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The purpose of this paper is to introduce a case study which describes a student's behavior transformation and learning through the author=teacher's creative dance classes. The descriptions in this study were made from careful observation of the changes of a student's behavior in classes and relied on “action research" as a method of analysis. In the action research,a teacher becomes researcher and she conducts research on her own teaching. The notation “author=teacher" shows such characteristic of action research. This paper focused the attention on a student who had problems with human relations in the author=teacher's creative dance classes. The process of the behavior transformation of the student in four time classes was described. At the end the student could join the group and participated in the dance performance in which the theme of the creative dance was their experiences of school trip to Hokkaido. This paper took up the broad conception of learning as dialogues with the object-world, the self and the others. These three aspects of learning were searched in the student's behavior transformation in the creative dance classes. Although the learning of the student was not so simple, we could find the intersection of the learning and evaluate the learning of the student and the author=teacher's creative dance classes as well. However, we clearly have to continue these kinds of description on the classes as case study and action research.

In September 2000, the Ministry of Education established so-called Xinjiang classes at 13 senior high schools in 12 cities including Beijing, Shanghai and Tianjin. One thousand students from Xinjiang Uyghur Automous District were enrolled. In 2012, these figures increased to 8030 students at 85 senior high schools in 44 cities respectively. The students consist of 10% of Han Chinese peasants and farmers' children and more than 80% are ethnic minority peasants and farmers' children. Number of minority students admitted to the Xingjiang class is distributed by the percentage of each minority group in Xinjiang Province. Also, students must have good examination results in order to be accepted into the senior high school classes. This paper will discuss the requirements for students admitted to the Xinjiang classes, i.e. the students'academic ability, the rationales behind the percentage of minority students in schools, the geographic distribution of students and the types of schools. This paper will also deal with the objectives, requirements, and methods of recruiting students in order to clarify the government's policy intention on fostering the human resources of ethnic minorities and to analyze how it works out in the Xinjiang classes.

This paper examines time spent on housework by not working husbands. Analyses in this paper are based on data of 2006 Survey on Time Use and Leisure Activities conducted by Statistics Bureau, Ministry of Public Management, Home Affairs, Posts and Telecommunications, Japan. Housework includes cooking, cleaning, laundry, caring for adults, household chore, child care and shopping. Not working husbands spent more time on housework than employed husbands on weekdays. On Sunday, the amount of time devoted to housework by not working husbands was the same as employed husbands. Not working husbands at the child care period devoted a large amount of time to housework. Not working husbands with employed wives spent more time on housework than those with not working wives. Not working husbands, however, did not replace their wives as the primary person responsible for the housework.

The aim of this paper is to determine the need of "understanding as a membership of the society" in teaching expository texts. Reading it demand the readers to read with thinking what the writer is trying to say (the third stage) and a selfawareness reading (the fourth stage). The third or fourth stage is based on the theory of the reading phases what Dr. Hirohisa Yoshida has discussed about reading expository texts. When a reader goes on read in the third or fourth stages, it is necessary to recognize "space of the argument" (or the context) that Dr. Hirotaka Nanba has discussed. In reading of expository texts, text or "space of the argument" mean "actual world". The "actual world" is world we live. It is necessary for the readers to conscious that they compose "space of the argument" themselves. The consciousness draws on reader to utilize existing knowledge. In this case, to utilize existing knowledge involve to utilize scientific concepts. To recognize "actual world" in particular, it is efficiently to read expository texts with "social cognizance". To read "space of the argument" with "social cognizance", and to have the consciousness of readers themselves are membership of the space lead to read the text on even ground with the author. In this paper, I describe the reading as "understanding as a membership of the society".

This paper examines the reductive arguments about personhood in bioethics in order to illustrate a relational aspect of the concept of a person. First, the paper investigates Michael Tooley's claim that we cannot resolve the problem of abortion unless we define the concept of a person that entitles an individual to the right to life. According to him, self-consciousness is the crucial ingredient of that definition. Thus, a severely disabled child or a fetus might not have the right to life because it is unable to be aware of itself. Second, this paper, by focusing on analytic-philosophical approaches to John Locke's conception of a person, shows an interdependent relationship between the first-person authority and the third-person criterion in our ascribing consciousness to another person. Analytic-philosophical approaches suggest (1) that self-consciousness is not necessary to express oneself, and (2) that the first-person authority for expressing oneself must be judged from the third-person criterion which consists in an observable behavior. This suggestion implies that we should pay attention to the interdependent relationship when we ascribe consciousness to children in bioethical and educational contexts.

The purpose of this paper is to examine "Learning How to learn - In Classrooms, Schools and Networks Project" by Mary James et al. to gain more insight into Teacher Learning from a Management perspective. Their project set out to investigate two key questions; (1) How can learning how to learn practices be developed and embedded in classrooms without outside support? (2)What conditions in schools and networks support the creation and spread of such knowledge and practices? This paper emphasized the importance of following points in their project; (1) a set of hypotheses with the logic of school context, teachers' professional learning, and pupils' learning and achievement, (2) a distinction between learning how to learn and learning to learn.

