‚¢‚¶‚ß‚Ì�[��‚³”FŽ¯�v‚ðŽw•W‚Æ‚µ‚Ä�\
en-subtitle=
kn-subtitle=
en-abstract=Questionnaires designed to detect bullying early are administered by the board of education in Japan. However, despite these efforts, the total number of bullying cases is not decreasing. This study aims to enhance the effectiveness of the questionnaires. Fourteen bullying questionnaires developed by the board of education were collected and analyzed. We found they used very similar definitions about actions as bullying. However, Miyagawa and Aoki (2023) suggested the possibility that the most serious forms of bullying for students involve actions from which they could not do the same action at the same time. Therefore, we investigated whether teachers recognized the seriousness of such actions. Seventyfive teachers from high school to elementary school participated in this study. Consequently, we found that teachers recognized bullying that �gcould not return back�h as more serious than actions that �gcould return back.�h Based on these results, it would be possible to say that �gthe actions of bullying,�h as using the questionnaires by the board of education now are adequate for a survey. However, these findings also imply limitations in the effectiveness of early bullying detection by the questionnaires. Potential modifications to the questionnaires were discussed to address these limitations and take precautions against such possibilities.
kn-abstract=�@‚¢‚¶‚ß‘�Šú”­Œ©‚ð–Ú“I‚Æ‚µ‚½ƒAƒ“ƒP�[ƒg‚ª‘S�‘‚ÅŽÀŽ{‚³‚ê‚Ä‚¢‚邪�C‚¢‚¶‚ß‚Ì”F’mŒ��”‚ÍŒ¸�­‚µ‚Ä‚¢‚È‚¢�B‚»‚±‚Å�C‘S�‘14“s“¹•{Œ§‚Ì‚¢‚¶‚߃Aƒ“ƒP�[ƒg‚ð�WŒv‚µ�C“à—e‚ð•ª�Í‚µ‚½�B‰Á‚¦‚Ä�C‚±‚Ì‚¢‚¶‚߃Aƒ“ƒP�[ƒg‚ª�u‚¢‚¶‚ß‚ÉŠY“–‚·‚é�v‚Æ‚µ‚Ä‚¢‚é�sˆ×‚É’…–Ú‚µ�C‚¢‚¶‚ß�sˆ×‚ɑ΂·‚é�C‹³Žt‚Ì�u‚¢‚¶‚߂ɑ΂·‚é�[��‚³‚Ì”FŽ¯�v‚ð’²�¸‚µ‚½�B‚»‚Ì�Û�C‹{�ì�E�–Ø�i2023�j‚ªŽ¦‚µ‚½�u‚¢‚¶‚ß‚Ì�[��“x�v‚ÉŠÖ‚·‚é’mŒ©‚ð—p‚¢‚½�B•ª�Í‚ÌŒ‹‰Ê�C‹³Žt‚Í�u‚â‚è•Ô‚¹‚é�sˆ×�v‚æ‚è‚à�C�u‚â‚è•Ô‚¹‚È‚¢�sˆ×�v‚ð‚æ‚è�[��‚Æ‘¨‚¦‚Ä‚¢‚邱‚Æ‚ª‚í‚©‚Á‚½�B‚‚܂è�C‹³Žt‚Í�u�[��‚Æ‘¨‚¦‚ç‚ê‚é‚ׂ«‚¢‚¶‚ß�sˆ×�v‚ð�[��‚¾‚Æ‘¨‚¦‚Ä‚¨‚è�CŒ»�s‚¢‚¶‚߃Aƒ“ƒP�[ƒg‚ª�u‚¢‚¶‚ß‚ÉŠY“–‚·‚é�v‚Æ‚µ‚Ä‚¢‚é�sˆ×‚͑Ó–‚Å‚ ‚é‚Æ�l‚¦‚½�B‚±‚Ì‚±‚Æ‚Í�CŒ»�s‚¢‚¶‚߃Aƒ“ƒP�[ƒg‚Å‚Í‘�Šú”­Œ©‚ª“‚¢‚±‚Æ‚ðŽ¦�´‚µ‚Ä‚¢‚é�B‚æ‚Á‚Ä�C‘�Šú”­Œ©‚ÆŒ¾‚¤‚æ‚è‚Í�C–¢‘R–hŽ~‚ɂ‚Ȃª‚é�V‚µ‚¢ƒAƒ“ƒP�[ƒg‚ÌŠJ”­‚Ì•K—v�«‚ɂ‚¢‚Ä�lŽ@‚µ‚½�B
en-copyright=
kn-copyright=

en-aut-name=MIYAGAWASena
en-aut-sei=MIYAGAWA
en-aut-mei=Sena
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kn-aut-sei=‹{�ì
kn-aut-mei=�¢–¼
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ORCID=

en-aut-name=AOKITazuko
en-aut-sei=AOKI
en-aut-mei=Tazuko
kn-aut-name=�–ؑ½ŽõŽq
kn-aut-sei=�–Ø
kn-aut-mei=‘½ŽõŽq
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ORCID=

affil-num=1
en-affil=Graduate School of Education�COkayama University (Master Degree Course)
kn-affil=‰ªŽR‘åŠw‘åŠw‰@‹³ˆçŠwŒ¤‹†‰È‘åŠw‰@�¶

affil-num=2
en-affil=Faculty of Education�COkayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=‚¢‚¶‚߃Aƒ“ƒP�[ƒg (questionnaire to detect bullying early)
kn-keyword=‚¢‚¶‚߃Aƒ“ƒP�[ƒg (questionnaire to detect bullying early)
en-keyword=‚¢‚¶‚ß–¢‘R–hŽ~ (preventing bullying in advance)
kn-keyword=‚¢‚¶‚ß–¢‘R–hŽ~ (preventing bullying in advance)
en-keyword=‚¢‚¶‚ß‚ÉŠY“–‚·‚é�sˆ× (what are the ser ious actions of bullying)
kn-keyword=‚¢‚¶‚ß‚ÉŠY“–‚·‚é�sˆ× (what are the ser ious actions of bullying)
en-keyword=‹³Žt‚Ì”FŽ¯ (recognition of bullying by teachers)
kn-keyword=‹³Žt‚Ì”FŽ¯ (recognition of bullying by teachers)
END

