著者

上地 香杜 加藤 一晃 野村 駿 太田 知彩 内田 良 KAMIJI Koto KATO Kazuaki NOMURA Hayao OTA Kazusa UCHIDA Ryo

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.65, no.2, pp.97-107, 2019-03-31

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The purpose of this paper is to clarify how the existence of family for a teacher affects the way he/ she works, revealing gender differences. Recently in Japan a “work style reform” has been suggested in the hopes of alleviating overly long working hours as well as to better appreciate the diversity of working styles. This movement also includes adopting a more open attitude toward balancing childcare, nursing care, and career, so the reform also includes a focus on the family members of workers. This reform talk has encouraged active discussion about teachers’ work styles. However, where previous research has clarified the situation of long working hours and the resultant mental health of teachers, there are few studies focusing on diversity among teachers. In particular, there are few studies that focus on gender differences or on differences in family relationships among teachers. This paper, which focuses on gender differences in teaching takes into consideration the family style of teachers and the effect it has on the actual condition of teachers’ working styles. The following three has been clarified. (1) Working time commitment is shorter when a teacher has their own children. In addition, working hours tend to be shorter for female teachers. (2) Wheras women teachers express they feel busier when they have their own children, this tendency was not seen among male teachers with children. (3) Analyzing work hours and busyness, in general, teachers with children feel busier than teachers without children, with female teachers feeling four times busier than male teachers. This paper suggests a necessity to discuss the existence of teachers’ families when discussing the “work style reform” that will affect them.

著者

野村 駿 太田 知彩 上地 香杜 加藤 一晃 内田 良 NOMURA Hayao OTA Kazusa KAMIJI Koto KATO Kazuaki UCHIDA Ryo

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.65, no.2, pp.109-121, 2019-03-31

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This paper uses the viewpoint of a teacher’s past experience to reveal the mechanism that relates to a teacher’s subjective feelings when coaching extracurricular club activities. Currently in Japan, there is much discussion of work-type reforms regarding the way teachers work in public and at academic levels. Various investigations show the situation of teachers in contemporary Japanese society as one of excessive overwork. In particular, for junior high school teachers, the temporal and psychological burden of monitoring club activities has been regarded as a problem. Although previous studies have pointed out problems due to extracurricular club activities, the problem of a teacher’s subjective feelings – over-reacting, acting out, or passionately involved – has not been sufficiently studied. Therefore, in this paper, we examine the mechanism by which teachers experience subjectively the coaching of extracurricular club activities. The results of this paper are as follows. Firstly, the temporal burden of coaching of extracurricular club activities falls hard on younger teachers. However, in all tasks, including club activities, young teachers express a desire for increased work, making it appear s though they were inviting themselves to be busier. Secondly, from the viewpoint of subjective enjoyment experienced from recalled participation their own junior high school and high school club activities, young teachers who found enjoyment from participating in current school club activities were those who had evaluated their own past club experiences positively, so tended to contribute a longer time to overseeing these activities as teachers. However, those teachers who recall their past club activities as not having been so enjoyable do not find the current participation in club activities as teachers so positively. Yet due that fact that they are young teachers, they are forced to instruct a club activity for a long time. Thirdly, there are many young teachers who have been involved in the same club activities consistently from their own junior high school years up through the present time; they derive pleasure from coaching the club activities so their time commitment for coaching is longer. At the same time among young teachers, there are many who do not enjoy being in charge of club activities they have themselves not experienced previously and dislike being forced to commit a long time for such guidance. In this paper, we have analyzed the issue of teachers’ subjective feelings regarding responsibilities toward club activities and point out the necessity to set up opportunities during the pre-service teacher training stage for each pre-service teacher to express his/her own experience of past club activities.