The purpose of this paper was to consider new methodology for the study of learning group on the physical education according to the activity theory. In this paper, I mainly examined three theoretical frameworks. Those were the "sociocultural approach" of J. V. Wertsch, the "discourse analysis" of Y. Shoy, and the "activity system" of Y. Engeström. First, the necessity to pay attention to the sense of speech was suggested by the theoretical framework of the "sociocultural approach" of J. V. Wertsch. Secondly, the theoretical framework of the "dual mediated action" and the methodology of the "discourse analysis" of Y. Shoy suggested the possibility that we could consider the sociocultural context in the class, and that the learning activity could be interpreted as the interchange of cognition and communication. Thirdly, the methodology of the "activity system" of Y. Engeström suggested that not only the learning activity about cognition and communication could be interpreted as the "activity system" including the elements of "subject", "tools", "object", "rules", "community", and "division of labor", but also, teachers' educational activities could be developed according to the procedure which included the analysis of the "internal contradiction" and the design of a new activity system.

The purpose of this paper is to examine, in terms of Wittgenstein Philosophy, the concept of joint attention that is endorsed by Jerome Seymour Bruner and Michael Tomasello. Bruner and Tomasello appreciate the problem of indeterminacy of reference suggested by Wittgenstein's notion of ostensive definition and family resemblances. They insist that the concept of joint attention is crucial to solve the problem. However, the concept can be criticized for not considering two points. (1) It fails to see that intentions emerge ex post facto because it presupposes a substantive view of intention. (2) It also fails to recognize that intentions emerge in a certain context. In conclusion, this paper points out that the concept of joint attention need to be examined by Wittgenstein's considerations of intention.

This paper aims to investigate the state of anxiety felt by elementary school pupils while they are in foreign language activities classes. "Foreign language anxiety" is considered to have negative effects to the learners' learning and thus should be taken away. However, the foreign language anxiety has been believed to relate basically to the adult learners and few studies have been conducted which deals young learners' anxiety on foreign language learning. In this paper, about 1,500 elementary school pupils' self assessed state of anxiety was examined. The results revealed the existence of pupils who feel anxiety during the lessons and the factors such as sex, grade, and the experience of learning the foreign language outside of schools have a relation with the degree of anxiety they feel. Also, if the degree of anxiety relates with the pupils' friendly feelings and willingness toward learning the foreign language was investigated and the results showed that pupils have a fair willingness to the learning regardless of the degree of anxiety they feel.

A purpose of this paper is to investigate on the source of the guides for learning in Junior high school Japanese language classes of Hama Ohmura, an excellent secondary Japanese teacher. In order to Ohmura's testimony, her "guides for learning" were influenced by any American textbooks and workbooks for English language learning in 1940s-50s. One series of textbooks, Literature: a series of anthologies (A. E. Cross et.al eds.), which is one of the American Educational Library collections, founded in Hiroshima University Library, was analyzed in this paper. By comparing "the study questions" in the textbooks with Ohmura's "guides for learning" in her practical reports, any considerations were founded. At least, Literature: a series of anthologies seemed to give any hints for "guides for learning" by Ohmura, however, it would be not a only source of it, but also any other textbooks an workbooks used in USA would give any cues for generating Ohmura's ideas of "guides for reading" in 1950s. In addition, Such considerations in this paper would give a significant starting point for investigating a post-WW2 history of Japanese language textbooks and instructions.

The purpose of this paper is to examine the relationship between theories on media education and media educational practices in Japanese language classes in Japan. After having historical overview on media educational theories in Japan, a lesson on the reading material "Media Literacy" (by Akiko Sugaya) were analyzed, and any practical issues were considered in this paper.

The aim of this paper is to explore the problems in the Teaching Assistant System in Japan and to attempt addressing them. In the first part of this paper, the nature of the T.A. System in Japan was identified by comparing it with the U.S. four problems in the T.A. System in Japan emerged from this comparison; 1) working as a T.A. intervenes with the research tasks of some graduate students, 2) the development of their potentials to acquire good teaching skills as T.A. seems to be unrealized, 3) the salary is not enough as a financial support, 4) there seems to be a feeling of T.A.s not being appreciated socially. In the last part of this paper, the attempts of the Ed.D. Program in Hiroshima University to address the above mentioned problems and to seek strategy to improve the T.A. system in Japan were analyzed, particularly its Teaching Practicum aspect. Two results emerged from this analysis; 1) Teaching Practicum is a unique attempt towards a mutual training among graduate students themselves, and 2) through a cycle that involves classroom observation → syllabus construction → review meeting before class practicum → class practicum → review meeting after class practicum, deliberation meeting with student members and advisers, the student teacher is expected to have her/his own teaching abilities improved and developed. The Teaching Practicum in Hiroshima University is an initial attempt to address the two problems in the T.A. System in Japan as mentioned above, more particularly the latter one.

