Who is the“ Persons with disabilities” for teachers? : A case study of social studies teacher at a Japanese high school

インクルーシブ教育が進められる中で、「合理的配慮」や「授業のユニバーサルデザイン」が注目されるようになった。しかしながら、それら実践や研究は「方法の目的化」に陥りやすく、子どもの困難を生み出す教師の「教育観」が省みられることはほとんどない。それゆえに、本研究ではA市B高校の社会科教師であるC先生を事例に、教師の教育観によって「障害者」が生じる構造を描き出す。なお、本研究では障害の「社会モデル」に関する知見を踏まえ、教育における「障害」を教師の「教育観」と「子どもの状態」の間で生じる問題と捉えている。 調査については、2019年6月の2週間の間、C先生と調査者の対面による約30分間のインタビュー調査と、夜間コース再履修クラスの２週間の授業観察を実施した。分析の結果、C先生が教育を行う上で子どもに対し感じる課題は、発達障害などの障害名と共に語られるものではなく、C先生の「教育観」を基準にみとることができるものであることが明らかとなった。このような「教育観」を視野に入れた「障害」認識は、より幅広いインクルーシブ教育実践の可能性を開く。While the inclusive education was advanced, “reasonable accommodation” and “Universal design of classes” would be noticed. However, these practices and research are prone to“ objectification of the method” and rarely neglect the“ view of education” of teachers who create children’s difficulties. Therefore, this study picked up a case of C, a social studies teacher of B high school in A city, and focused on how she perceive the definition of “handicapped person”. To analyse the data, we uses the frameworks “social model” and thus “disability” could be interpreted as a problem which arises between“ view of education” and“ condition of the child” of the teacher. On the investigation, we conducted 30 minutes face-to-face interview with C and classrom observation of the night course retaking class for two weeks. As a result of the analysis, it became clear that the problem which teacher C sensed for the child in the education was not told with the failure name such as developmental disorder, and it was possible to look at“ view of education” of teacher C as a standard. Such “disablity” recognition with a view to“ view of education” opens the possibility of wider inclusive education practice

Mathematical Modeling of Human Speech Processing Mechanism Based on the Principle of Brain Internal Model of Vocal Tract

Article信州大学工学部紀要 75: 87-96 (1995)departmental bulletin pape

How do Japanese teachers become teacher educators in higher education?

This article examines the challenges new teacher educators who newly entered the univcrstity face in establishing their identities and how to deal with those challenges. The data collected for whole study to analyze the tensions arising for ten teacher educators in their experience as teacher educators and this paper particularly focused on the two of them who showed smaller gap between teacher and teacher educators. This is because they would have a potential to provide the important suggestions for the support toward new teacher educators. We focused on the data from before they became teacher teachers, not only after they became teacher teachers as Lortie (1975) argued the “Apprenticeship of observation”, namely, education for teacher educators has already begun since they were the pre-service teachers. The findings of the study show that, the interviewee faced challenges about their three new roles, teachers of teachers, researchers and curriculum developers to establish their new professional identities. To tackle these challenges, they employed the professional network and communities which they had already participated in. From these findings, we suggested that meeting both of the challenges new teacher educators requires the third space which are placed between university and schools

ヘモグロビン小胞体は無呼吸ラットにおいて循環虚脱までの時間を延長させる

BACKGROUND: Hemoglobin vesicles (HbV) are hemoglobin-based oxygen carriers manufactured by liposome encapsulation of hemoglobin molecules. We hypothesised that the infusion of oxygenated HbV could prolong the time to circulatory collapse during apnea in rats. METHODS: Twenty-four Sprague-Dawley rats were randomly divided into four groups (Air, Oxy, NS and HbV). The rats were anaesthetized with isoflurane and the trachea was intubated using 14-gauge intravenous catheters. Rats in the Air group were mechanically ventilated with 1.5% isoflurane in room air, and those in other groups received 1.5% isoflurane in 100% oxygen. Mechanical ventilation was withdrawn 1 min after the administration of rocuronium bromide to induce apnea. After 30 s, 6 mL saline and HbV boluses were infused at a rate of 0.1 mL/s in the NS and HbV groups, respectively. Circulatory collapse was defined as a pulse pressure < 20 mmHg and the time to reach this point (PP20) was compared between the groups. The results were analysed via a one-way analysis of variance and post-hoc Holm-Sidak test. RESULTS: PP20 times were 30.4 ± 4.2 s, 67.5 ± 9.7 s, 95 ± 17.3 s and 135 ± 38.2 s for the Air (ventilated in room air with no fluid bolus), Oxy (ventilated with 100% oxygen with no fluid bolus), NS (ventilated with 100% oxygen with a normal saline bolus), and HbV (ventilated in 100% oxygen with an HbV bolus) groups, respectively, and differed significantly between the four groups (P = 0.0001). The PP20 times in the HbV group were significantly greater than in the Air (P = 0.0001), Oxy (P = 0.007) and NS (P = 0.04) groups. CONCLUSION: Infusion of oxygenated HbV prolongs the time to circulatory collapse during apnea in rats.博士（医学）・甲第680号・平成30年3月15日© The Author(s). 2017 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated

Teacher Education for Social Justice : Case studies of Japanese and Norwegian educators

As a counter-reaction to the neoliberal trend in education, there has been an increasing emphasis on teacher education for social justice. To make schools inclusive for everyone, it is vital to encourage not only minority and/or marginalised pupils but also to develop respect for diversity and a disposition to social justice among powerful majority groups. Thus, teachers need to be capable of cultivating classrooms as inclusive and culturally sensitive learning communities. The role of teachers as agents of social justice can be considered an extension of professionalism that should be addressed in initial teacher education. Arguing for different approaches to educate justice-oriented teachers, this paper scrutinises how educators’ beliefs are reflected in their practices and what curricula and teaching approaches are employed to help student teachers prepare for culturally diverse classrooms. Drawing on Nancy Fraser’s conceptualisation of justice, this paper examines narratives of teacher educators and their curricula using a framework of three concepts of justice: redistribution, recognition, and representation. In order to make suggestions for effective teacher education for social justice in a society where cultural diversity has not been well recognised until recently, we examine experiences from teacher educators who prepare their students to teach English in Japan and Norway

How Has Japanese Social Studies Perceived about “Learning about Controversial Issues”?: Literature review on the Japanese articles

Currently, there is a growing policy interest in learning about controversial issue as part of voting learning against a backdrop of social change. However, the study of controversial issues in social studies education began already in the 1970s, and a certain amount of research has been accumulated up to the present. This paper examines the previous studies related to ‘learning about controversial issues’ from the perspective of “educational borrowing” in order to the characteristics of Japanese educational research. A literature search of CiNii and Google scholar database was conducted, using the following key words: Ronsomondai (Controversial Issues), Gakushu (Learning), Syakaika (social studies), Jugyo (Lesson). The findings reveal that these studies have been reflected by Japanese context around academic, policy and practical context. Learning about controversial issues could support existing social studies theories, but it also gives questions existing social studies practice