start-ver=1.4
cd-journal=joma
no-vol=14
cd-vols=
no-issue=
article-no=
start-page=191
end-page=205
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Proposal for Creativity-oriented Inquiry-based Classes for Liberal Arts Education in Universities Analysis of Practical Results of the Liberal Arts Education Class �gCreativity in Life�h at Okayama University II
kn-title=‘åŠw‹³—{‹³ˆç‚É“K‚µ‚½‘n‘¢�«‚ð�dŽ‹‚µ‚½’T‹†Œ^Žö‹Æ‚Ì’ñˆÄ�@‰ªŽR‘åŠw‹³—{‹³ˆç‰È–Ú�u�¶Šˆ‚Ì’†‚Ì‘n‘¢�«�v‚ÌŽÀ‘HŒ‹‰Ê‚Ì•ª�͇U
en-subtitle=
kn-subtitle=
en-abstract=�@In anticipation of the academic year 2025, when high school students who have experienced inquiry-based learning under the new Courses of Study will be university students, we have developed a new class that combines knowledge of physics and clothing science on the subject of "color" and incorporates project-based activities as a university liberal arts education course. As in the previous year, the class encourages students to take initiative and stimulates creative thinking by incorporating devices that encourage them to perceive things with an awareness of various connections and to become aware of the characteristics of their own thinking and senses. As a result of the analysis of the students' descriptions on the shuttle cards, the webbing created in the process of discussion, and the CLASS survey paper that measures students' thoughts and attitudes toward physics and physics learning, it became clear that the class was highly effective in encouraging students to "become aware of their own existence to think, feel, and judge independently and interactively. This is an essential element in the cultivation of creativity, which is important as a foundation for inquiry-based learning.
kn-abstract=�VŠw�KŽw“±—v—Ì‚Å’T‹†“I‚ÈŠw‚Ñ‚ðŒoŒ±‚µ‚½�‚�Z�¶‚ª‘åŠw‚ÅŠw‚ÑŽn‚ß‚é2025”N“x‚ð�T‚¦�C‘åŠw‚Ì‹³—{‹³ˆç‰È–Ú‚Æ‚µ‚Ä�C�u�F�v‚ðŽå‘è‚É‚µ‚Ä•¨—�Šw‚Ɣ핞Šw‚Ì’mŒ©‚ð‘g‚Ý�‡‚킹�Cƒvƒ�ƒWƒFƒNƒgŒ^‚ÌŠˆ“®‚à‘g‚Ý“ü‚ꂽ�V‚½‚ÈŽö‹Æ‚ðŠJ”­‚µŽÀ‘H‚µ‚½�B�ð”N“x‚ÌŽÀ‘H‚Æ“¯—l‚É�C—l�X‚Ȃ‚Ȃª‚è‚ðˆÓŽ¯‚µ‚Ä‚à‚Ì‚²‚Ƃ𑨂¦‚½‚è�CŠw�¶Ž©�g‚ÌŽv�l‚⊴Šo‚Ì“Á’¥‚ðŽ©Šo‚³‚¹‚邱‚Ƃ𑣂·ŽdŠ|‚¯‚ð‘g‚Ý�ž‚Þ‚±‚Æ‚Å�CŠw�¶‚ÌŽå‘Ì�«‚𑣂µ‚Ä‘n‘¢“I‚ÈŽv�l‚ðŽhŒƒ‚·‚éŽö‹Æ‚É‚È‚Á‚Ä‚¢‚é�BŽó�u�¶‚̃Vƒƒƒgƒ‹ƒJ�[ƒh‚Ì‹L�q�C�lŽ@‰ß’ö‚Å�ì�¬‚µ‚½ƒEƒFƒrƒ“ƒO�C•¨—�‚╨—�Šw�K‚ɑ΂·‚éŠw�¶‚ÌŽv�l‚â‘Ô“x‚𑪒肷‚éCLASS’²�¸Ž†‚È‚Ç‚Ì•ª�Í‚ÌŒ‹‰Ê�C�uŽå‘Ì“I�C‘Θb“I‚É�l‚¦�CŠ´‚¶�C”»’f‚·‚鎩•ªŽ©�g‚Ì‘¶�Ý‚ðˆÓŽ¯‚·‚邱‚Æ�v‚𑣂·Œø‰Ê‚ª‘å‚«‚¢‚±‚Æ‚ª–¾‚ç‚©‚É‚È‚Á‚½�B‚±‚ê‚Í�C’T‹†“I‚ÈŠw‚Ñ‚Ì“y‘ä‚Æ‚µ‚Ä�d—v‚È‘n‘¢�«‚ÌŸ¼—{‚ÉŒ‡‚©‚¹‚È‚¢—v‘f‚É‚È‚é�B
en-copyright=
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en-aut-name=INADAYoshihiko
en-aut-sei=INADA
en-aut-mei=Yoshihiko
kn-aut-name=ˆî“c‰À•F
kn-aut-sei=ˆî“c
kn-aut-mei=‰À•F
aut-affil-num=1
ORCID=

en-aut-name=SHINOHARAYoko
en-aut-sei=SHINOHARA
en-aut-mei=Yoko
kn-aut-name=ŽÂŒ´—zŽq
kn-aut-sei=ŽÂŒ´
kn-aut-mei=—zŽq
aut-affil-num=2
ORCID=

affil-num=1
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=’T‹†Œ^Žö‹Æ
kn-keyword=’T‹†Œ^Žö‹Æ
en-keyword=‘n‘¢�«
kn-keyword=‘n‘¢�«
en-keyword=•¨—�Šw
kn-keyword=•¨—�Šw
en-keyword=”í•žŠw
kn-keyword=”í•žŠw
en-keyword=ƒEƒFƒrƒ“ƒO
kn-keyword=ƒEƒFƒrƒ“ƒO
en-keyword=creativity
kn-keyword=creativity
en-keyword=physics
kn-keyword=physics
en-keyword=clothing science
kn-keyword=clothing science
END