Effects and the content of externalization during problem solving tasks causing different loads on working memory were investigated. Junior college student participants (N = 26) played five three-dimensional versions of number guessing games that directly used working memory resources, either with or without the possibility of using external resources such as papers and pencils. Results indicated that the load of the games on working memory affected the performance of participants. However, there were no differences in performance between participants who did or did not use external resources. Externalization contents that participants wrote on paper were also analyzed. The results indicated that participants tended to externalize all game records compared with parts of these or others, suggesting that game performance was not facilitated by externalization. Results also suggest that game records that were used for distributing working memory resources over external and internal representations have an important role in problem solving tasks.

The purpose of this paper is the development of history learning model based on "Bicultural Integration Learning type of 'Cultural Formation' " for foreign school children. At first I refer to the problems when they learn in social studies class, and I show the neediness of "Bicultural Integration Learning type of 'Cultural Formation' " which aim at shaping the bicultural identity. The second, I adopt the theory of Narratological Approach of history (Yoshikawa, 1993). Therefore I took a person on history who conflict between culture and culture. In this paper, I took "Imoko Ono" who were a ambassador which transported a diplomatic correspondence between Japan and China. And Chinese students interpreted to his actions and sentiments. The result of analyses of their narratives, there are some patterns in their narratives. Some of them are shown the narratives like Bicultural. However, perspectives of the others are dominant cultural.

This paper aims a philosophical discussion on cross-cultural understanding in terms of education to light up the invisible problems concerning the topic, considering the reports of observations at some schools in Melbourne, Australia. This paper consists of three different parts: conceptual descriptions of the similar and more popular word "international education" ; reports of the case observations by the author at schools in Australia; a philosophical investigation of the depth of the problems of cross-cultural understanding and an outlook on the framework. From the philosophical discussion, 1) a complex characteristic of understanding as a dialogue, 2) foreign culture as the Other in a philosophical sense, and 3) cross-cultural understanding based on the continuation of mutuality as moral education, were pointed out in the framework of the problems.

The purpose of this paper is to concentrate the acceptance of the American curriculum studies, picking up in 1970s West erman, and to consider how the American curriculum studies are realized comparing the German traditional „Lehrplan" studies. Until the 19th century, the „Lehrplan" studies, based on didactics, have been lead in curriculum studies. In the 20th century, the American curriculum studies rised, and the American curriculum studies lead today. The „Lehrplan" studies, based on uropean traditional didactics, and the American curriculum studies are regarded as two basic model in present curriculum studies. Since 1990s, the comparison aiming the partnership of this two basic models is picking up. Based on these things, in this paper I regard 1970s when empirical curriculum studies pick up in West Germany as the clue to consider the exchange of this two basic models.

This paper attempts to clarify the characteristics and subject matters of kindergarten headmaster training system in modern China. In this paper, in order to clarify the legislations on kindergarten headmaster training, the author tried to look at the relevant policies on kindergarten headmaster training at central government level after the promulgation of "People's Republic of China Teacher Method" in 1993. Further, it focused primarily on the materials in "a notice about national kindergarten headmaster's qualification, duty and job capability" and the contents of "the opinion about kindergarten headmaster's job training". As a result, we discovered the following points on the characteristics of kindergarten teacher training system. First is kindergarten teacher training system being connected with conditions on appointment or the requirements for qualification and second is that the contents of training had been set by the Ministry of Education. For the subject matter of kindergarten teacher training system, the maintenance of a teacher training system where headmasters themselves can adopt training seems to be important.

This paper surveys the Tsuken island dialect of Okinawa Prefecture, Japan. This paper researches the case particles [ni], [Nka], and [ʃi] which are equivalent to the Japanese case particle [ni]. The following five points are elucidated: 1) The three case particles [ni], [Nka], and [ʃi] are distinguished in usage. 2) When used with a verb with the character of "movement", all three particles are used. [ni] is used when the entity is a person. [Nka] is used when the entity is non-human. [ʃi] is used when emphasising directionality. [Nka] and [ʃi] both have ties to the locative case. 3) Tsuken dialect [ni], [Nka], and [ʃi] stand in the same relationship with [tu] as Standard Japanese [ni] does with [to]. 4) In the function of marking an entity, [ni], [Nka], and [ʃi] have the function of marking the aim of or partner in an action, and form a one-sided relationship with the target. On the other hand, [tu] has the function of marking the partner in joint work and those who operate together. 5) In the function of expressing result, a null-particle, [Nka], and [ʃi] have the function of marking the result of a unidirectional change or an essential change. On the other hand, [tu] has the function of marking the result of bidirectional or mechanical change.

