Approaches to Aligning the Curriculum between High School and University
| Project/Area Number |
24530983
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | National Institute for Educational Policy Research |
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Principal Investigator |
FUKAHORI Satoko 国立教育政策研究所, 高等教育研究部, 総括研究官 (40361638)
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| Co-Investigator(Kenkyū-buntansha) |
TATEISHI Shinji 国立教育政策研究所, 生徒指導・進路指導研究センター(併)高等教育研究部, 研究員 (00598534)
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| Project Period (FY) |
2012-04-01 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥4,940,000 (Direct Cost: ¥3,800,000、Indirect Cost: ¥1,140,000)
Fiscal Year 2014: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2013: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2012: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
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| Keywords | 高大教育接続 / コンピテンス / 教育課程の体系化 / チューニング / アドバンスト・プレイスメント / コモン・コア州スタンダード / 教育評価 / 米国 / デュアル・エンロールメント / 理数教育 / STEM / 技術者（工学）教育 |
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| Outline of Final Research Achievements |
This study aims to identify educational approaches that effectively support youths' transition from high school to university. Investigation of the Advanced Placement approach highlights the importance of high school teachers and university faculty developing a shared undestanding of the competence framework that identify what college freshman should know, understand, and be able to do. The Commom Core State Standards initiative highlights the importance of defining a single competence framework that identify different stages of children's congnitive development from Kindergarten throughout college, and the importance of aligning the curriculum to the competence framework by utilizing methodologies such as Tuning.
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Report
(4 results)
Research Products
(8 results)