start-ver=1.4
cd-journal=joma
no-vol=14
cd-vols=
no-issue=
article-no=
start-page=177
end-page=189
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Creation of Disaster Preparation and Mitigation Checklists for Special Needs Schools
kn-title=’m“I�áŠQ“Á•ÊŽx‰‡Šw�Z‚É‚¨‚¯‚é”í�ÐŒã‚àŒ©�˜‚¦‚½Šw�Z–h�Ђ̂½‚߂̃`ƒFƒbƒN�€–Ú‚Ì�ì�¬
en-subtitle=
kn-subtitle=
en-abstract=School safety plans�Cwhich form the basis of school disaster prevention�Chave not yet been sufficiently developed�Ctrained�Cand reviewed for continuous improvement. In addition�Cthe teachers who handle these plans�Cespecially teachers of special-needs schools�Chave insufficient preparation systems due to their large responsibility in emergencies�Cand teachers are concerned about the consequences of such inadequacy. In this study�Cwe developed a checklist for the purpose of incorporating the post-disaster perspective of the Business Continuity Plan�iBCP�j�Cwhich is expected to become mandatory for schools in the future�Cinto school safety plans�Cand examined the validity of the checklist. As a result�Cthe usefulness of checklists was identified with the following three points: strengthening crisis management�Cpromoting community cooperation�Cand emphasizing the importance of advance preparation.
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dt-pub-year=2024
dt-pub=20240329
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en-title=Differences between China and Japan in high school teachers�f career guidance policy on students: Career decision, self-efficacy and time perspective
kn-title=�‚�Z‹³Žt‚Ì�i˜HŽw“±•û�j‚Æ�¶“k‚ւ̉e‹¿‚ÉŠÖ‚·‚é’†“ú”äŠr �\�i˜HŒˆ’莩ŒÈŒø—ÍŠ´�CŽžŠÔ“I“W–]‚ð’†�S‚É�\
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en-abstract=�@Researchers have identified differences in teachers�f career guidance counseling between China and Japan. Veteran teachers in China value their students�f careers after graduation, whereas Japanese veteran teachers attach importance to matching the students�f interests with the faculties and departments of the university. This study examines whether and how differences in the career guidance received by Chinese and Japanese students influenced subsequent career decisions. In total, 103 high school students in China and 135 university freshmen on Japan participated in this study. The results showed that Chinese high school teachers�f career guidance had a strong influence on students. However, while Japanese students were influenced by their teachers, they ultimately made their own decisions. We conclude with a discussion of the differences in the situations of their school lives.
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en-affil=Shenyang Yizhong Northeast Art School�CChina
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en-affil=Graduate School of Education�COkayama University
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en-keyword=�‚�Z‚Ì�i˜HŽw“± (Career decision)
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en-keyword=�i˜HŒˆ’è‚Å‚Ì‹³Žt‚̉e‹¿ (teachers�f career decision counseling)
kn-keyword=�i˜HŒˆ’è‚Å‚Ì‹³Žt‚̉e‹¿ (teachers�f career decision counseling)
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en-title=Research on a Citizenship Education Education Program that Raises Awareness of the Boundaries Between Self and Others Defined by the Concept of �eNormal�f
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en-abstract=This research aims to clarify the program composition that questions children's criteria for value judgment, namely the value judgments that differentiate oneself from others. It seeks to reveal the effectiveness of this program composition and the transformation of the participants' value judgment criteria by experimentally implementing the developed program with university students. In this study, a new compositional principle incorporating emotions, which was not present in previous studies on value judgment learning, is clarified. Through the development and practice of the program, it was observed that the participants realized the existence of boundaries distinguishing themselves from others by thinking through not only social perception but also emotions, thereby generating new values. Repeatedly revisiting these boundaries between self and others is believed to lead to a truly diverse society.
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cd-journal=joma
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en-title=A Study on the Formation of Educational Philosophy of Collaboration Coordinators Linking Schools and Communities -Focusing on the Process of Embodying Ideals-
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en-abstract=�@This research focuses on the educational philosophy of collaboration coordinators and aims to clarify the ideals regarding education and the process of their realization among collaboration coordinators, through interview surveys. The subjects are four individuals with experience as collaboration coordinators in Y Prefecture. In recent years, with the promotion of an "education curriculum open to society," there has been progress in the development of classes in collaboration with local communities and the placement of collaboration coordinators, including "local coordinators," in school settings. Quantitative research, such as the National Prefectural Education Directors Association Subcommittee (2019) and the Regional Education Attraction Platform (2019), has been conducted to understand the actual conditions of collaboration coordinators, drawing attention to their role. This research aims to analyze the ideals and the process of materializing these concepts of collaboration coordinators, who serve as a bridge between schools and communities, and to elucidate the process of forming their educational philosophy.
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en-affil=Graduate School of Education, Okayama University
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affil-num=2
en-affil=Faculty of Education, Okayama University
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dt-accepted=
dt-pub-year=2024
dt-pub=20240329
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en-title=Study on the Process of Formation of Elementary School Teachers�f perspective on Social Studies -Focusing on rookie teachers-
kn-title=�¬Šw�Z‹³Žt‚̎Љï‰ÈŠÏ‚ÌŒ`�¬‰ß’ö‚ÉŠÖ‚·‚錤‹† �\�‰”CŠú‹³Žt‚É’…–Ú‚µ‚Ä�\
en-subtitle=
kn-subtitle=
en-abstract=The purpose of this study is to clarify what rookie elementary school teachers rely on to form their perspectives on social studies and how they try to develop their own perspectives on social studies. I conducted interviews with rookie elementary school teachers hearing their own views on social studies and the process of forming their perspectives on social studies. As a result of the survey, it was revealed that the perspective of social studies held by rookie elementary school teachers is in the process of forming their own view of social studies while filling in the gaps through encountering new experiences and values, such as observing children in daily classes, researching teaching materials, and experiencing student guidance, based on what they learned in the seminar they belonged to in order to write their graduation thesis in college. In addition, with regard to the image of children that they want to nurture through social studies, teachers' aspirations for a better future society are at the core of their thinking about the role of social studies, and they recognize that social studies is a subject that is closely related to student guidance and life guidance.
kn-abstract=�@–{Œ¤‹†‚Í�C�‰”CŠú‚Ì�¬Šw�Z‹³Žt‚ª‰½‚ð‹’‚è�Š‚Æ‚µ‚ĎЉï‰ÈŠÏ‚ðŒ`�¬‚µ‚Ä‚¢‚é‚Ì‚©�C‚Ü‚½Ž©�g‚̎Љï‰ÈŠÏ‚ð‚ǂ̂悤‚É”­“W‚³‚¹‚Ä‚¢‚±‚¤‚Æ‚µ‚Ä‚¢‚é‚Ì‚©‚𖾂炩‚É‚µ‚悤‚Æ‚·‚é‚à‚Ì‚Å‚ ‚é�B’²�¸‚ÌŒ‹‰Ê�C�‰”CŠú�¬Šw�Z‹³Žt‚Í�C‘åŠwŽž‘ã‚Ì‘²‹Æ˜_•¶‚ð�‘‚­‚½‚ß‚É�Š‘®‚µ‚½ƒ[ƒ~‚Å‚ÌŠw‚Ñ‚ªŠj‚Æ‚È‚è�C“ú�X‚ÌŽö‹Æ‚Å‚ÌŽq‹ŸŠÏŽ@‚⋳�ÞŒ¤‹†�C�¶“kŽw“±‚ÌŒoŒ±‚È‚Ç�C�V‚µ‚¢ŒoŒ±‚≿’lŠÏ‚É�o‰ï‚¤‚±‚Æ‚ð’Ê‚µ‚Ä•s‘«‚µ‚Ä‚¢‚é•”•ª‚ð•â‚¢‚È‚ª‚玩�g‚̎Љï‰ÈŠÏ‚ðŒ`�¬‚µ‚Ä‚¨‚è�CŽÐ‰ï‰ÈŠÏ‚Í—¬“®“I‚Å‚ ‚邱‚Æ‚ª–¾‚ç‚©‚É‚È‚Á‚½�B‚Ü‚½�CŽÐ‰ï‰È‚ð’Ê‚µ‚Ĉç‚Ä‚½‚¢Žq‹Ÿ‘œ‚ɂ‚¢‚Ä‚Í�C‹³Žt‚Ì‚æ‚è‚æ‚¢–¢—ˆŽÐ‰ï‚Ö‚ÌŽuŒü‚ª�CŽÐ‰ï‰È‚Ì–ðŠ„‚É‘Î‚·‚é�l‚¦‚ÌŠj‚Æ‚È‚Á‚Ä‚¨‚è�CŽÐ‰ï‰È‚ð�¶“kŽw“±‚â�¶ŠˆŽw“±‚Æ–§�Ú‚ÉŠÖ˜A‚·‚鋳‰È‚Å‚ ‚é‚Æ”FŽ¯‚µ‚Ä‚¢‚½�B
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affil-num=1
en-affil=Graduate School of Education, Okayama University
kn-affil=‰ªŽR‘åŠw‘åŠw‰@‹³ˆçŠwŒ¤‹†‰È‘åŠw‰@�¶

