アメリカにおける性教育政策の現状—特集 世界の性教育のつくりかた
北田 佳子
Number：106, First page：16, Last page：27, Apr. 2022, [Invited]
Japanese
CiNii Books ID：AA11504555
「深い学び」の実現に向けた授業研究とカリキュラム・マネジメントをつなぐために ―NPDLの「ディープラーニング」の取り組みに着目して
北田佳子
Volume：37, First page：8, Last page：21, 2022, [Reviewed], [Invited]
共同研究・競争的資金等ID：40619050
カリフォルニア州における「区画税」制度の意義と課題 : サンフランシスコ・ベイエリアの富裕学区と貧困学区に着目して—特集 公正とエクセレンスを追求する米国の公立学校改革
北田 佳子
Number：32, First page：33, Last page：51, Jan. 2022, [Invited]
Japanese
ISSN：2433-9873, CiNii Books ID：AA12817159
Reggio Inspiration in Ontario, Canada : Focusing on the Implementation of Full-day Kindergartens ASAI Sachiko; KURODA Yuki; KITADA Yoshiko
Volume：60,
First page：645,
Last page：662, 2021
Graduate School of Education, The University of Tokyo, Japanese
DOI：https://doi.org/10.15083/0002000606DOI ID：10.15083/0002000606,
ISSN：1342-1050,
CiNii Articles ID：120007115858,
CiNii Books ID：AN10516641 Development of Teacher-Community in an Elementary School Reform:: Focusing on Teachers’ Narratives Sharing Their “Inabilities” ASAI Sachiko; KURODA Yuki; KANETA Yuko; KITADA Yoshiko; SHIBATA Mariko; SHIN Jiwon; TAMAKI Kumiko; MOCHIZUKI Kazue
The Annual Bulletin of the Japanese Society for the Study on Teacher Education,
Volume：27,
First page：110,
Last page：121, Sep. 2018,
[Reviewed]This study introduces a case of school reform in a public elementary school, hereon named “A-school”, in the city of O, Japan, in which all teachers engaged in the challenge to share their responsibility for all students in the school. The study analyzes how the teacher-community at A-school developed through the school reform. It is noteworthy that the teacher-community at A-school was uniquely developed by teachers’ sharing about their “inabilities” rather than “abilities”. The study, then, focuses on this unique sharing culture to analyze how individual teachers in A-school had experienced their school reform by using a narrative inquiry approach. Considering A-school as a narrative community, we interviewed several teachers and school staff, and analyzed their narratives from three viewpoints; “personal story”, “community narrative”, and “dominant cultural narrative”. As a result, we found out the following: (1) The narrative based on the dominant culture in ordinary elementary schools tends to emphasize individual classroom teacher’s responsibility for students in his/her own class. Such narrative makes it difficult for ordinary elementary schools to achieve the goal “All teachers should be responsible for all students in a school.” (2) Counter to the dominant narrative emphasizing individual responsibility, teachers in A-school positively disclosed their “inability” to share their responsibility for their students. The principal took the initiative to disclose her own “inabilities”, which then provided veteran teachers in A-school a safety to share their own “inabilities”. Those principal’s and veterans’ narratives then encouraged young teachers in A-school to also disclose their “inabilities”. (3) The teachers in A-school realized that being aware of one’s own “inability” and asking for others’ help do not mean giving up one’s own responsibility. Instead, the teachers found that they pursued their own responsibility through continuous questioning of their “abilities” needed for their students’ education.
The Japanese Society for the Study on Teacher Education, Japanese
DOI：https://doi.org/10.32292/jsste.27.0_110DOI ID：10.32292/jsste.27.0_110,
ISSN：1343-7186,
eISSN：2434-8562,
CiNii Articles ID：130007870435,
CiNii Books ID：AN10407522 検定教科書導入により道徳の授業づくりはどう変わるのか : 教師の専門性と自律性に着目して<教育科学> 北田 佳子
Volume：66,
Number：2,
First page：139,
Last page：161, 2017
type:text
The purpose of this study is to investigate the impact of authorized textbooks on teachers’ lesson design in moral education. Recently, Ministry of Education, Culture, Sports, Science and Technology (MEXT) decided to designate moral education as an official school subject within a new framework. Within this new framework, public elementary and junior high school teachers will be required to use authorized textbooks for moral education. Using authorized textbooks in moral education has been controversial because it may lead to indoctrination. It may also cause a negative impact on teachers’ lesson design because it would restrict teachers’ professionality as well as autonomy. In light of this recent reform, the study analyzed educational political movement regarding to the development of authorized textbooks for moral education. Then, it was disclosed that MEXT was adding more pressure on teachers to follow the Government Guideline which mandated teachers what and what not to teach in moral education. The study also introduced some creative lesson design activities implemented in the author’s lectures on moral education at Saitama University, then proved how it would be important for prospective teachers to experience creative lesson designing based on their own interest, not on top-down orders.