The aim of this paper is to explore the impact of WTO/GATS on Japanese Higher Education and examine challenges for internationalization of universities in Japan. WTO/GATS recognize education as "service" and barrier has to be removed to trade fairly among countries. This idea is very different and new from the one in the past which recognize education either "private" or "public." First, this paper overview the trend of market of international students in the world and discuss the issue in Japanese higher education. Secondly, it examines the result of questionnaire research which was conducted to examine perception toward impact of WTO/GATT issue among presidents of Japanese universities and researchers on higher education. Finally, it examines issues and problems of Japanese universities from the perspective of "import" and "export" of higher education service.

This paper aimed to explore a new type lesson plan connecting learning objectives to long-term educational aims. To this aim, we examined the W. H. Peterßen's WPM model which is close to our idea. At first, we introduce the concept and theory of WPM model. Next, we introduce the examples of lesson plan, the examples of Grundschule and Hauptschule in this paper and Realschule and Gymnasium in another paper. After these examination, we argued the educational meaning of WPM model.

This paper examines the historical development of university-managed enterprises and explicates the function and features of these enterprises. In the light of the socialist educational idea, that education must be combined with production labor, Chinese universities established factories and farms since the foundation of the People's Republic of China. At first, the main tasks of these university-managed enterprises were to support the university teaching, to implement practical training for the students and to a very small extent to develop new products. Since the 1990s, along with the cooperation between industry and the academic world, the expansion of autonomy for universities and the diversification of financial resources of universities, the Chinese government adopted a series of preferential policies, including a preferential tax policy, toward the university-managed enterprises and these enterprises obtained a significant development. The university-managed enterprises played a positive role in raising the income for the universities, solving the problem of lacking financial resources, creating employment for the extra university staff, and improving the efficiency of university facilities. This paper analyses the change of the functions of university-managed enterprises, classifies these enterprises into several groups and examines each group by a case study. The university-managed enterprises take the advantages of technological resources to transfer the outcome of research to product and promote the reform of Chinese industrial structure. However, this paper considers that scientific and technological enterprises are declined because of the severe market competition, and the university teaching are somehow influenced by the enterprises. Finally, this paper argues that universities can provide scientific and technological support to the enterprises but should not manage enterprises directly, although these universities-managed enterprises have played a certain role during the high education reform.

The purpose of this paper is to review the trends and problems of previous research studies related to the determinants of assertive behavior. In earlier researches, the effects of various personality factors have been identified as determinants of assertive behavior.However, while these studies have provided investigations into factors such as irrational beliefs and self-esteem, there is a need to expand the research efforts. Currently, there is lack of investigations pertaining to the effects of the environmental factors, and the effects of the interaction between personality and environmental factors upon assertive behavior. These deficiencies have rendered previous inconclusive studies requiring further investigations. Therefore, this paper will advance the research effort by providing comprehensive perspectives of both the personality and environmental factors.

The aim of this paper is to review the researches on the cultural diversity in the United States, especially in childcare. In this paper, the researches on childcare for minority children were divided into four categories; the researches about the relationship between teachers and minority parents, teachers education, education and educational resources for minority children, and welfare for minority children and their families. Through reviewing them, the problems of teachers' assumptions and the importance of discussions about teachers' competencies to educate minority children and to communicate with their parents were suggested. Teachers' attitudes to respect the cultural diversity toward minority children and their parents were needed in childcare.

The aim of this paper is to extend the application of a previous analysis of simple honourific expressions to modifier expressions including honourified adjectives. The morphological differences between honourific verbal predicates and adjectival predicates, and the identification of the target of honourification are examined. The author has proposed in previous papers an analysis of Japanese honourific constructions, based on the theories of light verbs and agreement. That proposal was made on the basis of expressions including honourified verbs and nouns. The previously proposed analysis is applied in conjunction with a structure of the adjective modifier construction similar to the relative clause structure.

The purpose of this paper is to characterize the comparative education subjects offered in different programs in different foreign universities. As a subject, comparative education has not been firmly institutionalized in education programs in Japanese universities. There was a movement which aimed at making comparative education as one of the mandatory subjects in the teacher training program, however it was not successful. To date, comparative education subject has been offered in various programs in universities without questioning its appropriateness in each program. Thus, this paper considered the importance of teaching comparative education in relation to a particular program. To consider how a comparative education subject can be appropriate to a certain program, the researchers made use of the programs in Japanese universities where comparative education is being taught, namely: liberal arts education, teacher training, and specialized area study. The researchers attempted to classify the data on comparative education subject using the three programs. The data were collected from different universities in different countries mainly through the internet and partially through field work. Among 269 cases (i.e. comparative education subject) which were found, 176 cases were analyzed and classified since they have clear description within a certain program. The analysis and classification of the cases took into account the nature of universities in different countries. As a result, 11 cases were classified under liberal arts in the undergraduate program level. 69 cases under teacher training course specifically, 38 cases in bachelor level and 31 cases in graduate level. 112 cases under specific area study, 43 cases in bachelor level and 69 cases in graduate level. Discussion on the similarities and diversity of the subject between and among the three types of programs was given.

