Developing An Assessment Framework For Cultural Responsiveness Through A Japanese Program In A Southeastern University

As its paralleled learning goals for students toward an increasingly globalized world, the Japanese program in a state university in North Carolina lists language fluency and cultural responsiveness. In order to evaluate students’ language fluency, the program adopted the Oral Proficiency Interview (OPI) and the Japanese Language Proficiency Test (JLPT), however, no evaluation tool for cultural responsiveness was available. Therefore, in this study, the researcher created an assessment framework to evaluate students’ development of cultural responsiveness while they pursue the minor or Interdisciplinary Studies Undergraduate Degree (ISUD) in Japanese Studies. The assessment was designed to provide answers to the following research questions: 1) How can students demonstrate cultural responsiveness within the program setting? 2) how does the cultural responsiveness assessment framework allow the program faculty to determine that students have strengthened cultural responsiveness? and 3) how will the program’s assessment framework document students’ descriptions of their cultural responsiveness? The assessment consists of the three steps: 1) Written self-reflection; 2) informal group conversation among students; and 3) one-on-one interview with the program faculty. It is grounded in the concept of cultural responsiveness, which is one of the four transferable skills developed through the university’s newly implemented quality enhancement plan (QEP): Degree Plus: Furthering students’ development through intentional extracurricular involvement. After the assessment is pilot-tested by the program faculty, the Degree Plus-Cultural Responsiveness Rubric Scoring created by the researcher and narrative research design will be utilized to analyze the data. It is recommended that Program faculty share the results with the Center for Career and Professional Development, in which Degree Plus resides and the Office of Institutional Planning and Effectiveness (OIPE) as a part of the program’s Continuous Improvement Report (CIR). The data will be also presented in the Department of World Languages, special interest groups of American Council on the Teaching of Foreign Languages (ACTFL) such as Critical and Social Justice Approaches, American Association of Teachers of Japanese (AATJ), our regional branch Southeastern Association of Teachers of Japanese (SEATJ), etc. for further development of world language education

The influence on the family of mother's staying away from home in order to take care her child who is suffering from a disease at a hospital -Psychosomatic changes in children left at home-

The self administered questionnaire survey by mail was done by 135 mothers having been away from their home in order to take care of their children treated at the university hospital and having left her other children at home. Data on the psychosomatic changes of 172 children cared for by persans other than their mothers during their mothers' absence were obtained. The relationship between psychosomatic influences on these children and the situation they were put in was statitically analysed by X(2) test and multivariate analysis with Hayashi's type 2 quantification. The results showed that whether there was an influence on children or not was affected by some factors such as their age, who took care of them and the duration of the mothers' absence. According to their ages, a variety of different psychosomatic influences was found. The most frequent influences are emotional ones (69.1%), followed by behavioral ones (18.6%) including 8 cases of children refusing to go to school or nursery school. These findings are instructive for nurses who give advice to mothers in such situation

A case study of continuing teacher professional development through lesson study in South Africa

We consider the professional development of in-service teachers and review traditional development efforts that have been used in the past. An alternative form of professional development using Japanese lesson study is proposed and discussed as a possibility. A case study involving the Mpumalanga Secondary Science Initiative, where lesson study was used, is described and its efficacy reviewed. The project was aimed at improving mathematics and science learning of secondary school learners using lesson study for teacher development. The discussion concludes with a reflection on the outcomes and efforts of the project

ガッコウ オヨビ ガッコウ キョウイク ノ ヤクワリ ニ カンスル チョウサ ホウコク : ミナミ アフリカ ノウソン チイキ デノ フィールド・ワーク カラ

This study reports about two fieldworks conducted in rural area in South Africa. The objectives are twofold: To learn how stakeholders on education expect out of schools and school education and to find out how secondary school students experience their schools. The results suggest a gap between the expectations and what school and school education offer

南アフリカ共和国初等算数指導主事の授業省察力育成の試み

2016年～2017年，国際協力機構（JICA) は，南アフリカ共和国初等算数教育の改善を支援する目的で州教育省指導主事を招聘し，鳴門教育大学において国別研修南アフリカ「初等算数科における教員の授業実践能力向上」を実施した．研修目的の1つは，授業研究を通じて教員の現職教育をどう実現するかを理解することであった．研修開始時， 終了時の調査から，参加した南アフリカ共和国指導主事の省察力（省察量・省察内容・ 省察レベル）に研修プログラムの効果が認められるかどうかを検討し

カンボジアにおける教員養成学士化の動向

近年，カンボジア，ミャンマーでは教員の質の改善の一環として初等教員養成学士化の動きが活発化している．カンボジアではドナーや国際機関が教員養成改革を支援しており，日本（国際協力機構：JICA）もその例外ではない．本研究は，カンボジアにおいて初等教員養成の学士化が改革政策として議論される文脈を把握し，初等教員養成学士化計画の概要と進捗状況を明らかにすることを目的とする．研究課題として以下の二点を設定した．(1)カンボジアにおいて，初等教員養成の学士化はどのような文脈で，どのような教育課題を解決する政策として議論されたのか．(2)カンボジアにおいて，初等教員養成の学士化を計画・導入する上で，日本の教育経験はどのように活用された（る）のか．本報告は研究課題１に答えようとするものである．そのため，まず，日本の教育開発支援の近年の動向と，カンボジアを含む東南アジア諸国の開発の現状を概観する．そののち，カンボジアの教育開発の成果と課題をまとめ，次にカンボジアの経済開発にかかわる政策文書の分析と照らし合わせることにより，初等教員養成学士化によって解決しようとする教育課題を明らかにしたい

What constitutes effective mathematics teaching? Perceptions of teachers

Beliefs help shape how teachers perceive effective mathematics teaching. Providers of professional development, be they local or from other countries, need to be cognisant of such perceptions. This paper seeks to answer the question, ‘What do South African teachers perceive as effective and ineffective teaching for developing conceptual understanding of mathematics?’ A sample of 46 mathematics teachers was shown vignettes from eight different classrooms where the lesson dealt with some aspect of teaching fractions, and were then asked to comment on the strengths and weakness of what they observed. The comments were classified into seven themes with 18 sub-themes or categories. The majority of the comments focused on two themes, use of materials and modes of instruction. The various mathematical approaches for developing the concept of fractions received little attention. Perceptions of which vignette was considered to be the most effective approach to teaching mathematics resulted in a wide variety of responses. Finally implications for professional development are explored. It is suggested that in-service courses should be geared to what teachers themselves consider best practice, and that reflection on practice should play a more significant role in professional development.Japan Society for the Promotion of Science (Grant number 22653108).http://www.tandfonline.com/loi/rmse202016-09-30hb201

「要支援消費者」概念からみた家計管理支援のあり方に関する研究

日本福祉大学博士（社会福祉学）2022年度doctoral thesi