New Course Of Study Research Articles

Prospects for Map Teaching and Learning Practices under New Courses of Study in Japanese National Curriculum 2008/2009

Prospects for Map Teaching and Learning Practices under New Courses of Study in Japanese National Curriculum 2008/2009

The influence of the new courses of study on statistics education

The influence of the new courses of study on statistics education

Indo-U.S. Ties and the Next Generation of Law Teachers

India faces a shortage of qualified law teachers. According to the proposed legal education reform agenda, national law schools are due to open in each state and the standards at the existing 900 + law schools will undergo review. Indian law teachers will seek training on participatory learning and on skills teaching. They will seek guidance on research strategies. They will develop new courses of study. The new Indian law pedagogy and research culture will evolve in the Indian context with values shared by U.S. legal educators. India Committee members with knowledge and interest in both Indian and U.S. legal cultures can play a supportive role in developing law teacher training resources as India undertakes legal education reform. Among us are attorneys who negotiate Indo-U.S. business deals and represent families with Indo-U.S. ties. There are faculty who teach international and comparative law and who focus on India as they design student projects and conduct research. Attorneys who supervise legal process outsourcing to India have a vested interest in knowing what Indian law students learn about professional ethics, legal writing and research. This article recaps key features of Bachelor of Laws education in India, identifies certain reforms being planned, and suggests several types of resource development to support the work of the next generation of Indian law teachers.

Charakterystyka kandydatów na studia z turystyki i rekreacji na Uniwersytecie Pedagogicznym w Krakowie

In year 2009, Institute of Geography of the Pedagogical University of Cracow created a new course of study, i.e. Tourism and Recreation. A record breaking number of 1022 prospective students applied for enrolment for the first year of study. A great majority of candidates came from the Małopolskie voivodship and the city of Cracow (the total of 65.1%). A significant number of applicants came also from the neighbouring provinces, i.e. Podkarpackie (11.4%), Śląskie (10.1%) and Świętokrzyskie (5.0%). Over 35% of candidates came from rural areas, which constitutes a fairly high percentage value on the national scale, due to the fact that the Małopolskie, Podkarpackie, and Świętokrzyskie voivodships constitute territorial units where rural residents are outnumbered by rural population. Admission was based on applicants’ results obtained in the secondary-school-leaving exam. The recruitment committee calculated the average of grades obtained from all exams, applying 1.5 conversion factor to advance level exams, and 1.5 and 2 conversion factor to the basic and advanced level exam in geography, respectively. Consequently, the highest-scoring applicants exceeded the value of 100%. The highest score was achieved by a candidate from Węgierska Górka (143.83%). The applicant with the lowest score came from Cracow (41.33%). The average grade obtained from the secondary-school leaving exam for all applicants equalled 76%. The majority of candidates were women (72.7%), who also “improved” their results and constituted 80% of students admitted to the first year of study.

新学習指導要領「理科」実施上の課題 : 小・中学校教師が指導上困難を感じる事項の調査から

新学習指導要領「理科」実施上の課題 : 小・中学校教師が指導上困難を感じる事項の調査から

特集にあたって : 新指導要領とリメディアル教育( 東北支部)

特集にあたって : 新指導要領とリメディアル教育( 東北支部)

新学習指導要領と小中学校教員の声 : 教科「理科」関連学会協議会第13回シンポから

新学習指導要領と小中学校教員の声 : 教科「理科」関連学会協議会第13回シンポから

The Practical Subject on Extraclass Activities under the New Course of Study

The Practical Subject on Extraclass Activities under the New Course of Study

Studies on education for radiation and Courses of Study (2009)

The Courses of Study are provided as the standards for educational courses in all schools in Japan. The new Courses of Study have been started this year. In this research, we revealed the ways how to teach radiation using the Courses of Study (2009). Education for radiation was first opened for the third grade of secondary school children. The contents in terms of radiation education in this Courses of Study (2009) are the characterization and application of radiation. To promote this new study courses, the knowledge about radiation of young man and woman were also studied. We concluded it is necessary to start radiation education from elementary school. Furthermore to apply the Courses of Study effectively, we need the comments on radiation education from the researcher of radiation. After the comments, teachers are able to make precise educational materials for their own children.

