Models of the Roles of Coordinators for the Curriculum Development of "Period for Integrated Studies"
| Project/Area Number |
15500633
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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 |
Educational technology
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| Research Institution | Osaka City University |
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Principal Investigator |
KIHARA Toshiyuki Osaka City University, Graduate School of Literature & Human Sciences, Associate Professor, 大学院・文学研究科, 助教授 (40231287)
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| Co-Investigator(Kenkyū-buntansha) |
YANO Hirotoshi Osaka City University, Center for Research and Development of Higher Education, Professor, 大学教育研究センター, 教授 (80182393)
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| Project Period (FY) |
2003 – 2004
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| Project Status |
Completed (Fiscal Year 2004)
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| Budget Amount *help |
¥2,500,000 (Direct Cost: ¥2,500,000)
Fiscal Year 2004: ¥1,200,000 (Direct Cost: ¥1,200,000)
Fiscal Year 2003: ¥1,300,000 (Direct Cost: ¥1,300,000)
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| Keywords | "PERIOD FOR INTEGRATED STUDIES" / CURRICULUM DEVELOPMENT / CURRICULUM COORDINATOR / MIDDLE LEADER / DILEMMA MANAGING / LIFE STORY |
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| Research Abstract |
Teachers in elementary and secondary schools has been trying to plan, conduct and assess the curriculum of "Period for Integrated Studies" since new Course of Study was notified in Japan. This research aimed to describe ideas and behaviors of curriculum coordinators who played important roles for the development of "Period for Integrated Studies".
In 2003, to be engaged in ease studies, we visited 2 schools several times which had curriculum coordinators for the development of "Period for Integrated Studies". In those schools, we tried participant observations of partnership teaching between the coordinator and his/her colleagues and had some interviews with them about their dilemma, coordination strategies, life stories and so on.
In 2004, to make a comparative study we visited elementary and secondary schools in London, UK At those schools, we also did the same participant observations and interviews as at the schools in Japan. As a result, we got some information about different types of coordination. For example, in a certain elementary school, a female curriculum enrichment coordinator used cross-curricular approach with her colleagues and produced a new type of lesson, which consisted of music, art, history and physical education. In another elementary school, teachers participated in the project which was managed by National Gallery and established a kind of cross-curricular approach.
We compared Japanese eases with those in UK and clarify common and different points between them. As a conclusion, we made a model of the role of coordinators in developing school-based integrated curriculum.
In both 2003 and 2004, we made some presentations at annual academic conferences of Japanese Society of Educational Technology and Japan Association for Educational Media Study and so on. Additionally in 2004, we made a report about our findings.
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Report
(3 results)
Research Products
(18 results)