著者

渡邉 雅子 WATANABE Masako Ema

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.58, no.2, pp.1-13, 2011

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Using a structural comparison of the dissertation and the essay (French and American academic writing), this paper attempts to clarify the differences in thought and written expression of these writing structures in the two countries, examining the societal and cultural background that has influenced both styles of writing. In contrast to the dissertation, which has a dialectical three-stage structure of thesis-antithesissynthesis, the essay focuses on the thesis, the author's claims, and supporting evidence. The essay in its simplified structure is likened to the "arrow shot at the target" in a straight line, whereas the dissertation is more of a "bird's eye view" depicting the largest possible structural outline for the theme and the integrating of opposing viewpoints. The two styles clearly have contrasting features, for the essay places importance on creating a firm link between the claim and the grounds, while the dissertation accepts the complexity of the theme and attempts mostly to describe the full picture. The elimination of the antithesis and synthesis from American academic writing is relatively recent, tracing back to the 1960s, when American higher education became rapidly popularized. It was created from the necessity to have a form of academic wiring that could be easily written by students from diverse socio-economic backgrounds. The American style of essay is designed to work well in a popular democracy. By contrast, the dissertation was introduced at the end of the 19th century as a symbol of the new society and education after the French Revolution. With the arrival of the dissertation, it can be said that the traditional education of France in the classical languages and rhetoric was transformed into a discipline that makes use of dialectics to build up a robust form of personal thought. However, the intellectual tradition descended from Greek and Roman thought remains in the dialectical structure of the dissertation and in the common culture of French literature and philosophy. The French dissertation presupposes that the educated are the successors of the ancients, their raison d'étre based on a cultural superiority inherent in the classics, the knowledge of which inspires a method of thinking that necessitates a comprehensive viewpoint integrating opposing views. The dissertation, then, is the written embodiment of this pedagogical, philosophical perspective. I suggest that this way of thinking could offer a counterpoint to globalism, which imposes a uniform set of rules and viewpoints on everyone.

著者

加藤 一晃 野村 駿 太田 知彩 上地 香杜 内田 良 KATO Kazuaki NOMURA Hayao OTA Kazusa KAMIJI Koto UCHIDA Ryo

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.66, no.2, pp.199-209, 2020-03-31

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From 1960’s, sports activities, such as Junior Sport Clubs Association and private sports club for elementary school age has been expanded. The purpose of this paper was to clarify the impact on junior high school extra-curricular club activities caused by the expansion of sports activities among elementary school age. Through analyzing the data acquired from questionnaire survey for junior high school teachers, we got the following results. 1. When looking at the athletic club as a whole, the clubs with few experienced students account for about 30 to 40%. However, there are about 20% of the clubs where almost all of them are made up of experienced students. And the clubs consisted by more experienced students practice more frequently and the participation frequency of practice games tend to be overheated. 2. The number of experienced people depends on the kind of sports, and there are many experienced students especially in baseball and soccer. There are few experienced players in badminton, tennis, “track and fields” and table tennis. The sports in which the more experienced students participate is likely to practice more frequently. From this result, it can be inferred that the expansion of sports opportunities at the elementary school level has increased the number of people already skilled at the time of entering junior high school, which has led to overheating. 3. However, even in the kind of sports with few experienced people, some clubs have many experienced students. As long as there are a lot of experienced people, there is a tendency to participate in high-level competitions. However, only in the case of baseball and soccer, practice time and practice game frequency correlate with the percentage of experienced players. In other kind of sports, there is no correlation between the number of experienced students and the time of activity or practice game frequency. For baseball and soccer, it is more common to experience in elementary school and then continue it in the junior high school sports club. This may have increased the impact of elementary school level experience not only on competition results but also on practice time or practice game frequency. Based on the above results, the importance of focusing on the continuity of sports from elementary school level to junior high school level was discussed.