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=�¬Šw�Z‹³Žt (elementary school teacher)
kn-keyword=�¬Šw�Z‹³Žt (elementary school teacher)
en-keyword=ŽÐ‰ï‰ÈŠÏ (social studies perspectives)
kn-keyword=ŽÐ‰ï‰ÈŠÏ (social studies perspectives)
en-keyword=ƒCƒ“ƒ^ƒrƒ…�[ (interview)
kn-keyword=ƒCƒ“ƒ^ƒrƒ…�[ (interview)
en-keyword=�‰”CŠú‹³Žt (rookie teacher)
kn-keyword=�‰”CŠú‹³Žt (rookie teacher)
en-keyword=‹³Žt‚̃Q�[ƒgƒL�[ƒsƒ“ƒO (gatekeeping role of teacher)
kn-keyword=‹³Žt‚̃Q�[ƒgƒL�[ƒsƒ“ƒO (gatekeeping role of teacher)
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start-ver=1.4
cd-journal=joma
no-vol=14
cd-vols=
no-issue=
article-no=
start-page=103
end-page=117
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Development of Learning Focusing on the Perspective of �gThe Situation Narrated�h in Japanese Language Arts in High School: A Lesson for Hone to Tane by KAWAKAMI Hiromi
kn-title=�‚“™Šw�Z�‘Œê‰È‚É‚¨‚¯‚é�uŒê‚è‚Ì�ê�v‚É’…–Ú‚·‚éŠw�KŠJ”­ �\�ì�ã�O”ü�u‚Ù‚Ë‚Æ‚½‚Ë�v‚ð‹³�Þ‚Æ‚µ‚Ä�\
en-subtitle=
kn-subtitle=
en-abstract=�@Recently, the instructional theory of reading literary texts has been focusing on " narrative," Furthermore its practice has been reported at the high school level. On the other hand, the lack of accumulation of specific instructional strategies for " narrative" and the lack of accumulation of practices for developing "narrative" learning at the high school level are considered issues in Japanese language arts education research. Therefore, the purpose of this study was to develop a practice that aims to help learners acquire the concept of "narrative," especially a reading perspective that focuses on not only the "narrative perspective" but also the "situation narrated," at the high school level, and to actually develop this practice and verify its value. The specific strategy was to use Hone to Tane written by Kawakami Hiromi as the teaching material, and to consider the "situation narrated" after the learners' evaluation of the likeability toward each character in the teaching material and the writing of reminiscences from the characters' perspectives. The results suggest that specific products were obtained that show that learners were able to critique the "narrative" by focusing on the "situation narrated."
kn-abstract=�@‹ß”N�C•¶Šw“I•¶�Í‚Ì“Ç‚Ý‚ÌŠw�KŽw“±˜_‚Å‚Í�C�uŒê‚è�v‚É–Ú‚ªŒü‚¯‚ç‚ê‚‚‚ ‚è�C�‚“™Šw�Z’iŠK‚Å‚àŽö‹ÆŽÀ‘H‚ª•ñ��‚³‚ê‚Ä‚¢‚é�Bˆê•û‚Å�C�uŒê‚è�v‚Ì‹ï‘Ì“I‚ÈŽw“±•û–@‚Ì’~�Ï‚ª‚È‚³‚ê‚Ä‚¢‚È‚¢‚±‚Æ‚â�C�‚“™Šw�Z’iŠK‚Å‚Ì”­“W“I‚È�uŒê‚è�v‚ÌŠw�K‚ÌŽÀ‘H‚Ì’~�Ï‚ª‚È‚³‚ê‚Ä‚¢‚È‚¢‚±‚Æ‚ª�C�‘Œê‹³ˆçŒ¤‹†�ã‚̉ۑè‚Æ‘¨‚¦‚ç‚ê‚é�B‚»‚±‚Å–{Œ¤‹†‚Å‚Í�C�‚“™Šw�Z’iŠK‚É‚¨‚¢‚Ä�CŠw�KŽÒ‚ª�uŒê‚è�vŠT”O�C“Á‚É�uŒê‚è‚ÌŽ‹“_�v‚¾‚¯‚Å‚È‚­�uŒê‚è‚Ì�ê�v‚É‚à’…–Ú‚·‚é‚Æ‚¢‚¤“Ç‚Ý‚ÌŠÏ“_‚ðŠw�KŽÒ‚ªŠl“¾‚·‚邱‚Æ‚ð–ÚŽw‚·ŽÀ‘H‚ðŠJ”­‚·‚é‚Æ‚Æ‚à‚É�C‚»‚ê‚ðŽÀ�Û‚É“WŠJ‚µ�C‚»‚̉¿’l‚ðŒŸ�Ø‚·‚邱‚Æ‚ð–Ú“I‚Æ‚µ‚½�B‹ï‘Ì“I‚É‚Í�C�ì�ã�O”ü‚Ì�u‚Ù‚Ë‚Æ‚½‚Ë�v‚ð‹³�Þ‚Æ‚µ�CŠw�KŽÒ‚Ì“o�ê�l•¨‚Ì�DŠ´“x‚Ì•]‰¿‚â‰ñ‘z•¶�ì�¬‚𓥂܂¦�C�uŒê‚è‚Ì�ê�v‚ð�l‚¦‚éŽÀ‘H‚ð“WŠJ‚µ‚»‚Ì�¬‰Ê‚ðŒŸ“¢‚µ‚½�B‚»‚ÌŒ‹‰Ê�C–{ŽÀ‘H‚ð’Ê‚µ‚ÄŠw�KŽÒ‚Í�uŒê‚è�vŠT”O‚ðŠl“¾‚·‚é‚Æ‚Æ‚à‚É�C�uŒê‚è‚ÌŽ‹“_�v�C�uŒê‚è‚Ì�ê�v‚É‚à’…–Ú‚µ‚½“Ç‚Ý‚Ì’B�¬‚ªŽ¦�´‚³‚ꂽ�B
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en-aut-name=IKEDAMasafumi
en-aut-sei=IKEDA
en-aut-mei=Masafumi
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affil-num=1
en-affil=Graduate School of Education (Professional Degree Corse), Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠwŒ¤‹†‰È‘åŠw‰@�¶

