| Co-Investigator(Kenkyū-buntansha) |
MIYAMOTO Tomohiro NATIONAL INSTITUTE OF MEDIA EDUCATION, DEPARTMENT OF RESEARCH DEVELOPMENT, RESEARCH ASSOCIATE, 教育開発部, 助手 (90280552)
SHINODA Haruo IBARAKI UNIVERSITY, DEPARTMENT OF EDUCATION, ASSOCIATE PROFESSOR, 教育学部, 助教授 (90235549)
ISHIKAWA Toshinori UNIVERSITY OF TSUKUBA, INSTITUTE OF PSYCHOLOGY, ASSOCIATE PROFESSOR, 心理学系, 助教授 (50232278)
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| Budget Amount *help |
¥2,800,000 (Direct Cost: ¥2,800,000)
Fiscal Year 1999: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 1998: ¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 1997: ¥1,100,000 (Direct Cost: ¥1,100,000)
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| Research Abstract |
The purpose of this study was to clarify from the school psychological view point the needs for supports to teaching and learning under the school system for attending 5 days a week. After discussing about a background and purposes of this study, we conducted following five studies.
In study 1, 153 students (25 6th graders, 29 7th graders, 33 8th graders, 28 9th graders, and 38 11th graders), 100 parents, and 26 teachers responded to the questionair by means of open-ended question of the needs for supports to teaching and learning under the school system for attending 5 days a week.
In study 2, 1036 students (314 6th graders, 538 8th graders, and 231 11th graders) responded to the questionair including 27 items developed on the basis of the results of study 1.
In study 3, 984 parents of subjects on study 2 (284 parents of 6th graders, 398 parents of 8th graders, and 162 parents of 11th graders) respanded to the questionair including 23 items developed on the basis of the results of study 1.
In study 4, 210 teachers (62 teachers in elementary school, 85 teachers in junior high school, and 63 teachers in high school) responded to the questionair including 24 items developed on the basis of the results of study 1.
In study 5, 195 teachers in special education responded to the same questionair as the one used in study 4.
The results of these studies were as follow.
(1) Among students, the younger the grade are, the greater the needs for supports to teaching and learning.
(2) Parents of elementary and junior high school students interpret the new system as negative in learning activities of their own children. However, they appreciate positive aspects in the two holiday system.
(3) In teachers, they evaluate the system negative, for example, which a want of time of lesson and difficulties in helping of retarded students' learning.
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