Japanese
DOI：https://doi.org/10.24561/00017828DOI ID：10.24561/00017828,
ISSN：1881-5146,
CiNii Articles ID：120006389442 The Future of “Collaborative Learning” in Current Education Reform: Beyond Mere Preparation for Knowledge Economy KITADA Yoshiko
Bulletin of Japanese Association of School Education,
Volume：30,
First page：23,
Last page：37, 2015,
[Reviewed],
[Invited]Japanese Association of School Education, Japanese
DOI：https://doi.org/10.20576/bojase.23DOI ID：10.20576/bojase.23,
ISSN：0913-9427,
eISSN：2424-1504,
CiNii Articles ID：130007046436,
CiNii Books ID：AN10174912 校内授業研究で育まれる教師の専門性とは：学習共同体における新任教師の変容を通して
北田佳子
First page：22, Last page：35, Oct. 2014, [Invited]
Scientific journal
授業の省察における生徒固有名を伴う語りの機能 : Shulmanの「学習共同体」モデルを手がかりに 北田 佳子
Volume：10,
First page：21,
Last page：28, 2011
type:text
Japanese
DOI：https://doi.org/10.24561/00016249DOI ID：10.24561/00016249,
ISSN：1347-7420,
CiNii Articles ID：40018867370,
CiNii Books ID：AA11948173 Development of Teachers' Professional Expertise through In-house Lesson Study:: Toward Building a Model of Collaborative Learning Process with Colleagues KITADA Yoshiko
The Annual Bulletin of the Japanese Society for the Study on Teacher Education,
Volume：18,
First page：96,
Last page：106, Oct. 2009,
[Reviewed]The purpose of this research is to investigate how teachers' professional expertise develops through in-house lesson study and to evaluate its effectiveness as an education system for those as the “learning profession”. Although many researchers and practitioners emphasize the importance of collegiality for teacher learning, little research has investigated how teachers learn with colleagues through in-house lesson study. In light of this, this research, designed as approximately a two-year long study, focused on one teacher with 23 years of teaching experience and investigated the process of how he developed his professional expertise through in-house lesson study at a local public school in western Japan.
To analyze the process of teacher learning, a tentative model called the “Collaborative Interconnected Model” was developed based on the Clarke and Hollingsworth Model. By using this new model, the following results were obtained. Through in-house lesson study, those colleagues who observed the target teacher's lesson provided him with much information which he might have overlooked in classroom activities. Moreover, colleagues helped him significantly in his rational analysis of his own teaching practice. The target teacher also deemed it important for him to observe his colleagues' lessons; as an observer, he came to understand some crucial points for reflection on others' teaching practice as well as his own. As a consequence, the target teacher gradually adopted a style of reflection which was similar to that of his colleagues who focused on what actually happened in a classroom and deliberately considered the meaning embedded in the classroom events. This was a sign of his professional growth as the “learning profession”.
Based on these results, it can be concluded that in-house lesson study has great possibilities as a learning system for developing teacher expertise. This research also suggests the effectiveness of the “Collaborative Interconnected Model” as a tool to analyze the learning process of teachers with colleagues through in-house lesson study.
