著者

守屋正彦 筑波大学大学院日本美術史研究室制作

出版者

筑波大学大学院日本美術史研究室(守屋研究室)

巻号頁・発行日

2014

著者

守屋正彦 筑波大学大学院日本美術史研究室制作

出版者

筑波大学大学院日本美術史研究室(守屋研究室)

巻号頁・発行日

2014

著者

守屋正彦 筑波大学大学院日本美術史研究室制作

出版者

筑波大学大学院日本美術史研究室(守屋研究室)

巻号頁・発行日

2014

著者

筑波大学附属図書館

巻号頁・発行日

2013-10-29

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平成23年9月に開設した筑波大学中央図書館ラーニング・スクエアは、「インプットからアウトプットまでの知的創造活動と、交流・協働のトータルサポート」をコンセプトとした学習支援環境です。「学生たちが気軽に集い、学び、教え合う学びの空間」「多様な学習スタイルに応じて姿を変える万華鏡空間」「学生同士の交流や諸活動の“見える化”により知的好奇心を刺激して、学びの相乗効果を生み出す空間」を目指しています。ラーニング・スクエアは、図書館職員によるWGが運営しています。特別な改修工事を行わずにWGメンバーの創意工夫で作り出した空間は、ラーニング・アドバイザー等による学習支援活動の充実や、学生・教職員の知的創造活動とのコラボレーションを通じて、新たな知的交流の場として日々成長しています。本ポスターでは、ラーニング・スクエアの歩みを振り返り、本空間の設置によりできるようになった7つのことをまとめ、発表します。

著者

筑波大学春日ラーニングコモンズ

巻号頁・発行日

2013-10

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第15回図書館総合展/学術情報オープンサミット2013ポスターセッションで使用されたポスター(平成25年10月29-31日 パシフィコ横浜)

著者

筑波大学感性認知脳科学研究プロジェクト 編

出版者

筑波大学出版会

巻号頁・発行日

pp.1-199, 2013-09

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代表編著者:久野節二、山田一夫

著者

石塚 修 筑波大学

雑誌

全国大学国語教育学会発表要旨集

巻号頁・発行日

no.122, pp.113-116, 2012-05-26

著者

筑波大学みんぞく研究会編

出版者

筑波大学みんぞく研究会

巻号頁・発行日

1978

著者

目代 邦康 池田 宏 飯島 英夫 Kuniyasu MOKUDAI Hiroshi IKEDA Hideo IIJIMA 筑波大 筑波大 筑波大

雑誌

地形 = Transactions, Japanese Geomorphological Union (ISSN:03891755)

巻号頁・発行日

vol.25, no.3, 2004-07-25

著者

筑波大学文化批評研究会

巻号頁・発行日

1999

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この研究報告書は、平成八~一〇年度文部省科学研究費補助金および筑波大学学内プロジェクトの研究助成による「ポストコロニアリズムから見たアジアの都市表象」という課題研究の成果である。この研究のきっかけは ...

著者

筑波大学図書館情報学図書館ラーニング・コモンズ

巻号頁・発行日

2010-11-24

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第12回図書館総合展/学術情報オープンサミット2010ポスターセッションで使用されたポスター(平成22年11月24-26日 パシフィコ横浜)

著者

飯田 浩之 Hiroyuki IIDA 筑波大学 The University of Tsukuba

出版者

東洋館出版社

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.80, pp.41-60, 2007-05-31

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In Japan, disparities in high schools showed an increasing tendency until the end of the 1970s. Since that time, attempts have been made to analyze and reduce these disparities, both in the field of sociology of education and educational reforms. This paper aims to re-examine the challenges in both fields and to elucidate their positive outcomes and limitations, and in addition, to point out a new perspective for future challenges in this area. Academically, the study of disparities began with the application of the concept of "tracking." At the beginning, many types of evils caused by disparities were problematized, and the concept of "tracking" was adopted to document the situation. The concept of "tracking" was compatible with functionalism, which was the main theoretical stream in the sociology of education at that time. The concept of "tracking" was originally used in studies of high schools in the United States to reveal the fact that there were invisible mechanisms for the selection of students in open curriculum systems. However, in Japan, the concept was used to report the fact that there were great differences in the inner processes of schools and subjective aspects of students based on school disparities. In other words, the concept was used to point out the effects of the disparities. As a result, the study of disparities has been developed as the study of "tracking effects." It can be said that studies of the tracking effect could have contributed to investigations of the inner processes of schools and subjective aspects of students. But instead, they took a macro perspective from the studies of school disparities. As a result, disparities were not examined in relation to social structures. Politically, there are two ways to reduce disparities in schools. One is to control the level of achievement of new students in order to prevent the emergence of differences among schools (input control). The other is to control educational activities in the schools to ensure that tracking effects do not take place in each school (through-put control). Since the late 1970s, input controls have been carried out through reforms of the entrance examination system of high schools and improvements of the guidance system of junior high schools. However, these controls were too indirect to reduce school disparities. In other words, whether they could reduce the disparities or not depended on their ability to change students' standards for school choice, which were indeed subjective. Through-put controls have been carried out as reforms of high schools. High school reforms after the 1980s were generally seen as an attempt to weaken classifications and frames of education. Logically, it seemed that these efforts led to a limitation of tracking effects in each school and to a reduction in school disparities as a whole. However, these attempts were not effective as they lacked a grand design and were done separately for each school. Challenges to the school disparities in both fields mentioned above seems to be homologous. They share the fact that they look at the disparities from a narrow perspective, only in relation to inner processes of each school or the subjective aspect of students. School disparities are social disparities. For example, they involve class differences among the enrolled students, and are related to regional differences. Consequently, in order to reduce school disparities, it is necessary to see them in their social context. The conclusion of this paper, by introducing recent challenges to school disparities, proposes this new perspective.

著者

永井 聖二 Nagai Seiji 筑波大学大学院 Graduate School Tsukuba University

出版者

東洋館

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.32, pp.93-103, 1977-09-30

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The study of teacher socialization has been relatively neglected in the field of educational sociology in Japan. In this paper, the author aims to delineate teachers' culture as a first step of the study of teacher socialization. According to the data of questionnaire survey administered to the primary school teachers in Tokyo metropolitan area (613 respondents), following findings were obtained: (1) The outstanding criterion with which teachers are ranked high by their colleagues is skillful teaching performance in their classrooms. (2) And much more notably, the criterion without which teachers are evaluated low by their colleagues is to act in concert with them. It can be pointed out that teachers working in such cultural situation can scarcely have chance to make use of originality in their schools.