| Project/Area Number |
24531030
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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 | Kyoei University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
内田 照久 大学入試センター, 研究開発部 (10280538)
鈴木 方子 岡崎女子大学, その他部局等, 講師 (20367692)
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| Co-Investigator(Renkei-kenkyūsha) |
鈴木 方子 岡崎女子大学 (20367692)
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| Research Collaborator |
SEIDL Barbara University of Colorado, Denver, School of Education & Human Development, United States of America, Ph.D.
MONOBE Gumiko Kent State University, College of Education, Ph.D.
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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 |
¥4,550,000 (Direct Cost: ¥3,500,000、Indirect Cost: ¥1,050,000)
Fiscal Year 2014: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2013: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2012: ¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
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| Keywords | 教員養成 / 保育者養成 / 就学前教育 / アプローチカリキュラム / 外国籍児童 / 多様性 / 多文化教育 / 幼児教育 / 保育 / 国際情報交換 / 言語発達 / 国際研究者交流（アメリカ） / 教師教育 / 国際研究者交流（アメリカ合衆国） / カリキュラム / 保育者・教員養成 / 多文化 |
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| Outline of Final Research Achievements |
The purpose of this study is to develop programs to prepare the teacher candidates who will work in kindergartens/daycare centers with increasing cultural diversity. A set of the data was collected by interviewing professors and observing classes of their teacher education programs in the U.S. The second set was collected in Japan by interviewing young and veteran teachers and administrators regarding how they view and work with children with diverse cultural backgrounds, especially the Japanese Language Learners (JLL). The third was collected from special programs for young JLLs before entering the elementary schools. The findings suggested that the current and future teachers need to develop culturally responsive attitudes toward diversity. This requires abilities to understand children from families with diverse cultural backgrounds, and knowledge of bilingual development in order to provide equal learning opportunities for all learners.
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