The Japanese Society for the Study on Teacher Education, Japanese
DOI：https://doi.org/10.32292/jsste.18.0_96DOI ID：10.32292/jsste.18.0_96,
ISSN：1343-7186,
eISSN：2434-8562,
CiNii Articles ID：130007956844,
CiNii Books ID：AN10407522 米国におけるスタンダードに基づく教育改革の現状--「教職専門性スタンダード」と「教育スタンダード」の動向に着目して—Overview of standard-based education reforms in the United States: focusing on "professional teaching standards" and "education standards"
北田 佳子
Number：8, First page：31, Last page：41, 2009
Japanese
ISSN：1347-7420, CiNii Articles ID：40016693371, CiNii Books ID：AA11948173
How Does Heterogeneous-Grouping Function in Collaborative Leaning?: Differences Between Cross-Sex and Same-Sex Interraction in Mixed-Ability Grouping KITADA Yoshiko
Bulletin of Japanese Association of School Education,
Volume：24,
First page：112,
Last page：125, 2009,
[Reviewed]Japanese Association of School Education, Japanese
DOI：https://doi.org/10.20576/bojase.kj00007947271DOI ID：10.20576/bojase.kj00007947271,
ISSN：0913-9427,
eISSN：2424-1504,
CiNii Articles ID：110009420370,
CiNii Books ID：AN10174912 アメリカにおける教職専門性スタンダードの展開--NBPTS、INTASC,NCATEの連携に着目して—Development of professional teaching standards in the united states: focusing on the collaboration among NBPTS, INTASC, and NCATE
北田 佳子
Number：7, First page：63, Last page：74, 2008
Japanese
ISSN：1347-7420, CiNii Articles ID：40016082821, CiNii Books ID：AA11948173
Narrative Standardに関する考察(その1)Action(行為)として記述される教師の専門性—A study on narrative standard (1) Teacher's professional expertise illustrated in the form of action
北田 佳子; 庄司 康生
Number：7, First page：51, Last page：61, 2008
Japanese
ISSN：1347-7420, CiNii Articles ID：40016082820, CiNii Books ID：AA11948173
The Process of Novice Teacher's Learning Through In-house Lesson Study : Referring to the Concept of "Cognitive Apprenticeship" KITADA Yoshiko
Research Journal of Educational Methods,
Volume：33,
First page：37,
Last page：48, 2008,
[Reviewed]The purpose of this research is to investigate how novice teachers learn through in-house lesson study, referring to the concept of "cognitive apprenticeship", and to evaluate its effectiveness as novice teacher education. Although in-house lesson study has been recently attracting many researchers and practitioners, almost no research has conducted a longitudinal study to find out how novice teachers develop their knowledge and thinking styles through this learning system. Considering these situations, this research designed an approximately two-year long study. The following results were obtained; 1) The novice teacher in this study gradually adopted the similar discourse style as her senior expert teacher, which implied the novice was acquiring the professional vision of classroom observation; 2) The novice learned not only positive aspects of the senior, but also the negative ones; 3) The reciprocal leaning relationship was found between the novice and the expert, which prompted both teachers to reflect class-cases in far more deliberate way.
National Association for the Sudy of Educational Methods, Japanese
DOI：https://doi.org/10.18971/nasemjournal.33.0_37DOI ID：10.18971/nasemjournal.33.0_37,
ISSN：0385-9746,
eISSN：2189-907X,
CiNii Articles ID：110007595367,
CiNii Books ID：AN00058176 アクション・リサーチと教育研究 佐藤 一子; 森本 扶; 新藤 浩伸; 北田 佳子; 丸山 啓史
Volume：44,
First page：321,
Last page：347, Mar. 2005
application/pdf
Japanese
DOI：https://doi.org/10.15083/00031412DOI ID：10.15083/00031412,
ISSN：1342-1050,
CiNii Articles ID：110006389780,
CiNii Books ID：AN10516641
Teacher Agency in School as Learning Community
Yoshiko Kitada
The 11th International Conference of School as Learning Community, Mar. 2024, [Invited]
Mar. 2024 - Mar. 2024, Invited oral presentation
Collaborative Learning for Creating Democratic Classrooms
Yoshiko Kitada
World Association of Lesson Studies Annual Conference 2023, Nov. 2023, [Invited]
Nov. 2023 - Nov. 2023, Invited oral presentation
日本における多様な教職ルート開発の現状と今後の課題：東京学芸大学とTeach For Japanの連携による「教員・教育支援人材育成リカレント事業」に着目して
北田佳子
Oct. 2023, [Invited]
Sep. 2023 - Oct. 2023, Nominated symposium
社会的公正を志向するLesson Studyの可能性と課題
北田佳子
Aug. 2023
Oral presentation
Collaborative Learning for Creating Democratic Classrooms
Yoshiko Kitada
10th International Conference of School as Learning Community, Mar. 2023, [Invited]
English, Invited oral presentation
Teaching for Social Justice at School as Learning Community
Yoshiko Kitada
The 9th International Conference of School as Learning Community, Mar. 2022, [Invited]
English, Invited oral presentation
アメリカにおけるLesson Studyの展開：Mills CollegeのLesson Studyグループの役割に着目して
北田佳子
Oct. 2021
Japanese, Oral presentation
社会的公正を志向するLesson Study：米国サンフランシスコ統合学区の取り組みから
北田佳子
Sep. 2021
Japanese, Oral presentation
The Power of Learning Community under the COVID-19 Pandemic
Yoshiko Kitada
The 8th International Conference of School of Learning Community, Mar. 2021, [Invited]
English, Invited oral presentation
公正とエクセレンスを追求する米国の公立学校改革：サンフランシスコ統合学区における公立学校改革
北田佳子
Nov. 2020, [Invited]
Japanese, Nominated symposium
アカウンタビリティ政策が教師の教育実践に及ぼす影響：セントラル・パーク・イースト小・中等学校の事例を手がかりに
北田佳子
Sep. 2018, [Invited]
Japanese, Nominated symposium
What are Lesson Studies in Pursuit of "Happiness"?