This paper describes the history of reception and conflict concerning the words "Christão" and "Christian" in the Kyushu district of Japan. In conclusion, the following results were determined;[kiriʃitaŋ] derived from Christão (Portuguese) came to be used after the 16th century in Kyushu district of Japan. Since the Japanese government forbade and repressed Christianity from 1587 to 1873, [kiriʃitaŋ] came to be used as a discriminatory way of speaking. In the Nagasaki area, many discriminatory terms ([gedo:], [a:meŋ], etc.) were made in conscious discrimination against Christianity, and were used along with [kiriʃitaŋ]. Now, discriminatory attitudes are fading and so too the discriminatory use of [kiriʃitaŋ], [gedo:] and [a:meŋ] is gradually disappearing. On the other hand, [kurisuʃaŋ] derived from Christian (English) after the middle of the 19th century, without a discriminatory meaning, has come to be used throughout most of the Kyushu district. This paper is the first trial of interpretational research on a linguistic atlas of Japan, showing that usage of dialect was influenced by a sense of religious discrimination.

This paper includes Christoph Jaffke's statement concerning some aspects of English education for children originally presented at a lecture at Hiroshima University. He was a visiting professor at HU from January to June, 2005. Three points were taken into account: (1) reasons for starting to teach a foreign language relatively early, (2) methodical aspects and choice of teaching materials, and (3) aesthetic considerations. Satoshi Higuchi offered a short comment on Jaffke's statement and practice of English education for children at the end of this paper. Jaffke's brilliant way of teaching based on his abundant experiences indicates that children — even at primary school age — do indeed have a clear appreciative sense for the aesthetic quality of the language they are being offered. A doctoral candidate Nozomu Adachi helped Jaffke's stay and research.

The aim of this paper is to analyze seminal papers about environmental ethic that were published in 1970s in the United States of America. In my opinion the main points of controversy are need for a new ethic, moral standing of natural objects and naturalistic fallacy. The papers I selected here are following five ones: R. Routley, “Is There a Need for a New, an Environmental Ethic ?" ; J. Feinberg, “The Rights of Animals and Unborn Generations" ; C. D. Stone, “Should Trees Have Standing ?" ; K. E. Goodpaster, “On Being Morally Considerable" ; H. Rolston Ⅲ, “Is There an Ecological Ethic ?" Although there are some unsettledness or unclearness in those papers, it is certain that their main ideas had a great influence on the formation of philosophical environmental ethics.

This paper aims to propose a new teaching process which can help students to read argumentative and logical texts critically. Reading texts critically forms the basis of living independently. With this in mind we teach how to read argumentative texts as a major task of Japanese language teaching. However there are some problems to be solved before we accomplish the task. Creating a new teaching process useful for helping students reading critically is one of the most urgent problems we come up against. The new teaching process takes on the character of five problem solving steps: 1) preparing for reading; 2) getting assignments; 3) tackling the assignments; 4) writing critical essays; 5) evaluating the essays written on the step 4. In this paper we focused on the step 1 and 2 steps.

The purpose of this paper is to identify the process and constitution of funding for a public high school, and point out issues in terms of the expansion of school autonomy. The findings of this paper are as follows: (1) The principal's discretionary fund works well for schools with distinctive features. (2) There is a system in which the school's opinion is reflected in the school budgeting process by the board of education. However, (3) the school budget allocated by the board tends to be the minimum standard cost to operate the school. In addition, (4) there is not a well organized system in which teachers participate to discuss the school budgeting. It is expected that school budgeting based on policy evaluation will be promoted for more effective use of the resources.

The purpose of this paper is to identify the process and constitution of funding for a public high school and point out issues in term of the expansion of the school autonomy in a case of. 'Y' Prefectural Board of Education and 'S' High School. The findings of this paper are as follows; (1) The system receive a school opinion in budget compilation is not constructed practically. (2) In 'Y' Prefecture, there is not the fund based on principal discretion in the framework of budget. Consequently, (3) in the case of 'S' High School, the subvention from supporter's organization is only fund that principal can use with his own discretionary power.

Time use is usually analyzed from the individual aspect, not from the household aspect. Even when time use is examined from the viewpoint of the household, only husbands and wives are included in the analyses and children or parent/parents in the household are not focused on. This paper examines time devoted to unpaid work by all family members aged 10 years and over in the same household. Analyses in this paper are based on data of 2001 Survey on Time Use and Leisure Activities conducted by Statistics Bureau, Ministry of Public Management, Home Affairs, Posts and Telecommunications, Japan. Unpaid work time was analyzed by usual economic activities of married couple and family type of household. Female parents in dual-income families devoted more time to unpaid work than those in families in which only husbands did paid work. Wives living with children and parent/parents in dual-income families spent less time on unpaid work than those living with children and without parent/parents in dual-income families. Husbands and children in dual-income families did not necessarily devote more time to unpaid work than those in families in which only husbands did paid work. Interactions among family members reflected in the use of unpaid work time were cleared up.