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ

affil-num=3
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=“Ç‚Þ‚±‚Æ (Reading)
kn-keyword=“Ç‚Þ‚±‚Æ (Reading)
en-keyword=•¶Šw�‘Œê (Japanese Language (Literature))
kn-keyword=•¶Šw�‘Œê (Japanese Language (Literature))
en-keyword=•¶Šw“I•¶�Í (Literary texts)
kn-keyword=•¶Šw“I•¶�Í (Literary texts)
en-keyword=�uŒê‚è�v (�gNarrative�h)
kn-keyword=�uŒê‚è�v (�gNarrative�h)
en-keyword=�uŒê‚èŽè�v (�gNarrator�h)
kn-keyword=�uŒê‚èŽè�v (�gNarrator�h)
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start-ver=1.4
cd-journal=joma
no-vol=14
cd-vols=
no-issue=
article-no=
start-page=87
end-page=101
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=The Introduction and Effective Use of Individualized Education Program of Learning in Regular Class (LRC) in China
kn-title=’†‰Ø�l–¯‹¤˜a�‘‚Ì��”Ç�A“Ç‚É‚¨‚¯‚éŒÂ•Ê‰»‹³ˆçŒv‰æ‚Ì“±“ü‚ÆŒø‰Ê“I‚ÈŠˆ—p•û�ô
en-subtitle=
kn-subtitle=
en-abstract=The purpose of this study is to clarify the issues for the preparation and effective use of individualized education program (IEP) in Learning in Regular Class (LRC), and to propose improvement measures. We conducted an interview survey of five elementary and junior teachers who had experience in LRC. The difficulties in preparing an IEP were the following: (1) issues related to the LRC policy, (2) issues related to cooperation with parents, (3) practical issues for teachers in preparing an IEP. In response to these issues, it is necessary to formulate detailed legal regulations on LRC, clarify how to deal with students with disabilities after their admission. Efforts from schools and parents are indispensable. In addition, it is necessary to increase the awareness of IEP and the rate of formulation and providing support from various fields in preparation of IEP. In addition, it was important that there is not enough just to create a plan, but how to utilize it.
kn-abstract=�@–{Œ¤‹†‚Å‚Í�C��”Ç�A“Ç‚É‚¨‚¯‚éŒÂ•Ê‰»‹³ˆçŒv‰æ‚Ì�ì�¬‹y‚ÑŒø‰Ê“I‚ÈŠˆ—p‚ÉŒü‚¯‚½‰Û‘è‚𖾂炩‚É‚µ�C‰ü‘P�ô‚ð’ñŒ¾‚·‚邱‚Æ‚ð–Ú“I‚Æ‚µ‚½�B��”Ç�A“Ç‚Ì’S“–ŒoŒ±‚Ì‚ ‚é�¬’†Šw�Z‚Ì‹³ˆõ�i‚T–¼�j‚ð‘Î�ۂɃCƒ“ƒ^ƒrƒ…�[’²�¸‚ð�s‚Á‚½�BM-GTA ‚ÉŠî‚­Ž¿“I•ª�Í‚ÌŒ‹‰Ê�CŒÂ•Ê‰»‹³ˆçŒv‰æ‚Ì�ì�¬‚Ì‚½‚ß‚Ì�¢“ï‚Í�C�y��”Ç�A“Ç�­�ô‚ÉŠÖ‚·‚é‰Û‘è�z�y•ÛŒìŽÒ‚Ƃ̘AŒg‚̉ۑè�z�yŒÂ•Ê‰»‹³ˆçŒv‰æ‚Ì�ì�¬‚É‚¨‚¯‚鋳ˆõ‚ÌŽÀ‘H“I‰Û‘è�z‚É•ª—Þ‚Å‚«‚½�B‚±‚ê‚ç‚̉ۑè‚̉ü‘P‚Ì‚½‚ß‚É‚Í�C��”Ç�A“Ç‚ÉŠÖ‚·‚é�Ú�ׂŎÀŽ¿“I‚È–@—¥�ã‚Ì‹K’è‚ð�®”õ‚µ�C�áŠQ‚Ì‚ ‚鎙“¶�¶“k‚ðŽó‚¯“ü‚ꂽŒã‚̑Ήž‚ÌŽd‘g‚݂𖾊m‚É‚·‚é•K—v‚ª‚ ‚é�B‚Ü‚½�CŒÂ•Ê‰»‹³ˆçŒv‰æ‚Ì”F’m“x‹y‚Ñ�ì�¬—¦‚ð�‚‚ß�C�ì�¬‚É“–‚½‚Á‚Ă̘AŒg‚ª�d—v‚É‚È‚é�B‚Æ‚­‚É�CŒv‰æ‚Ì�ì�¬‚ɂƂǂ܂炸�C‚»‚ÌŠˆ—p–@‚ª�d—v‚Å‚ ‚è�CŒv‰æ‚Ì—LŒø�«‚ð•]‰¿‚·‚éŽd‘g‚݂­‚肪•s‰ÂŒ‡‚Å‚ ‚é�B
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en-aut-name=YOSHITOSHIMunehisa
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kn-aut-mei=�@‹v
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ORCID=