著者

渡邉 雅子 WATANABE Masako Ema

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.58, no.2, pp.1-13, 2012-03

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Using a structural comparison of the dissertation and the essay (French and American academic writing), this paper attempts to clarify the differences in thought and written expression of these writing structures in the two countries, examining the societal and cultural background that has influenced both styles of writing. In contrast to the dissertation, which has a dialectical three-stage structure of thesis-antithesissynthesis, the essay focuses on the thesis, the author's claims, and supporting evidence. The essay in its simplified structure is likened to the "arrow shot at the target" in a straight line, whereas the dissertation is more of a "bird's eye view" depicting the largest possible structural outline for the theme and the integrating of opposing viewpoints. The two styles clearly have contrasting features, for the essay places importance on creating a firm link between the claim and the grounds, while the dissertation accepts the complexity of the theme and attempts mostly to describe the full picture. The elimination of the antithesis and synthesis from American academic writing is relatively recent, tracing back to the 1960s, when American higher education became rapidly popularized. It was created from the necessity to have a form of academic wiring that could be easily written by students from diverse socio-economic backgrounds. The American style of essay is designed to work well in a popular democracy. By contrast, the dissertation was introduced at the end of the 19th century as a symbol of the new society and education after the French Revolution. With the arrival of the dissertation, it can be said that the traditional education of France in the classical languages and rhetoric was transformed into a discipline that makes use of dialectics to build up a robust form of personal thought. However, the intellectual tradition descended from Greek and Roman thought remains in the dialectical structure of the dissertation and in the common culture of French literature and philosophy. The French dissertation presupposes that the educated are the successors of the ancients, their raison d'étre based on a cultural superiority inherent in the classics, the knowledge of which inspires a method of thinking that necessitates a comprehensive viewpoint integrating opposing views. The dissertation, then, is the written embodiment of this pedagogical, philosophical perspective. I suggest that this way of thinking could offer a counterpoint to globalism, which imposes a uniform set of rules and viewpoints on everyone.

著者

太田 知彩 上地 香杜 加藤 一晃 野村 駿 内田 良 OTA Kazusa KAMIJI Koto KATO Kazuaki NOMURA Hayao UCHIDA Ryo

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.66, no.2, pp.211-219, 2020-03-31

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The purpose of this paper is to clarify the actual situation of club activities in junior high school and teachers’ awareness of them by focusing on school size. Recently in Japan, there are a lot of discussions about work-type reforms regarding the way teachers work in public and academic levels because many surveys showed that the working hours of teachers in japan have been too long. And club activities have been pointed out as the cause of overworking, however, there have been few studies of the working hours of teachers and actual situations of club activities by focusing on school size. Therefore, in this paper, we examine the actual situation of club activities and how the teachers think about them by focusing the class size which means the number of students. The results of this paper are as follows. First, there are differences regarding working hours and hours of club activities depending on school size, which suggests that teachers who work at larger schools work much longer. Secondly, the larger schools offer more types of club activities yet less rest days from club activities during holidays. And the ratio of teachers who teach club activities is equal but teachers who work at smaller school coach alone. Finally, teachers who work at larger schools tend to prefer to coach club activities much longer than teachers who work at smaller schools. Regarding this, we suggested that teachers who work at larger schools have more chances to coach club activities for which they have had experience through their own junior high school years; also, they are able to coach prefered activities as there is a larger number of activities to choose from in a larger school. Based on the above, this paper suggests that the school size and the number of club activities play an important role in securing a workload more acceptable for teachers and their duties with club activities.

著者

中元 崇 NAKAMOTO Takashi

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.66, no.2, pp.109-125, 2020-03-31

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The purpose of this study is to clarify what factors affect both the intentions and obstructions experienced for university staff members considering going to graduate school. In recent years with the advancement and specialization of jobs at higher education institutions, several graduate courses for university staff have been established. However, while some staff go to graduate school, the majority do not. This paper aim to explore the causes for this difference. A secondary analysis using the data from the “National University Administrative Staff Survey” was performed. The study found significant differences among several factors (age, presence / absence of knowledge to be learned, intention to take other learning opportunities, fields of interest, etc.) between those who had the intention to go to graduate school and those who did not. Similarly, there were significant differences among several factors that related to the work environment between those who felt obstructed to go to graduate school and those who did not. An analysis was performed to discern whether the intention of going to graduate school had relation with individual’s perceived obstructive factors, yet no significant difference was related to individual intention. These results suggest the necessity to explore various measures more thoroughly such as methods to promote learning from an early stage, to communicate with employees to give them clear indication for career path, and to improve the work environment.