Yoshiko Kitada
World Association of Lesson Study, Nov. 2017, [Invited]
English, Nominated symposium
Learning from Learning Community: Power of Video Conference in Teacher Education
Yoshiko Kitada
The Fourth International Conference of School as Learning Community, Oct. 2016, [Invited]
English, Invited oral presentation
アメリカにおける教職専門性をめぐる改革の展開とその課題（「課題研究Ⅱ 教師教育研究の国際化と比較研究の課題」）
北田佳子
Sep. 2016, [Invited]
Japanese, Nominated symposium
Development of Teacher’s Vision and Practice for Collaborative Learning
Yoshiko Kitada
The Third International Conference for School as Learning Community, Aug. 2015, [Invited]
English, Invited oral presentation
What is Authentic Science Learning? : Learn from Science Lesson in Japanese Middle School
Yoshiko Kitada
The Second Conference for the International Network for School as Learning Community, Nov. 2014, [Invited]
English, Invited oral presentation
学校改革におけるケアリング
北田佳子
Oct. 2014, [Invited]
Japanese, Invited oral presentation
The Role of Vision in Creating Learning Community
Yoshiko kitada
The 1st International Conference for the School as Learning Community, Mar. 2014, [Invited]
English, Invited oral presentation
共同研究・競争的資金等ID：40619051
授業研究で育まれる教師の専門性とは
北田佳子
Oct. 2013, [Invited]
Oct. 2013 - Oct. 2013, Nominated symposium
「学びの共同体」の哲学－子ども・教師・保護者がともに学び合う学校をめざして
北田佳子
Nov. 2012, [Invited]
Invited oral presentation
校内授業研究会における教師の専門的力量の形成を支援する校長の役割
北田佳子
Oct. 2012
Oct. 2012 - Oct. 2012, Oral presentation
校内授業研究会における教師の専門的力量の形成を支援する校長のリーダーシップ
北田佳子
Sep. 2012
Sep. 2012 - Sep. 2012, Oral presentation
アメリカにおける教師教育の高度化と専門職化をめぐる動向－スタンダードに基づく教育改革の展開を概観しつつ
北田佳子
Sep. 2012, [Invited]
Sep. 2012 - Sep. 2012, Nominated symposium
アメリカにおけるスタンダードに基づく教育改革の動向をめぐって
北田佳子
Jul. 2012, [Invited]
Jul. 2012 - Jul. 2012, Nominated symposium
Schoolwide lesson study across subject areas: Creating school-based professional learning communities
Yoshiko Kitada
Nov. 2011
Nov. 2011 - Nov. 2011, English, Oral presentation
Schoolwide lesson study across subject areas: Creating school-based professional learning communities
Yoshiko Kitada
Fourth Conference on Lesson Study: Learning Reform for better education, Jul. 2011, [Invited]
English, Keynote oral presentation
学校改革と公共世界：教師の学びを保障する学校づくりを目指して
北田佳子
Mar. 2011, [Invited]
Invited oral presentation
学校改革における実践者と研究者の協同：専門家コミュニティの形成をめざして（ラウン ドテーブル）
北田佳子
Oct. 2010
Oct. 2010 - Oct. 2010, Public symposium
日本の授業研究、その課題と展望：教師が学び合う学校をつくるために
北田佳子
Feb. 2010, [Invited]
Keynote oral presentation
校内授業研究会における教師の専門的力量の形成過程
北田佳子
Oct. 2008
Oct. 2008 - Oct. 2008, Oral presentation
校内授業研究会における新任教師の知識と思考の変容過程：「認知的徒弟制」の概念を手がかりに
北田佳子
Sep. 2007
Sep. 2007 - Sep. 2007, Oral presentation
Research on the development of a teacher training model for the Comprehensive Sexuality Education
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (C), 01 Apr. 2024 - 31 Mar. 2028
The Japanese Red Cross Akita College of Nursing
Grant amount(Total)：4680000, Direct funding：3600000, Indirect funding：1080000
Grant number：24K05666
Comparative Study of the system and the reality for the Professional Development of Teachers as Professionals
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (C), 01 Apr. 2024 - 31 Mar. 2027
Nihon University
Grant amount(Total)：4550000, Direct funding：3500000, Indirect funding：1050000
Grant number：24K05642
A Comparative Research on Teacher Workload Mangement Models Based on the Teaching Professionalism
