| Project/Area Number |
07610304
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | The National Institute of Special Education |
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Principal Investigator |
TERAYAMA Chiyoko The National Institute of Special Education, Branch, Section of Education for Autistic, Head of Branch, 分室, 室長 (90106154)
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| Co-Investigator(Kenkyū-buntansha) |
SHINODA Haruo Ibaraki University Faculity of Education, Assistant Professor, 教育学部, 助教授 (90235549)
TOJO Yoshikuni The National Institute of Special Education, Branch section senior receacher, 分室, 主任研究官 (00132720)
ATSUMI Yoshikata The National Institute of Special Education, Department of Education for the Emo, 情緒障害教育研究部, 部長 (90143552)
森永 良子 白百合女子大学, 文化学科, 教授 (50255931)
小山 創 国立特殊教育総合研究所, 情緒障害教育研究部, 室長 (30124209)
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| Project Period (FY) |
1995 – 1996
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| Project Status |
Completed (Fiscal Year 1996)
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| Budget Amount *help |
¥1,800,000 (Direct Cost: ¥1,800,000)
Fiscal Year 1996: ¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 1995: ¥1,000,000 (Direct Cost: ¥1,000,000)
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| Keywords | Team Teaching / Learning Disabled Children / Evaluation / Educational Support / Instructional Method / 援助 |
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| Research Abstract |
The research outcomes are summarized into the following four areas. First, Morinaga surveyed and outlined recent trends in the educational support for learning disabled children. Second, Terayama reviewed present practices of team teaching in the field of special education. Third, Tojo analyzed research reports on the educational support for learning disabled children, and created a bibliography. Fourth, Shinoda developed a question-naire to evaluate instructional activities of team teaching in the special education classroom. The present report also included selected teaching practices that used the developed questionnaire.
The questionnaire consisted of items on (1) the tasks and contents of learning, (2) instructional meterials and instruments, and (3) cooperative relations between the teachers. After trying out the first version, we revised the questionnaire in terms of wording, organization of the items, clearer viewpoints for evaluation, and visual expression of the results. This was further revised through applying it into different subject areas and alternate patterns of teachers' relationships, and also through evaluation by the third persons. The final version is now used to evaluate actual teaching practices conducted in the classrooms.
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