著者

吉川 卓治

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.62, no.2, pp.27-41, 2015

著者

張 林倩 ZHANG Linqian

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.65, no.1, pp.51-63, 2018-10-01

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Neoliberalism has gained status as a dominant manner of discourse since the 1970’s, yet its concepts remain vague and difficult to evaluate. Foucault’s Theory of Governmentality offers a theoretical framework from which to critically evaluate neoliberalism. This paper attempts to reconsider neoliberalism critically using Foucault’s Theory of Governmentality. First, I review the history of neoliberalism and describe its characteristics. Neoliberalism, first created in Germany and the United States in 1930’s, was not the regression of Classical liberalism; rather it was attempt to demarcate the possibility and limitation of government intervention. Next, utilizing Foucault’s Theory of Governmentality, I reexamine neoliberalism critically. According to neoliberal governance, economic growth gives justification to the state when it experiences a crisis. When this occurs, the positions of economic power and legal power within a society are reversed. Thus, neoliberalism has the effect of breaking down the border between the social arena and the market; society becomes commercialized and market by homo-economics. This results is an internalization of the market principle, with society governing via investing in itself in order to manage risk, In this way, neoliberalism makes it possible to justify itself by reorganizing the legal system. Additionally, neoliberalism established a hegemony by producing a system of homo-economics with its neoliberal governing model.

著者

阿曽沼 明裕 ASONUMA Akihiro

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.67, no.1, pp.1-15, 2020-09-30

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Functional differentiation of higher education institutions has long been discussed in Japan. Implicitly, it has been argued against a background of the problem of resource constraints. If there are resource restrictions, duplication of functions among various institutions is considered problematic. However, when discussing functional differentiation, the difference of financial bases among different institutions of higher education has been rarely examined in detail. We should consider how financial resources are distributed unevenly among higher education institutions. In this study we take the US higher education system as an example in order to better understand the relationship between the functional differentiation and financial basis of higher education institutions. The US higher education system is comprised of a great diversity of higher education institutions, differentiated further into various types of institutions. Fortunately, the “Carnegie Classification of Institutions of Higher Education” is very useful. Moreover, the IPEDS (Integrated Postsecondary Education Data System) provides the financial data that enables comparison of higher education institutions. In this article (part1) we examined where financial resources are unevenly distributed among various institutions of higher education. We focused on the difference between public, private, and forprofit institutions, and the difference of the institutional types as defined by the Carnegie Classification of Institutions of Higher Education. One result found that more than 60% of the total income of institutions of higher education is concentrated on the “Doctoral Universities”, although the number of institutions is relatively small. This is due to the large scale of student numbers and the high cost per student for doctoral programs. Endowment assets are also concentrated in the “Doctoral Universities”, as well as in the private “Baccalaureate Colleges”. This uneven distribution of financial resources among institutions and the factors behind the uneven distribution are discussed.

著者

内田 良 長谷川 哲也

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.58, no.2, pp.119-130, 2011

著者

加藤 一晃 KATO Kazuaki

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.67, no.1, pp.61-75, 2020-09-30

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The aim of this paper is to illustrate the effect of quantitative changes that have occurred in the organization of the Japanese high school curriculum. It is well documented that the educational reforms of the 1980s brought greater diversification to the high school curriculum. Much research has focused on the qualitative changes to the curriculum without equal concentration on the impact of quantitative changes. This paper addresses this overlooked area of research. In the 1980's, The Japanese Ministry of Education, Culture, Sports, Science and Technology created policies in order to reduce the amount high school students were expected to learn. The number of credits necessary to graduate high school was reduced, as were the standard number of class hours. Subsequently, from the 2000's, the Ministry of Education policies began to change direction, and an increase in the amount of learning expected was implemented. This research examines to what degree the amount of learning content was affected by these policies. This paper analyzes the Curriculum Organization Survey, conducted by the Ministry of Education, as well as the influence of the international academic assessment test, PISA (Programme for International Student Assessment) conducted by the OECD. The following findings were secured:1. The amount of learning content expected in the 2000's decreased further than what it had been in the 1980's.2. In the 2000's, the amount of learning content imposed during weekdays increased. 3. From 2003, class hours increased overall.4. From the 2000s, non-vocational high schools, whether prestigious schools or not, increased their class hours.In conclusion, class hours for high school students have expanded for a diversity of high schools. Further investigation into the effect that the expansion of class hours has on the overall curriculum of high school is suggested.