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), 01 Apr. 2023 - 31 Mar. 2026
Osaka University
Grant amount(Total)：16900000, Direct funding：13000000, Indirect funding：3900000
Grant number：23K25620
A Comparative Research on Teacher Working Hour Models Based on the Professional Autonomy
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), 01 Apr. 2023 - 31 Mar. 2026
Osaka University
Grant amount(Total)：16900000, Direct funding：13000000, Indirect funding：3900000
Grant number：23H00923
A study of comprehensive sexuality education guidelines and its lesson practice based on gender equality and diversity
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B), Grant-in-Aid for Scientific Research (B), 01 Apr. 2019 - 31 Mar. 2024
Saitama University
Grant amount(Total)：15210000, Direct funding：11700000, Indirect funding：3510000
Grant number：19H01623
「ケアリング・コミュニティとしての学校」における教師の専門的力量形成過程の研究
01 Apr. 2017 - 31 Mar. 2022
Grant amount(Total)：2600000, Direct funding：2000000, Indirect funding：600000
Grant number：17K04529
論文ID：42270252
empowering women teachers in building caring learning community
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Research (Exploratory), Grant-in-Aid for Challenging Research (Exploratory), 30 Jun. 2017 - 31 Mar. 2019
ASAI SACHIKO; TAMAKI kumiko; SHIBATA mariko, The University of Tokyo
Grant amount(Total)：4420000, Direct funding：3400000, Indirect funding：1020000
This study introduced a case of school reform in a public elementary school, hereon named “A-school”, in the city of O, Japan. The study analyzed how the teacher-community at A-school developed through the school reform. We found out the following: (1) The narrative based on the dominant culture in ordinary elementary schools tends to emphasize individual classroom teacher’s responsibility for students in his/her own class. Such narrative makes it difficult to develop teacher-community. (2) Counter to the dominant narrative, teachers in A-school positively disclosed their “inability” to share their responsibility for their students. (3) The teachers in A-school realized that being aware of one’s own “inability” and asking for others’ help do not mean giving up one’s own responsibility. Instead, the teachers found that they pursued their own responsibility through continuous questioning of their “abilities” needed for their students’ education.
Grant number：17K18614
Role of Principal's Leadership in Teachers' Professional Development through Schoolwide Lesson Study
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C), Grant-in-Aid for Scientific Research (C), 28 Apr. 2011 - 31 Mar. 2015
KITADA Yoshiko
Grant amount(Total)：4550000, Direct funding：3500000, Indirect funding：1050000
The purpose of this study is to investigate the role of principal's leadership in teachers' professional development through schoolwide lesson study. By conducting longitudinal research from multiple viewpoints, the study found out that the principal who recognized shoolwide lesson study as an inevitable activity in creating professional learning community in school took various leadership approaches according to the situation of schools as well as staffs. The result of this study offers interdisciplinary insights, bridging between the study of school management and that of teacher education.
Grant number：23531052
講演・口頭発表等ID：42270424