affil-num=1
en-affil=Student at the Graduate School of Education, Okayama University
kn-affil=‰ªŽR‘åŠw‘åŠw‰@‹³ˆçŠwŒ¤‹†‰È‘åŠw‰@�¶

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ
en-keyword=’†‰Ø�l–¯‹¤˜a�‘ (People's Republic of China)
kn-keyword=’†‰Ø�l–¯‹¤˜a�‘ (People's Republic of China)
en-keyword=��”Ç�A“Ç (Learning in Regular Class (LRC))
kn-keyword=��”Ç�A“Ç (Learning in Regular Class (LRC))
en-keyword=ŒÂ•Ê‰»‹³ˆçŒv‰æ (Individualized Education Program)
kn-keyword=ŒÂ•Ê‰»‹³ˆçŒv‰æ (Individualized Education Program)
END

start-ver=1.4
cd-journal=joma
no-vol=14
cd-vols=
no-issue=
article-no=
start-page=71
end-page=85
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
dt-online=
en-article=
kn-article=
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kn-subject=
en-title=High-school Students�f Recognition in Learning and Relationship between Recognition in Learning and Subjective School Adjustment -An Examination of Reminiscence Method-
kn-title=�‚�Z�¶‚ÌŠw�K‚ɑ΂·‚é”FŽ¯‚¨‚æ‚ÑŠw�Z“K‰žŠ´‚Æ‚ÌŠÖ˜A �\‘åŠw�¶‚ð‘Î�Û‚Æ‚µ‚½‰ñ‘z–@‚É‚æ‚éŠw�KŠÏŽÚ“x‚Æ‹¦“¯�ì‹Æ”FŽ¯ŽÚ“x‚ð—p‚¢‚½ŒŸ“¢�\
en-subtitle=
kn-subtitle=
en-abstract=The purpose of this study is to investigate the high-school students�f recognition in learning and relationship between recognition in learning and subjective school adjustment. The aspects of the high-school students�f recognition in learning were analyzed based on �glearning belief�h and �gbelief in cooperation�h . In total, 109 university freshmen were participated in a questionnaire. Participants were instructed to fill out a questionnaire by recalling a time they were in high school students. Major findings were as follows. (a) Among learning belief, the score for the �gstrategy-oriented�h was highest. (b)Compared to Ueki(2002), the number of people who had �gstrategy-oriented�h and multiple factors were increased. (c)High-school students may have a positive cognition of belief in cooperation. (d)High-school students had a relationship between positive cognition of �gbelief in cooperation�h and �gsubjective school adjustment�h .
kn-abstract=�@–{Œ¤‹†‚Ì–Ú“I‚Í�C�‚�Z�¶‚ÌŠw�K‚ɑ΂·‚é”FŽ¯‚ÌŒŸ“¢‚¨‚æ‚ÑŠw�Z“K‰žŠ´‚Æ‚ÌŠÖ˜A‚ðŒŸ“¢‚·‚邱‚Æ‚Å‚ ‚Á‚½�BŠw�K‚ɑ΂·‚é”FŽ¯‚Æ‚µ‚Ä–{Œ¤‹†‚Å‚ÍŠw�KŠÏ‚Æ‹¦“¯�ì‹Æ”FŽ¯‚É’…–Ú‚µ‚½�B“üŠwŠÔ‚à‚È‚¢‘åŠw‚P”N�¶‚ð‘Î�Û‚É�‚�ZŽž‚ð‘z‹N‚³‚¹‚ĉñ“š‚ð‹�‚ß�C109–¼‚ð•ª�Í‘Î�Û‚Æ‚µ‚½�BŽå‚ÈŒ‹‰Ê‚Æ‚µ‚Ä�i‚P�jŠw�KŠÏ‚̉ºˆÊŽÚ“x‚Ì‚¤‚¿�u•û—ªŽuŒü�v‚ª�Å‚à�‚‚¢‚±‚Æ�C�i‚Q�j�A–Ø�i2002�j‚Æ‚Ì”äŠr‚É‚¨‚¢‚Ä�u•û—ªŽuŒü�v‚ðŽuŒü‚·‚é�l�”‚ª‘�‚¦‚Ä‚¢‚邱‚Æ�C•¡�”‚Ü‚½‚Í‚R‚‘S‚ẲºˆÊŽÚ“x‚Å�‚ŒQ‚É•ª—Þ‚³‚ê‚é‘Î�ÛŽÒ‚ª–{’²�¸‚É‚Í‘½‚¢‚±‚Æ�C�i‚R�j‹¦“¯�ì‹Æ‚ɂ‚¢‚Ä�m’è“I‚È‘¨‚¦‚ð—L‚µ‚Ä‚¢‚é‰Â”\�«‚ª‚ ‚邱‚Æ�C�i‚S�j‹¦“¯�ì‹Æ‚ɂ‚¢‚Ä�m’è“I‚È‘¨‚¦‚ª‚ ‚é‚Ù‚ÇŠw�Z“K‰ž�ó‘Ô‚ª—Ç�D‚Å‚ ‚邱‚Æ‚ªŽ¦�´‚³‚ꂽ�B
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kn-aut-mei=’m�„
aut-affil-num=1
ORCID=