The Practical Subject on Extraclass Activities under the New Course of Study

The Practical Subject on Extraclass Activities under the New Course of Study

Physics Teaching in High School under the New Course of Study(Papers from the Kinki Section)

Physics Teaching in High School under the New Course of Study(Papers from the Kinki Section)

Students in Teachers College Have Little Confidence in Teaching Items of Science in the New Course of Study for Junior High School(Papers from the Kinki Section)

Students in Teachers College Have Little Confidence in Teaching Items of Science in the New Course of Study for Junior High School(Papers from the Kinki Section)

プレースメントテストの結果に見られるゆとり教育世代学生の数学基礎学力

The freshmen had been taken the new course of studies in the junior and senior high schools since 2006. In order to evaluate the mathematical potential of freshmen of 2007, a placement test of mathematics was prepared in collaboration with a Preparatory School. The students educated with the new course of studies have a tendency that they are slower and often make errors in calculation. They are also rather poor in solving the problems described in such a simple text without using any mathematical symbols. The relationship between the scores of placement test and linear algebra was also examined. The students with lower score in placement test tended to have lower score in linear algebra but have an acceptance quality level to be passed the linear algebra.

新指導要領による学生の成績評価に関する一考察

The freshmen of 2006 had been taken the new course of studies in the junior and senior high schools. The followings became clear after comparing the score distribution of linear algebra between the freshmen of 2005 and 2006. The freshmen of 2006 are slower and often make errors in calculation. They are also rather poor in solving the problems described in such a simple text without use of any mathematical symbols. In order to evaluate the scholastic ability of freshmen of 2006, it may need the evaluation by qualitative information instead of the quantitative evaluation with the test score and intelligence standard score.

新課程生の印象と高校および大学の物理教育に望むこと(現行課程理科教育,近畿支部特集)

新課程生の印象と高校および大学の物理教育に望むこと(現行課程理科教育,近畿支部特集)

Sonia Landy Sheridan and the Evolution of Her Generative Systems Program

In 1970, the School of the Art Institute of Chicago added a new course of study to its curriculum. Sonia Landy Sheridan created this program (initially called “Energy Bank,” and soon renamed “Generative Systems”) as a learning environment in which students explored the processes and took of new technology within a matrix of ideas about the nature of art and of science, and about the roles of each in society. The Generative Systems program occupies a distinctive place in the yeasty response of artist-educators to the burgeoning availability of enticing new tools from science and industry during the 1960s and 1970s. This article traces Sheridan's artistic journey to, through and beyond the decade when she headed the program.

