| Project/Area Number |
23653315
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Special needs education
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| Research Institution | Chiba University |
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Principal Investigator |
SANAGI Tomomi 千葉大学, 教育学部・教育学研究科, 准教授 (00243345)
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| Co-Investigator(Kenkyū-buntansha) |
OTA Masami 千葉大学, 教育学部, 教授 (70213741)
NARUKAWA Yoshio 千葉大学, 教育学部, 教授 (60276863)
KITAJIMA Yoshio 千葉大学, 教育学部, 教授 (70260479)
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| Project Period (FY) |
2011 – 2012
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| Project Status |
Completed (Fiscal Year 2012)
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| Budget Amount *help |
¥3,510,000 (Direct Cost: ¥2,700,000、Indirect Cost: ¥810,000)
Fiscal Year 2012: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2011: ¥2,340,000 (Direct Cost: ¥1,800,000、Indirect Cost: ¥540,000)
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| Keywords | 特別支援教育 / 共同学習 / インクルーシヴ教育 / 教科書 / 教師用指導書 |
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| Research Abstract |
This study was aimed at development of perspective for authorized textbook which use in collaborative learning. A survey of teachers was conducted. And, we planned to make some trial practices for development of lesson including diversity. We conducted a survey which intended to clarify the factors for organizing textbooks. The responses of 272 teachers were analyzed by conjoint analysis and indicated that teachers were divided into three types and teaching method for pupils with special needs should be described in teacher's manual along these types. Based on this finding, we demonstrated lessons at one primary school. It seemed that some viewpoints can be applied to collaborative learning by introducing iPad as a teaching aid.
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