Practical Research on Curriculum Development for Constructing Collaborative Classes Based on Multicultural Society
Grant-in-Aid for Scientific Research (B)
|Allocation Type||Single-year Grants |
|Research Institution||Shizuoka University |
UTSUNOMIYA Hiroaki Shizuoka University, Faculty of Education, Associate Professor (30276191)
SUGANO Fumihiko Shizuoka University, Faculty of Education, Professor (30216288)
ABE Koya Shizuoka University, Center for Education and Research in Lifelong Learning, Professor (30212541)
YAZAKI Mitsuo Shizuoka University, Faculty of Education, Lecturer (50432191)
|Project Period (FY)
2005 – 2007
Completed (Fiscal Year 2007)
|Budget Amount *help
¥6,890,000 (Direct Cost: ¥6,500,000、Indirect Cost: ¥390,000)
Fiscal Year 2007: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2006: ¥1,300,000 (Direct Cost: ¥1,300,000)
Fiscal Year 2005: ¥3,900,000 (Direct Cost: ¥3,900,000)
|Keywords||Pedagogy / Curriculum / Multicultural Education / Mediators and Coordinators / Coordinating Language and Learning / Educational Linguistics|
The purpose of this study was to make practical research for constructing "Collaborative Classes" in educational (especially school) context, in which students both with pluri-cultural backgrounds and with culture of the mainstream get togethet and they interact to learn collaboratively in order to promote their cultural and language proficiency.
Based on this purpose, our research results are briefly summarized as follows:
1.Clearly defining the basic notion called"Dialogical Curriculum"
2.Widely constructing network of the research project to put our theory to practical use
3.Successfully designing the actual cases of mutual or collaborative learning in school, engaged in the several classes of realizing of the design
#1 was to complete the theory to support constructing Collaborative Classes, where coordinators in between people with different values, cultures, languages, situations, etc play an important role to facilitate students language and academic skills as well as the skills of m
utual understandings. We also clarified expertise of the coordinators: (1) facilitating change, (2) constructing relevance, and (3)creating order.
The network indicated in #2 prevails throughout Shizuoka Prefecture. In the west we strengthened partnership with an elementary school in which a great number of students with pluri-cultural backgrounds are enrolled In the middle, we set out a project for supporting students with Shizuoka School Board and several schools in Shizuoka City. In the east, we coordinated a society of language and homeroom teachers as a workshop to come to know the idea of Collaborative Classes.
As for #3, we finally established an organization of volunteers at schools in Shizuoka, a multicultural class for preschcolers in Hamamatsu, a system of training course fur cultural and linguistic coordinators. And the most practical contribution of our study was to accumulate data and provide theories fur appropriate resolutions for future multicultural classes in all over Japan. Less
Report (4 results)
Research Products (40 results)