Music Teacher Education in Japan: Structure, Problems, and Perspectives

Music Teacher Education in Japan:Structure, Problems, and Perspectives Masafumi Ogawa School music education in Japan is in a less than ideal situation. In April 2002, the new course of study was implemented by the Ministry of Education, Culture, Sports, Science and Technology (MEXT).1 The total number of music classes in the new curriculum was reduced to 33% of what it had been by the end of 2002. The reduction went from two hours of music classes every week in grades one through nine to one hour in grades five through nine. This inevitably caused many problems. First, it became very difficult to teach music sequentially and instead music classes tended to be fragments of introductory experiences taught as disconnected activities. In this situation, it has been difficult for students to develop musical knowledge and skills. Second, the number of full-time music teachers was reduced greatly. It became common for a music teacher to teach at more than two schools in order to fill a full-time assignment. In some scenarios, many full-time music teachers were replaced with part-time teachers or teachers of other subjects. Music teachers have become disposable. Many music teachers are losing their effectiveness in the classroom. Students consider school music classes as a time to relax compared with other "intellectual subjects."2 They sometimes question music as an essential subject because they [End Page 139] do not value the developing skills that music requires or studying the theory of music. They believe that they can enjoy music outside of school anyway. Consequently, they are quite reluctant to participate in music classes and so behavioral problems arise and classroom management becomes more difficult. Some teachers attempt to force students to obey and force them to order; other teachers totally give up and let students behave as they like in class.3 In either case, teachers and students do not relate well to each other. It is not an exaggeration to say that school music in Japan is at risk of collapsing altogether and disappearing from the curriculum. One of the reasons for this, I believe, is that we have not wrestled with the fundamental problems of school music education until today. We might have intentionally avoided reviewing and criticizing the curriculum, expectations, and purposes of music education because it has been taboo to discuss the national standards, particularly for public school teachers to do so. Social and environmental conditions have changed greatly since the current system of Japanese education was established in 1947. It is obvious that the existing system does not match the new conditions. I strongly feel that it is time to review and reexamine what our pioneers of music education and the government had achieved in the field of music education. If we continue to avoid doing so, music in the schools will face serious consequences. In this paper, I discuss some of the fundamental issues of music teacher education in Japan. There are two reasons for focusing on music teacher education. First, starting with music teacher education is most important because music teachers have the most significant roles in school music education. Second, I have been engaged in music teacher education for seventeen years, and this is not only my research area but also an area in which, as an insider, I can offer direct insights. I will limit this essay to looking at the preparation of teachers in music for elementary and middle schools (grades 7 to 9). Structure The course of study (COS) is a set of national curriculum standards for kindergarten, elementary, middle, and high school, and schools for the handicapped and is issued by the MEXT.4 All schools, public or private, are required to follow these standards. No other curriculum is allowed. Therefore, in Japan, the COS is law through which the government controls all educational actions. The COS was first issued in 1947 and has been revised seven times.5 The most recent revision was announced in December 1998 for kindergarten, elementary, and middle schools, and in March 1999 for the other levels. All schools in Japan were required to implement the revised COS by April 2002. [End Page 140] The COS of...

An ‘Incomplete’ for the New Brand of Federalism

SUPPOSE policy makers and politicians were required to report back to school for the 2003-04 school year. They would get their textbooks and resources, which for them would amount to reams of reports, studies, and blueprints about how to make No Child Left Behind (NCLB) work. They would have time lines and tasks, with no exceptions allowed (everyone must be on the same page at the same time). There would be tests of the policies they enacted and requirements that they show progress. And, at the end of the school year, they would be expected to be better able to answer the central question posed by NCLB: Can the federal government make students learn at higher levels? That would be a really new course of study. But, in fact, there isn't even a syllabus written for it yet. Beyond the details of rules and accountability plans that are making people grumpy and critical, NCLB has brought about an incredible shift in the federalism that traditionally governed education policy in this country. True, in 1994 the Clinton Administration's makeover of the Elementary and Secondary Education Act set national requirements for standards and accountability, but there was so much flexibility that federal/state roles remained about the same. The failure of most states to comply with that earlier legislation on a voluntary basis, especially during a time of economic prosperity, opened the way for advocates of low-income and low-performing groups of students to insist on mandates and consequences. Their allies, also waiting for a chance to change things quite a bit, were conservatives who supported choice as their goal. The cult of efficiency, as exemplified in annual testing, is the measure of how well this new NCLB experiment is working. The bargain was a stark one: more federal control for more money. But the latter has not kept pace with the former. There may be more total federal dollars for public education than ever before, but this is not the case in terms of the share of total costs of education, according to Gail Sunderman of the Civil Rights Project at Harvard University. So far, the syllabus for this new course in federalism seems to have too many open-ended questions. After failing to gain additional funding from the Bush Administration to carry out the NCLB mandates, the nation's governors are faced with major reductions in state funding because of budget shortfalls even as they are required to increase spending because of such NCLB mandates as testing and data collection. Will their support for education reforms hold? It's an open question. As accountability for adequate yearly progress moves into high schools, there is a clear data problem. The Houston school district's luster as an outstanding system, for example, was tarnished by an analysis this past summer that showed it had more than 5,000 additional dropouts. Yet NCLB requires that, as an indicator of academic performance at the high school level, states report the percentage of students graduating on time with a regular diploma. Almost everyone knows that dropout data are unreliable. Even the limited definition used by the National Center for Education Statistics (NCES) excludes 27 states, among them the largest (California, Texas, and Florida), because their methods of collecting the data do not align with that of NCES. The Urban Institute, relying on other sources of data, calculates that the real national on-time graduation figure is close to 66%. Using an on-time graduation rate of 75% as a goal, 20 of the 24 states in which data are available for all methods would meet the target under the NCES definition. Only eight or nine states would meet it under the Urban Institute's more comprehensive definition. …

