An opinion paper : The right to choose the daycare center

本意見書は、2003年1月20日付けで大阪地方裁判所第7民事部に提出した「意見書」(平成14年(行ウ)第173号保育所廃止処分取消等請求事件)の全文である

A Comparative Analysis of Assessment Practices in Burkina Faso and Japanese Primary Schools

Burkina Faso has implemented many educational reforms until today, but the quality of learning remains as a challenge. Research suggests that methods of assessing students are one of the most significant influences on their learning. Therefore, our study focuses on continuous assessment and analyze the issue of low performance, from the perspective of assessment policies and practices in Burkina Faso primary schools. Since the Japanese education system ranks among the best in the world, the study compares the assessment systems in both countries and highlights differences and similarities and suggests that there is much for Burkina Faso to learn from Japan. This paper aims at investigating policies and practices of classroom assessment and identifying related issues in Burkina Faso by presenting and discussing the result of literature reviews conducted in both countries

Quality of Mathematics Education in Burkina Faso Junior High School : Prescriptions, Practices, and Issues

The purpose of this paper is to find the issue of mathematics education at junior high school in Burkina Faso. We start by a prescription of mathematics teaching in the curriculum related to 1) objectives, 2) pedagogical methodology including methods of teaching and lesson structure, and 3) student\u27s performance. Then, we will analyze what is obtained in the practice, and the problems that need to be confronted. From this analysis, we will find some recommendations to improve mathematics teaching and learning at junior high schools in Burkina Faso

Changes in qualities and abilities of Japanese teachers through participation in Global Lesson Study on mathematics

[Purpose] The authors aim to determine the effects of Global Lesson Study (GLS) - a two-year, one-cycle program defined as “international cooperative lesson study through international exchange among teachers using ICT” - on intercultural competence for lesson study based on pre- and post-survey conducted for Japanese teachers. [Design/methodology/approach] In accordance with the GLS program, mathematics lesson studies on mathematics between Japanese and Singaporean elementary school teachers were conducted over a two-year period. Questionnaire surveys on intercultural competence for lesson study was conducted using 7-point Likert scale and descriptive questions with Japanese teachers (N 5 5). Analysis of Wilcoxon’s signed rank test and correlation analysis were conducted. [Findings] Followings are identified as the effects of GLS for Japanese teachers: (1) Japanese participants felt improvement of their competence in areas of attitude, internal outcomes and outward impact. (2) Participating in a GLS led to the improvement of Japanese teachers’ qualities and abilities for subject teaching related tomathematics education. (3) Improvement of intercultural competence for lesson study was related to each other, and GLS led to improvement of these competences. (4) It was meaningful to have a two-year period to assimilate and adjust to independent experience of the host and guest. [Originality/value] The GLS led to teacher empowerment among this sample, not only as cooperative research, but also at the individual level of teachers where participants continued to develop lessons based on the GLS learning after study completion. This has important implications for the implementation and dissemination of the GLS

Transformation of Mathematics Classes through Global Lesson Studies

In this study, based on the Global Lesson Study (GLS) program, a mathematics lesson study was conducted between teachers in Japan and Singapore, with Singapore as the host school. During the GLS process, the childrenʼs ideas̶diff ered greatly between the two countries̶were shared, and the lesson plans were improved to move toward integrated learning, which could not have been conceived during the in-school research discussions in Singapore, and then, the improvements were refl ected in the lessons. This suggests that GLS is eff ective in improving the teaching of Mathematics

The Potential of the Global Lesson Study as PDCA+E : Verification through a Case Study in Mathematics

In this study, based on the Global Lesson Study (GLS) program, an mathematics lesson study was conducted between teachers in Japan and Singapore, with Japan as the host school. In the process of the GLS, it was confi rmed that the GLS functions as a Plan-Do-Check-Act (PDCA) cycle and that it is eff ective to implement the GLS in a two-year cycle when it is implemented among in-service teachers. As an “Extension”, we proposed the following two points: (1) the possibility of action research by combining survey research and classroom practice, and (2) the possibility of a “GLS package” in the context of international educational cooperation