en-aut-name=YAMADAYohei
en-aut-sei=YAMADA
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aut-affil-num=2
ORCID=

affil-num=1
en-affil=Center for Teacher Education and Development, Okayama University
kn-affil=‰ªŽR‘åŠw‹³Žt‹³ˆçŠJ”­ƒZƒ“ƒ^�[

affil-num=2
en-affil=Graduate School of Education, University of Teacher Education Fukuoka
kn-affil=•Ÿ‰ª‹³ˆç‘åŠw‹³ˆçŠwŒ¤‹†‰È
en-keyword=Šw�KŠÏ (learning belief)
kn-keyword=Šw�KŠÏ (learning belief)
en-keyword=‹¦“¯�ì‹Æ”FŽ¯ (belief in cooperation)
kn-keyword=‹¦“¯�ì‹Æ”FŽ¯ (belief in cooperation)
en-keyword=Šw�Z“K‰žŠ´ (subjective school adjustment)
kn-keyword=Šw�Z“K‰žŠ´ (subjective school adjustment)
en-keyword=�‚�Z�¶ (high-school students)
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en-title=Development of Cross-curricular Science Lessons Incorporating a Musical Perspective -Cultivation of Weather Awareness through a Japanese school song �gSoshun-fu�h-
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en-title=Implementation and Evaluation of Teacher Training on Food Allergy Education in Kindergarten �\ Aiming to Foster Children Leading Healthy Lives, Regardless of the Presence of Food Allergies �\
kn-title=—c’t‰€‚É‚¨‚¯‚é�H•¨ƒAƒŒƒ‹ƒM�[‹³ˆç‚ÉŠÖ‚·‚鋳ˆõŒ¤�C‚ÌŽÀŽ{‚Æ‚»‚Ì•]‰¿�@�H•¨ƒAƒŒƒ‹ƒM�[‚Ì—L–³‚ÉŠÖ‚í‚炸�C�S�g‹¤‚ÉŒ’�N‚È�¶Šˆ‚ð‘—‚éŽq‹Ÿ‚̈ç�¬‚ð‚ß‚´‚µ‚Ä
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en-abstract=This study aims to explore strategies for nurturing kindergarten children with food allergies. Teacher training on food allergy education was conducted, and its effectiveness was evaluated based on teacher reactions and pre- and post-training surveys. The training deepened the understanding of the importance of addressing the emotional needs of children with food allergies. Case studies revealed the necessity of conveying this understanding to preschoolers and equipping them to respond appropriately. The study also observed teachers navigating between traditional and evolving educational perspectives, with observed fluctuations and conflicts contributing to refining teachers' beliefs tow ard embracing individual needs and diversity.
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affil-num=1
en-affil=Kindergarten Attached to the School Education, Okayama University
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affil-num=2
en-affil=Kindergarten Attached to the School Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€

affil-num=3
en-affil=Kindergarten Attached to the School Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€

affil-num=4
en-affil=Kindergarten Attached to the School Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€

affil-num=5
en-affil=Kindergarten Attached to the School Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€

affil-num=6
en-affil=Kindergarten Attached to the School Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€

affil-num=7
en-affil=Kindergarten Attached to the School Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€

affil-num=8
en-affil=Kindergarten Attached to the School Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€

affil-num=9
en-affil=Kindergarten Attached to the School Education, Okayama University
kn-affil=‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€
en-keyword=�H•¨ƒAƒŒƒ‹ƒM�[‹³ˆç (Food Allergy Education)
kn-keyword=�H•¨ƒAƒŒƒ‹ƒM�[‹³ˆç (Food Allergy Education)
en-keyword=�H•¨ƒAƒŒƒ‹ƒM�[Œ¤�C (Food Allergy Training)
kn-keyword=�H•¨ƒAƒŒƒ‹ƒM�[Œ¤�C (Food Allergy Training)
en-keyword=—c’t‰€ (Kindergarten)
kn-keyword=—c’t‰€ (Kindergarten)
en-keyword=‹³ˆõŒ¤�C (Teacher Training)
kn-keyword=‹³ˆõŒ¤�C (Teacher Training)
en-keyword=‘½—l�« (Diversity)
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cd-journal=joma
no-vol=14
cd-vols=
no-issue=
article-no=
start-page=33
end-page=46
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2024
dt-pub=20240329
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en-title=The Role of Teachers in the Development of Play Using Grasses and Flowers in a Kindergarten Class for 4-year-olds
kn-title=—c’t‰€‚S�ÎŽ™Šw‹‰‚É‚¨‚¯‚é‘�‰Ô‚ðŽg‚Á‚½—V‚Ñ‚Ì“WŠJ‚ÉŒ©‚鋳Žt‚Ì–ðŠ„
en-subtitle=
kn-subtitle=
en-abstract=This paper aims to organize and examine the role of teachers in the play using grasses and flowers in a kindergarten class for 4-year-olds. In early childhood education, harmonious and diverse learning deepens and develops alongside the development of play, with play and learning seemingly occurring spontaneously and child-directed. However, the roles of teachers, such as �genvironmental constitution anticipating the child's presence,�h �gmaintenance of the physical environment in accordance with changes in play,�h and �gbridging to the development of play,�h were identified as underlying the background of the development of play and learning.
kn-abstract=�@–{˜_‚Í�C—c’t‰€‚S�ÎŽ™Šw‹‰‚É‚¨‚¯‚é‘�‰Ô‚ðŽg‚Á‚½—V‚Ñ‚É‚¨‚¢‚Ä�C‹³Žt‚Ì–ðŠ„‚ð�®—�‚µ�C�lŽ@‚·‚é‚à‚Ì‚Å‚ ‚é�B—cŽ™‹³ˆç‚Å‚Í�C—V‚Ñ‚Ì“WŠJ‚É”º‚Á‚Ä�C’²˜a“I‚Å‘½—l‚ÈŠw‚Ñ‚ª�[‰»�E”­“W‚µ�C—V‚Ñ‚âŠw‚Ñ‚Í�C—cŽ™Žå‘Ì‚Å‹ô”­“I‚É�¶‚¶‚Ä‚¢‚é‚悤‚ÉŒ©‚¦‚é�B‚µ‚©‚µ�C—V‚Ñ‚Ì“WŠJ‚âŠw‚Ñ‚Ì”wŒi‚É‚Í�C�u—cŽ™‚ÌŽp‚ð—\‘z‚µ‚½ŠÂ‹«�\�¬�v�u—V‚Ñ•û‚̕ω»‚É�‡‚킹‚½•¨“IŠÂ‹«‚Ì�®”õ�v�u—V‚Ñ‚Ì”­“W‚ւ̉˂¯‹´�v‚Æ‚¢‚Á‚½‹³Žt‚Ì–ðŠ„‚ªŒ©�o‚³‚ꂽ�B
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en-aut-name=TAKAHASHIToshiyuki
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affil-num=1
en-affil=Minan Certified Child Center
kn-affil=ŽÐ‰ï•ŸŽƒ–@�l‹k‰ï Œä“ì”F’肱‚Ç‚à‰€