Progressivism Meets Jim Crow: Curriculum Revision and Development in Houston, Texas, 1924-1929*

As was true for many school districts across the United States during the early decades of the twentieth century, Houston Independent School District sought modernization through a multimillion dollar building program and curricular reform. Houston's new course of study, heavily influenced by the theories of child-centered pedagogy, received widespread praise from curricular experts at the nation's top schools of education. In the 1920s, Houston was a segregated, southern city that, in many ways, shared the conservatism of the region. Nevertheless, Houston's superintendent, E.E. Oberholtzer, was able to overcome resistance from taxpayers and teachers to successfully implement his program. Corporate élites from the petroleum industry, among the biggest boosters of progressive educational reform in Houston, believed that a child-centered curriculum would develop the leadership skills and creative ability needed to train white-collar workers for the expanding economy. Those left behind, primarily students of color, were further disadvantaged in the changing job market. Jim Crow was an essential component to the success of the reform policies in Houston. As twenty-five per cent of the population, African-American students deserved twenty-five per cent of the district's revenues. Segregation allowed the district to use almost one hundred per cent of the money for curriculum reform on only seventy-five per cent of the population. Nevertheless, Houston manufacturers were dependent on unskilled black labor and were hit hard by the exodus of the Great Migration. Thus, corporate élites could not be too blatant in their discrimination against African-Americans. The pro-industry school board responded to the threats of migration and the demands of Houston's vociferous black press by building two new modern African-American high schools, refurbishing "Old Colored High School," and vastly improving the number and condition of elementary schools for black children. Yet, although these new schools did represent a vast improvement over black education before Oberholtzer's arrival in Houston, in the face of massive expenditures and dramatic improvements in white education, the material gains of black students lagged far behind the educational opportunities for white students. While the new, child-centered curriculum excluded black students (except for the heroic efforts of individual black educators), curriculum development excluded the vast majority of teachers. White teachers lost considerable power over pedagogical decisions in their own classrooms as they faced onerous, top-down directives. The district maintained control over teacher education by opening a junior college in 1927 to train white teachers according to the new pedagogy. Many white teachers resented the district's efforts to tie salary raises to increased educational qualifications, even for experienced teachers. In 1928 conflicts with the superintendent contributed to the growth of new memberships in the all-white Houston Teachers Association. In response, the school district passed a significant salary increase for white teachers that was funded partially by reducing the automatic annual increases in black teacher salaries. Intense job competition within African-American schools kept black teachers from protesting their discriminatory salaries and treatment. Ironically, many black teachers, excluded from training in child-centered pedagogy, welcomed additional educational opportunities. Black teachers themselves fought for the creation of Houston Junior College for Negroes, although the new college failed to receive adequate funding. Thus, the school administration modernized white schools by denying new educational opportunities to black students and teachers. While many scholars have criticized the supposed "advantages" of progressive education, in Houston, at least, progressivism operated as another form of unearned white privilege.

The Making and Evolution of the Buenos Aires Economic Elite in the Nineteenth Century: The Example of the Senillosas

The Making and Evolution of the Buenos Aires Economic Elite in the Nineteenth Century: The Example of the Senillosas