著者

山下 大喜 YAMASHITA Daiki

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.67, no.1, pp.37-45, 2020-09-30

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Hu Shih (1891-1962) is well-known as the key founder of literature reform (文學革命) in modern China. One of his papers "Wenxue gailiang chuyi(文學改良芻議)" played an important role at the onset of literature reform, in which he proposed the adoption of vernacular Chinese as the language of new literature. His view on the form and substance of literature was exposed to bitter criticism from the Chinese Marxists. Because of the class struggles in the mid of 1950s, his theory was overly regarded as an idealism approach in opposition to materialism. This paper analyzes Hu Shih's statements concerning the form and substance of Chinese literature. The analysis of this paper reveals that Hu Shih fixed the order of priority for reforming Chinese literature from form to substance. He gave priority to the richer substance for new literature as he believed that the rich substance of new literature could only be expressed after the problems surrounding the rigid forms of Chinese literature were removed.研究は科研費(特別研究員奨励費)の助成を受けたものである。

著者

阿曽沼 明裕 ASONUMA Akihiro

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.67, no.1, pp.17-35, 2020-09-30

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Functional differentiation of higher education institutions has long been discussed in Japan. Implicitly, it has been argued against a background of the problem of resource constraints. If there are resource restrictions, duplication of functions among various institutions is considered problematic. However, when discussing functional differentiation, the difference of financial bases among different institutions of higher education has been rarely examined in detail. We should consider how the revenue structure (income breakdown) varies depending on the diversity of higher education institutions. In this study we take the US higher education system as an example in order to better understand the relationship between the functional differentiation and financial basis of higher education institutions. The US higher education system is comprised of a great diversity of higher education institutions, differentiated further into various types of institutions. Fortunately, the “Carnegie Classification of Institutions of Higher Education” is very useful. Moreover, the IPEDS (Integrated Postsecondary Education Data System) provides the financial data that enables comparison of higher education institutions. In this article (part2) we discover some patterns of income structure within the various institutions of higher education and focus on the differentiation of public, private, and for-profit institutions, and the difference of institutional types as defined by the Carnegie Classification of Institutions of Higher Education. Accordingly, the group of institutions is divided into “Core RevenueDependent Type,” which largely depend on tuition fee income and state appropriations., and “Diversified Revenue type,” which depend on various financial resources: government research grants, investment income, hospital income, private funds, and so on. For example, the group of public institutions offering mainly associate’s degrees is categorized as “Core Revenue-Dependent Type.” In contrast, the group of institutions that offer many doctoral programs is categorized as “Diversified Revenue type,” and are dependent on research grants and hospital monies. These various types of income structures and the factors behind their differences are discussed.

著者

加藤 一晃 KATO Kazuaki

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.67, no.1, pp.61-75, 2020-09-30