This paper is designed to assist management development tutors, course directors, universities and other providers in implementing education and training for aspiring and incumbent headteachers. The purposes of the paper are to focus on 'competence' and to explore the background and theoretical framework of the occupational standards approach, which is one of the competence-based approaches. The main stress of competence falls on 'able to do', rather than just 'knowing'. This idea has been very influential to the business, education, and other professional world. The occupational standards approach stresses the performance required of headteachers in terms of outcomes. This provides a basis for the National Standards for Headteachers, and national training programmes in the UK, e.g. National Qualifications for Headteachers (NPQH), Headteacher's Leadership And Management Programme (HEADLAMP). Examining on this approach is apparently useful in establishing the professional schools and the Master courses for headteachers in Japan. The structure of the paper is as follows : Chapter II presents the background that the occupational standards approach has been introduced to education and training for headteachers. The following points need to be emphasized : first, the shift of the aim of training from learning academic knowledge to improvement of performance, second, the need for quality assurance by setting the standard and the qualification system. In Chapter III, the theoretical framework of the approach is described. This chapter is divided into 6 sections which characterize the approach and each of them is examined : job demands, functional analysis, the process of developing the standard, professional development, assessment and purposes of using the standards. Then finally, I conclude by stating some problems the occupational standards approach has.

This paper is intended to discuss the education by means of the experiment and practice in higher technical schools in modern Japan. This paper is focused on especially Hiroshima higher technical school. The findings of this study are as follows : (1) The fundamental education for engineers was thought as important in Hiroshima higher technical school. (2) It was thought that fundamental education was important in order to utilize in the spot. (3) In the education of Hiroshima higher technical school, the experiment and practice were taken in positively. (4) Hiroshima higher technical school purchased experiment equipments and machines every year, for corresponding to technical innovation. (5) The education of Hiroshima higher technical school shows the typical technical education of Japan.

The purpose of this paper is to consider the meanings of the recent policies of National Council for Accreditation of Teacher Education (NCATE) through analyzing these policies. NCATE is a professional accreditation agency focusing on teacher education units. The Department of Education and the Council for Higher Education Accreditation approve it. Thirty-three organizations, such as National Education Association, National Council of Teachers of Mathematics, and American Association of Colleges for Teacher Education, form NCATE and about 550 teacher education units are accredited. In recent years, NCATE took three main actions to make its accreditation more active. First, NCATE revised its standards in 2000. Second, NCATE made partnership with most states in regard to the states' approval systems of teacher preparation programs. This policy began in 1980s, but from the late 1990s the number of states which made partnership with NCATE increased. Third, NCATE worked with Interstate New Teacher Assessment and Support Consortium (INTASC) and National Board for Professional Teaching Standards (NBPTS) and connected its standard with INTASC's and NBPTS's standards for the quality assurance of teachers. In this paper, I consider the meanings of these policies and focus on the objects of NCATE as a professional accreditation agency. NCATE's objects are "accountability" and "improvement". These correspond to the objects of accreditation-"quality assurance" and "quality improvement". Accreditation organizations, including NCATE, play a role in assuring and improving the quality of target institutions through accreditation. However, analyzing the recent policies NCATE is driving forward, I point out that these policies emphasized quality assurance of teacher education units rather than quality improvement.

The aim of this paper was to examine appropriateness of the means and procedures on negative priming task and concepts on inhibition theory (Tipper & Cranston, 1985). In negative priming tasks, when subjects response a stimulus, which was ingnored in the previous trial, the RTs were significantly delayed. This is familiar enough phenomenon, which was known and described as "negative priming effect". One of interpretations of this phenomenon is inhibition theory. According to this theory, when subjects ignore distactors in N-1 trial, inhibition mechanism keeps the representations of the distractors suppression. Thus, in N trial when subjects response the stumulus which was a distractor in N-1 trial, activation of the representation require time. In this paper, I demonstrated that this theory is circular reasoning.

This paper resituates Thomas Whythorne in the music history of England. Whythorne was unknown even at his period, although he had published his music twice. Sadly enough, his music had been estimated to be 'second-class', until when a part of his music was transcribed and published in 1927. Since then, his music has been re-evaluated in the flourishing of secular songs in late 16th century England. The author of this paper would reveal that his significance was not only in that point, but also in the music education of that period. For this purpose, it would be unveiled the educative features of his second music book, Duos, or Songs for Two V oyces (1590).

