研究業績リスト
その他
異言語環境下の子供達にどう学ばせるか:教科学習言語の「学びのデザイン」の国際比較
作成日時 05/04/2021–31/03/2026
Offer Organization: 日本学術振興会, System Name: 科学研究費助成事業, Category: 基盤研究(A), Fund Type: -, Overall Grant Amount: - (direct: 31100000, indirect: 9330000)
ジャーナル論文 - rm_published_papers: Symposium
成舍我と成露茜のプロフィール-張正と廖雲章のジャーナリスト精神理解のための一助として-
公開済 20/09/2019
「新南向政策」を考察する-「南」を友に民主の途を-, 83 - 94
ジャーナル論文 - rm_misc: Introduction Other
公開済 20/09/2019
「新南向政策」を考察する-「南」を友に民主の途を-, 1 - 5
その他
作成日時 01/04/2016–31/03/2020
Offer Organization: Japan Society for the Promotion of Science, System Name: Grants-in-Aid for Scientific Research, Category: Grant-in-Aid for Scientific Research (B), Fund Type: -, Overall Grant Amount: - (direct: 12100000, indirect: 3630000)
This research aims to provide data in order to contribute to the improvement of the quality of education in Japan in accepting students with parents of foreign nationality by making case studies of progressive multicultural classroom environments found in schools inside and outside Japan. For this purpose, we have conducted a study on how Japan and each of the other countries are accepting foreign elementary school children and creating a multicultural school environment in the process of improving its system. The study was successful in grasping the situation in the cities of Isesaki, Hamamatsu and Valencia, as well as in Sweden and Taiwan. Furthermore, the study was also successful in grasping the situation of the curriculum reform conducted by Aichi University of Education in an effort to adopting the multicultural coexistence environment.
ジャーナル論文 - rm_misc: Introduction Other
公開済 25/12/2015
外国籍児童生徒の就学義務をめぐって, Ⅱ, 21 - 27
ジャーナル論文 - rm_published_papers: Others
公開済 31/03/2014
外国籍児童生徒の就学義務をめぐって, Ⅰ, 59 - 69
ジャーナル論文 - rm_misc: Meeting Report
ブラジルにおける外国籍児童生徒の就学義務に関する調査―帰国日系児童生徒を中心に―
公開済 31/03/2014
外国籍児童生徒の就学義務をめぐって, Ⅰ, 35 - 36
ジャーナル論文 - rm_misc: Meeting Report
タイにおける外国籍児童生徒の就学義務に関する法的基盤と制度的支援に関する調査―サムット・サコーン県でのNGOへの聞き取りに基づいて―
公開済 31/03/2014
外国籍児童生徒の就学義務をめぐって, Ⅰ, 95 - 101
その他
作成日時 01/04/2013–31/03/2016
Offer Organization: Japan Society for the Promotion of Science, System Name: Grants-in-Aid for Scientific Research, Category: Grant-in-Aid for Scientific Research (C), Fund Type: -, Overall Grant Amount: - (direct: 3300000, indirect: 990000)
Following the Participatory Evaluation theory, teachers-in-training both planned and ran their own training programs. Need assessments were also done by the participating teachers, and the training form changed from a lecture-course type to a problem-solving type. Collaboration between colleagues encouraged, a common framework for Japanese language assessment called Nihongo Step, was developed. This enabled teachers to make lesson plans for the Japanese language classroom that were more useful, relevant, and applicable to the foreign student’s main classwork. Analysis of the decision-making processes of teachers and construction of a model for effective management of teacher-training programs have yet to be completed.
その他
作成日時 18/11/2011–31/03/2014
Offer Organization: Japan Society for the Promotion of Science, System Name: Grants-in-Aid for Scientific Research, Category: Grant-in-Aid for Scientific Research (B), Fund Type: -, Overall Grant Amount: - (direct: 8800000, indirect: 2640000)
Brazil, the Czech Republic, Germany and Italy have compulsory school attendance for all children up to a certain age, regardless of nationality. In Germany and Italy, this system is based on the notion that all resident children should be provided the minimum general education by the state. In Brazil and the Czech Republic the situation concerning the education of migrant children is even more complex. In all four countries the authorities face the common difficulty of identifying non-citizen children. On the contrary, China, South Korea, Taiwan, and Thailand as well as Japan, have no system of compulsory school attendance for children of non-citizens. This policy is based on the educational philosophy that the State is responsible for the provision of compulsory education only to country nationals. Each nation has established mechanisms to provide additional local language support, however effective systems to maintain the mother tongue of students are lacking.