affil-num=2
en-affil=Former The Kindergarten Attached to the Faculty of Education, Okayama University
kn-affil=Œ³ ‰ªŽR‘åŠw‹³ˆçŠw•”•�‘®—c’t‰€

affil-num=3
en-affil=Faculty of Education�COkayama University
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affil-num=4
en-affil=Faculty of Education�COkayama University
kn-affil=‰ªŽR‘åŠwŠw�pŒ¤‹†‰@‹³ˆçŠwˆæ —cŽ™‹³ˆç�u�À
en-keyword=—c’t‰€ (kindergarten)
kn-keyword=—c’t‰€ (kindergarten)
en-keyword=‚S�ÎŽ™Šw‹‰ (4-year-old class)
kn-keyword=‚S�ÎŽ™Šw‹‰ (4-year-old class)
en-keyword=‘�‰Ô—V‚Ñ (play using grasses and flowers)
kn-keyword=‘�‰Ô—V‚Ñ (play using grasses and flowers)
en-keyword=—V‚Ñ‚Ì“WŠJ‚ÆŠw‚Ñ (development of play and learning)
kn-keyword=—V‚Ñ‚Ì“WŠJ‚ÆŠw‚Ñ (development of play and learning)
en-keyword=‹³Žt‚Ì–ðŠ„ (teacher's role)
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END

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cd-journal=joma
no-vol=14
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article-no=
start-page=17
end-page=31
dt-received=
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dt-accepted=
dt-pub-year=2024
dt-pub=20240329
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en-title=Interrelationship between Autonomous and Organizational Learning among Elementary School Teachers: Differences Arising from the Images of Organizational Learning
kn-title=�¬Šw�Z‹³Žt‚ÌŽ©—¥“I‚ÈŠw‚Ñ‚ðŽx‚¦‚é‘g�D“I‚ÈŠw‚Ñ �\‘g�D“I‚ÈŠw‚т̃Cƒ��[ƒW‚ÉŠî‚­”äŠr�\
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en-abstract=�@This study examined the interrelationship between autonomous and organizational learning among elementary school teachers. A questionnaire survey administered to Japanese public elementary school teachers received 99 responses. We measured four aspects of autonomous learning attitudes: �gself-reflection,�h �gincorporating colleagues�f experiences,�h �gconsidering children�f s and parents�f perspectives,�h and �gchallenging attitude.�h Additionally, two facets of perceptions of professional learning community (PLC) were assessed: �gshared mission and responsibility�h and �gcollaborative reflection with colleagues,�h serving as indicators of organizational learning. Positive and negative images of organizational learning were also examined. Correlation analysis revealed that the PLC perceptions of �gshared mission and responsibility�h and �gcollaborative reflection with colleagues�h were positively associated with learning attitudes of �gincorporating colleagues�f experiences.�h Furthermore, a positive association was identified between the PLC perception of �gcollaborative reflection with colleagues�h and the autonomous learning attitudes of �gself-reflection.�h However, it was observed that when teachers held a negative image of organizational learning, the interrelation between autonomous and organizational learning might be constrained or even exhibit a negative correlation.
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en-title=A Preliminary Study of School-Based Strengths Intervention with Japanese elementary school students: Through Classroom Activity to Promote Awareness of Strengths
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en-abstract=This study aimed to assess the effectiveness of a preliminary strengths intervention lesson for children. The participants included 95 sixth-grade students, comprising 50 boys, 40 girls, and 5 of unknown gender. The findings revealed three key points. Firstly, life satisfaction and the sense of trust and acceptance significantly improved in post-event scores. Secondly, a noteworthy positive partial correlation was identified between the amount of change in attention to one's strengths and the amount of change in feelings of trust and acceptance. Additionally, a quantitative text analysis was conducted to explore the learning impressions of children whose focus on strengths improved versus those whose attention did not improve. Results indicated no significant bias in descriptions for each group. Overall, most of the children described subjective experiences of positive emotions. Lastly, the study discussed the lessons for intervention and research design as areas to address, providing insights into future perspectives.
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en-title=A Study on a Cooperation Procedure to Construct Whole and Annual Guidance Plans of Care and Education in a Nursery School for Children Aged Zero to Two
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en-title=Relationship between the Experience of Identity Swaying in Childcare Practice and Childcare Workers�f Efficacy
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kn-abstract=�@This study aims to examine the relationship between childcare workers�f �gexperience of identity swaying�h as described in their autobiographical memory and their occupation efficacy. First, the influence that stemmed from the experience of childcare workers�f swaying on their sense of efficacy is examined. The results showed that those who experienced identity swaying in their autobiographical memory had a remarkably higher sense of efficacy as childcare workers than those who didn�ft. On the other hand, no difference was found in their sense of efficacy depending on the trigger of the identity swaying. The differences in childcare workers�f descriptions depending on the level of their sense of efficacy were then investigated the records of childcare workers with a high sense of occupation efficacy showed a higher level of ego involvement stays as a memory that can be utilized in the future. Closing the article, the authors examine future issues.
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en-keyword=Childcare Practice
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