What is aimed at in ""speaking and listening"" educational research of Japanese language education? In ""speaking and listening"" educational research of Japanese language education, I took up some papers considered to be typical, and considered how the educational target is discussed in each paper. In traditional ""speaking and listening"" educational research, the learner who can make an appropriate and just judgment, without being influenced by a direct desire, direct will, and feeling aims. The capability to perform appropriate judgment was understood to be able to communicate, and rhetoric was asked for the basis of judgment. However, I think that the thought of ""speaking and listening"" education is not in Logic, but is in clinical philosophy, phenomenology, or cultural anthropology. The target and the curriculum of future ""speaking and listening"" education must be constructed through examination of the thought which had a ""fresh"" character of a man in the core who generates new learning, while being seriously damaged.

On this paper, I considered the political concept of Kido Takayoshi in order to reveal when he planed for the Tobaku. He intended that the war between Tokugwa shogunate and Choshu-Han prevented Tokugawa shogunate from recovering his authority. After the War, he required Tokugawa shogunate to return administrative power to the imperial court. He designed that the nation united around the imperial court in pressure of foreign countries. A result of consideration, this paper revealed, although he did not plan for the Tobaku, he planed to eliminate Tokugawa shogunate for achieving the Oseifukko.

The reading materials in the English textbooks for Japanese high school students are often the rewritten version of the originals. In many cases, post-reading activities are added to those adapted materials. The purpose of this paper is to demonstrate and to analyse the effectiveness of the rewritten materials for the readers. Also, this paper discusses what postreading activities should be like. There are some suggestions for these activities that have been introduced and tried in actual classes. Considering the fact that most of the reading materials on the text are rewritten, studying the materials through comparison with the originals can be rewarding for teachers.

The purpose of this paper is to consider the factor which makes it difficult for the teacher to recognize an " event " about the class. In this paper, it set the hypothesis that teacher's consciousness of the formulating a teaching plans determines the conduct of the teacher. Then it pointed out that the fact of teacher's consciousness had two viewpoints . The one is the viewpoint of the researcher, and the other is the viewpoint of the teacher. Then if teacher adopts the former's viewpoint strongly, the conduct of the teacher in that class tends to be solid. In order to avoid fixing conduct, teacher examines his consciousness. In conclusion, teacher has the dilemma between the theory and the practice. But this dilemma makes students the formation of learnig.

This paper begins by pointing out that studies on information searching behavior have focused on OPACs and other online databases. It then moves to the discussion of the Internet as a source and channel for information dissemination. Compared to online databases, the Internet differs in that it is networked and contains heterogeneous information, thus imposing cognitive load on the part of the searchers. At present, however, while some studies have been done to determine the metacognitive processes that occur while retrieving information from the Internet, these studies have not delved into this issue in-depth. This paper then highlights the need for more in-depth studies that will enhance understanding of the metacognitive processes used by searchers. There is also a need for research to identify appropriate instructional methods to develop searchers' skills in retrieving and judging the relevance of the information.

The constituent attached nado (it is hereafter called nado phrase) illustrates the contents of a following noun phrase, without any adnominal marker (e.g.-toitta). This paper consid-ers the difference between nado phrase and adnominal constituent, and examines a gram-matical status of this kind of nado-phrases. This paper discusses the order of nadophrase and modifier of the following noun phrase. Our finding is that nado-phrase can change the position only with a non-restrictive adnominal constituent. This is because nadophrase has a function as jouhou-fuka' (i it is used to append additional information to the head noun), which is the same as non-restrictive constituent. However, nado-phrase carries out the modification not of a mere noun phrase, but of a noun phrase as a constituent of a sentence. Moreover, this type of usage is only a part of the whole usage of nado-phrase. It is neutral whether nado-phrase modifies a noun phrase or another constituent, and the function of nado phrase derives from iche relation of the semantic contents of the nado-phrase itself and a following constituent.

The purpose of this paper is to identify the system of the teachers' collective bargaining in California State, U. S. A. by examining three laws for collective bargaining for public employees. The three laws are the Educational Employment Relations Act which was enacted in 1975 and covers public school employers and their employees (which appears in the California Government Code, §3540-3549. 3.), the Ralph C. Dills Act which was enacted in 1977 and covers state employer and their employees (which appears in the California Government Code, §3512-3524.) and the Meyers-Milias-Brown Act which was enacted in 1968 and covers local government agencies and their employees (which appears in the California Government Code, §3500-3510.). The findings of this paper are as follows. First, the right to form, join and participate in the activities of employee organizations for teachers is guaranteed more powerfully than that for other public employees. Second, the system of the teachers' collective bargaining provides more details than that for public employees'. Totally, the power of the public educational employees' organizations is stronger than that of the public employees' organization.

