Comparative Historical Analysis of the Theory and Practice of Progressive Education Classroom Management
| Project/Area Number |
26780431
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Education
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| Research Institution | Tokyo Gakugei University |
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Principal Investigator |
ENZA Chie 東京学芸大学, 教育学部, 准教授 (20580864)
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| Project Period (FY) |
2014-04-01 – 2018-03-31
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| Project Status |
Completed (Fiscal Year 2017)
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| Budget Amount *help |
¥2,600,000 (Direct Cost: ¥2,000,000、Indirect Cost: ¥600,000)
Fiscal Year 2016: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2015: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2014: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | デモクラシー / 学級経営 / 進歩主義教育 / 大正新教育 / プロジェクト・メソッド / 興味 / ドルトン・プラン / 東京女子高等師範学校附属小学校 / 作業教育 / 協働 / 北澤種一 / プロジェクト / 新教育運動 / 学級観 |
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| Outline of Final Research Achievements |
This study focused on the theory and practice of classroom management in the international progressive education movement. In this study,I analyzed Japanese reformers' reception of social principles such as democracy, cooperation, and communication advocated by American progressive education. Through this analysis, I clarified how Japanese reformers formulated their theories of classroom management and the practices they carried out. Previous studies had indicated that the reformers contended there was a need for a reduction in the number of students in a classroom. They were also deemed to employ a political model in a classroom, building in government-like laws and executive bodies. However, this study pointed out that their theories and practices varied, because some reformers disagreed with this assertion and thought highly of diversity in a large group, group formation according to students'interests, and interactions between groups with common interests.
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Report
(5 results)
Research Products
(10 results)
