A Study of the Formation Process of the U.S. Core Curriculum: Focusing on the Role of Subjects in Citizenship Education

2022 Fiscal Year Final Research Report

• Project/Area Number: 19K14106
• Research Category: Grant-in-Aid for Early-Career Scientists
• Allocation Type: Multi-year Fund
• Review Section: Basic Section 09010:Education-related
• Research Institution: Tokai University
• Principal Investigator: Saito Jinichiro 東海大学, ティーチングクオリフィケーションセンター, 講師 (80756031)
• Project Period (FY): 2019-04-01 – 2023-03-31
• Keywords: コア・カリキュラム / ヴァージニアプラン / 教師教育

Outline of Final Research Achievements

In this study, I have examined the period in which the core curriculum was established in the United States during the 1930s and 1940s. In doing so, I have paid particular attention to the case of Virginia. The results of this study can be summarized in the following two main points. First, when discussing the core curriculum, the viewpoint that emphasizes subject areas and teachers' subject matter expertise was taken into consideration. This point is seen particularly in secondary education. The second is that curriculum development is being conducted in a manner that is integrated with teacher training. Although the results have not been fully compiled at this time, the relationship between the core curriculum and the history of African American education, as well as the relationship between the core curriculum and school libraries, are currently being examined after collecting data.

Free Research Field

教育学

Academic Significance and Societal Importance of the Research Achievements

以下の二点を挙げることができる。一点目は、教科融合的なカリキュラムを実施するための運営体制や教師教育の体制についての一定程度の知見が得られる点である。二点目は、戦後日本のカリキュラム改革への示唆をもたらす点である。先行研究に欠けているのは、ヴァージニア・プランに関わる州関係者と実践者の双方に見られる現実主義的な対応や運用に関する視点ではないか。ヴァージニア・プランから分かるように、どんな大胆な改革案も実施するのは学校・教師であり、そこでの受容を促すための現実的な調整プロセスや妥協策が必要となる。本研究成果はそのような視点への知見や示唆を促せると考える。