---

The aim of this paper is to illustrate the effect of quantitative changes that have occurred in the organization of the Japanese high school curriculum. It is well documented that the educational reforms of the 1980s brought greater diversification to the high school curriculum. Much research has focused on the qualitative changes to the curriculum without equal concentration on the impact of quantitative changes. This paper addresses this overlooked area of research. In the 1980’s, The Japanese Ministry of Education, Culture, Sports, Science and Technology created policies in order to reduce the amount high school students were expected to learn. The number of credits necessary to graduate high school was reduced, as were the standard number of class hours. Subsequently, from the 2000’s, the Ministry of Education policies began to change direction, and an increase in the amount of learning expected was implemented. This research examines to what degree the amount of learning content was affected by these policies. This paper analyzes the Curriculum Organization Survey, conducted by the Ministry of Education, as well as the influence of the international academic assessment test, PISA (Programme for International Student Assessment) conducted by the OECD. The following findings were secured:1. The amount of learning content expected in the 2000’s decreased further than what it had been in the 1980’s.2. In the 2000’s, the amount of learning content imposed during weekdays increased. 3. From 2003, class hours increased overall.4. From the 2000s, non-vocational high schools, whether prestigious schools or not, increased their class hours.In conclusion, class hours for high school students have expanded for a diversity of high schools. Further investigation into the effect that the expansion of class hours has on the overall curriculum of high school is suggested.

著者

竹井 沙織 小長井 晶子 御代田 桜子 TAKEI Saori KONAGAI Akiko MIYOTA Sakurako

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.65, no.2, pp.85-95, 2019-03-31

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The purpose of this paper is to clarify the dilemma of guaranteeing both “learning” and a “place of belonging” in a study support project, taking into consideration the logic of “education” and the logic of “inactivity.” This research illustrates what aspects of “learning” and a “place of belonging” were present in the project in X City. The findings of this study are as follows; The aim of the study support project in X City included support for study as well as an emphasis on creating a “place of belonging.” The logic of “education” and the logic of “inactivity” crossed intentions of supporting for “learning” and “place of belonging” in the project. Program supporters struggled to address the gap between the two logic behind their behavior. For example, where a child is guaranteed a “place of belonging,” the logic of “inactivity” prevailed. However, since the program was a study support project, an emphasis on learning suggests the importance of study, motivation, and empowerment. Consequently, supporters felt conflict between the logic behind desiring to promote “education” and that of allowing “inactivity.” How to address the underlying logical conflict between the logic of “education” and the logic of “inactivity” suggests the need to set goals that include “learning” and “place of belonging.”

著者

近藤 孝弘

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.56, no.2, pp.41-53[含 英語文要旨], 2009

著者

内田 良 長谷川 哲也 上地 香杜 UCHIDA Ryo HASEGAWA Tetsuya KAMIJI Koto

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.64, no.1, pp.169-179, 2017-09-30

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This study seeks to examine the current state of affairs of public libraries in contemporary Japan, with regard to regional disparities in the availability of resources and their use. While libraries are established based on the principle of local autonomy, regional disparities present issues affecting access to resources and information, and guardianship of residents’ rights to learn. For local governments in Japan to establish individual libraries according to their respective abilities, it is necessary for them to gain an overview of the national library system as a whole. Unfortunately, this task has been neglected, with the result that there is an insufficient understanding of the actual situation of regional disparity in public libraries. In this study of public libraries, I examine regional disparities by comparing urban municipalities (cities and wards) with rural municipalities (towns and villages) in terms of the availability of materials and human resources. In my analysis, I use the latest available data, from the 2016 edition of Statistics on Libraries in Japan. I calculate the degree of dissimilarity between urban and rural municipalities respectively, in terms of total number of books, book circulation statistics, number of loans, service population, number of members, and number of full-time librarians. I then study regional differences by comparing these two target groups. The main findings are as follows. Firstly, in rural municipalities, disparities emerge in terms of the very existence of libraries, while in urban municipalities disparities emerge in the utilization of resources in terms of the number of loans. Secondly, no major difference exists in the number of full-time librarians in rural and urban municipalities. However, if the degree of difference among service populations is used as a reference standard, then rural municipalities could be said to have larger disparities than urban municipalities in terms of the relative number of full-time librarians. The ongoing challenge for public libraries is to find ways to cope with regional disparities in services and resource utilization.