This paper aims to describe the "University-to-Work" in Finland by analyzing its policies and practice, focusing on the strengthening of its relevance to education, society as well as to the labor market and on the introduction of university based guidance service. The 1990s is the decade of violent change for Finnish universities. As a result of these changes, problems have arisen in its transition process. First, academic graduates did not recognize the changes in the placement pattern. Second, unemployment rate of academic graduates rose because of the economic and social changes in the beginning of the 1990s. Third, disparity among academic disciplines in unemployment rate of academic graduates tends to expand. To solve these problems, Finnish Ministry of Education has drawn up policies that enable the smooth transition of the "University-to-Work." These are included in the policy papers called National Development Plan for Education and University Research. Likewise, annual reports with regard to university management have been published. Central to these policy papers are the strengthening of the relevance and relationship of education, society and labor market as well as the introduction of the university-based guidance services. They lead student to change their views to work and "University-to-Work" process. The reason why the ministry gave emphasis on them are ; (1) to establish contacts on possible employment, (2) to meet the social and labor market demands. In these policies, the ministry encourages both universities and employers to contact each other, and the university to reflect on social and labor market's needs. The Policy with regards to "University-to-Work" give us two assumptions. First, Finnish government recognizes that the university education should not neglect the needs of society and labor market because of its social role and accountability. Second is the importance of improving the "University-to-Work" transition in order to change the students' view.

The purpose of this paper is to examine teaching competence of "Kyosyoku-Nyumon". It is examined by analyzing two questionnaires about student's ambition to teacher and evaluation of teaching, and one student's report on "did you wish to be a teacher by taking this lesson?" The major purpose of "Kyosyoku-Nyumon" is to teach the significance of teaching. In teacher education curriculum, "Kyosyoku-Nyumon" is the initial subject. So, it is considered that it highly impacts on student's ambition to be a teacher. The results of this paper are as follows : 1. knowing the current situation of teachers (employ standard of conduct, teacher's burnout and school non-attendance), some students are worried about being teachers. But most of them do not care that situation. 2. Most of students need a teacher of "Kyosyoku-Nyumon" to admonish students who have a poor attitude in class. It is necessary to improve teaching competence of "Kyosyoku-Nyumon". To improve their teaching competence, the class size of "Kyosyoku-Nyumon" has to be smaller.

The "ke- -an" passive in Bahasa Malaysia is said to have similar semantic features as the Indirect Passive in the Japanese Language (Indirect Passive is a passive sentence which does not have a corresponding active sentence and expresses adversative meaning en-countered by the subject=experiencer). However some Indirect Passive sentences are ex-pressed with the "ter-" passive, meaning that the "ter-" passive also has similarity with the Indirect Passive. This paper examines the features of the "ter-" passive by using concrete examples and points out that both "ter-" and "ke- -an" passives express adversative influ-ence. However, the "ter-" passive only corresponds with the Indirect Passive semantically, but not in the morphological and syntactical aspects. This paper concludes that in Bahasa Malaysia, there are two passive expressions to express the adversative meaning found in the Indirect Passive. In addition, it is found that the "ter-" passive not only has the features of the Indirect Passive, but also has the 'accidental' meaning as in the Japanese TE-SHIMAU expression. Finally, the interesting and significant finding of this paper is that both Japa-nese Language and Bahasa Malaysia have different expressions for sentences with and without adversative meaning.

The purpose of this paper is to clarify the functions of adverbs used additionally in the 'Amakusabanheikemonogatari" 'Amakusabanheikemonogatari "is a Japanese textbook for missionaries written by Fabian in 1592, based on the "Genkyobonheikemonogatari written in the Kamakura Era. In this paper, I point out the following points. (A) There are 119 more adverbs used additionally in the "Amakusabanheikemonogatari" compared to the "Genkyobonheikemonogatari" (B) These adverbs are classified into three types, the modal adverb, the degree adverb, the state adverb. (C) Among these three, the modal adverb is the most adverbs used additionally in the "Amakusabanheikemonogatari"

In this paper, I picked up Katsumi Masuda’s statement about clssical literature education. Through these statements, I point out something as below. (1) Masuda considered classical education as classical literature education. (2) Masuda considered classical education as human formation. (3) Masuda has students read the way of view and thinking of the author’s thing from the classical literature. (4) Masuda has students read the activity of the characters from the classical literature. (5) The background of Masuda’s idea was the cultural movement of the 1950s.

In education, “body” and “language” tend to be captured in a divided and limited context. For example, the body is mainly dealt with in physical education, and the language limitedly within the learning of Japanese and foreign languages, with emphasizing the physical body, language system, and its rules only. They have, however, broader meanings and possibilities. The body is deeply related to emotions, thoughts, knowledge, and learning, and the language with its relevance to images and metaphors can be extended to the bodily dimension. To support this understanding of broader concepts of body and language, somaesthetics and the linguistic theory of Saussure can be considered as a theoretical background. In this sense, this study focuses on the practice of Steiner education. Even though there are raising concerns regarding its controversial “philosophy,” it is undeniable that the practices have excellent implications for contemporary education, especially regarding body and language. For example, Eurythmy in Steiner education reflects the meaning of the body extended to child development, rhythm, music, and language. In this manner, this paper focuses on the practices of Steiner education from the viewpoint of body and language. This study aims to explore the possibilities of “body” and “language” in education as seen in Steiner education practice, and based on this, proposes practical examples for the Japanese curriculum.