著者

服部 美奈 神内 陽子 HATTORI Mina JINNAI Yoko

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.66, no.2, pp.173-198, 2020-03-31

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This study describes the characteristics of legal education in Indonesian higher education, and examines the position and role of higher education towards the training of professionals for the legal field. Two types of universities are analyzed; one a national general university operated by the Ministry of Higher Education and the other a national Islamic university operated by the Ministry of Religion Affairs. A historical overview of these institutions is followed by an explanation of the current Indonesian situation for legal education. Next an analysis is offered of the legal education performed at Diponegoro University (Central Java,) an example of a national general university, and at Sunan Kalijaga Islamic University (Yogyakarta) a national Islamic university. Finally, a conclusion summarizes the characteristics important to Indonesian modern legal education, with an attempt to clarify and discern the differences between the legal education and training of legal professionals training at these two types of universities within the country. For this research, various documents were analyzed, informants at each university interviewed, and classes at both universities observed. The field research conducted by Y. Jinnai occurred from March 14–22, 2017 and by M. Hattori, from February 26–27, 2018. In conclusion, the following three points were made: First, as Kadota (2011) has pointed out, there still exists no national common bar examination for legal professionals. The Supreme Court, the Prosecutor's Office, and the association of lawyers conduct each examination independently, including assessment and final certification. Students cannot obtain this certificate, even if they have successfully completed university studies. It is mandatory to first obtain a bachelor's degree as a basic qualification. In other words, "the education offered at universities is the first and indispensable part of legal training" [Kadota 2011]. This also means that law education at universities has become more academic and theoretical-oriented than a vocation-oriented, practical pedagogy. Secondly, at the higher education level, the characteristics for legal education show the same tendencies in both systems; both place emphasis on academic, theoretical knowledge. At Diponegoro University, it is not possible for students to deepen a particular field of specialization, although the course is organized so that it can be studied more broadly. Therefore, students can obtain opportunities that enable easier access to a wide spectrum of careers after graduation. At Sunan Kalijaga National Islamic University, the curriculum of the faculty of Shari'a and Law is designed for students to obtain a bachelor's degree in law, although not a bachelor's degree in Islamic law. Students are thus able to gain access to occupations other than that of a religious court civil servant, or a position within the Ministry of Religion Affairs; they may also train for the legal profession in general. In this regard, it can be said that the initial purpose for the establishment of the National Islamic University to provide Muslims with a bachelor's degree in general law has been achieved to some extent. Finally, this study illustrates that Islamic institutions of higher education that appeared before independence as institutions with different missions than the traditional the educational institution, Pesantren, have been successful in integrating Islamic studies in general. Despite this progress, it must be mentioned that the trend towards integration represent more a concern towards the transition from a National Islamic College (PTAIN) to a National Islamic Institute (IAIN,) and then to a National Islamic University (UIN), and as such, true integration is still incomplete, and rather remains a compromise.本研究は,科学研究費補助金基盤研究(B)「法整備支援重点支援対象国における法学教育」(研究代表者:四本健二,研究課題番号15H05176,平成27年度~30年度)の研究成果の一部である。

著者

中元 崇 NAKAMOTO Takashi

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.66, no.2, pp.109-125, 2020-03-31

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The purpose of this study is to clarify what factors affect both the intentions and obstructions experienced for university staff members considering going to graduate school. In recent years with the advancement and specialization of jobs at higher education institutions, several graduate courses for university staff have been established. However, while some staff go to graduate school, the majority do not. This paper aim to explore the causes for this difference. A secondary analysis using the data from the "National University Administrative Staff Survey" was performed. The study found significant differences among several factors (age, presence / absence of knowledge to be learned, intention to take other learning opportunities, fields of interest, etc.) between those who had the intention to go to graduate school and those who did not. Similarly, there were significant differences among several factors that related to the work environment between those who felt obstructed to go to graduate school and those who did not. An analysis was performed to discern whether the intention of going to graduate school had relation with individual's perceived obstructive factors, yet no significant difference was related to individual intention. These results suggest the necessity to explore various measures more thoroughly such as methods to promote learning from an early stage, to communicate with employees to give them clear indication for career path, and to improve the work environment.