英語教育における文字の位置付け : 就学前,小学校,中学校を例として

As of April 2012, "Budo", Japanese traditional martial arts, became a compulsory part of health and physical education at junior high schools in Japan, with schools being given the option to choose from judo, kendo, and sumo. Recently, some students died or suffered injuries in judo accidents, and it is feared that such accidents could become common. In this study, we examined cases of head injury suffered by students in judo accidents. The incidence of injury showed two peaks occurring in the first year of junior high and senior high school. In most cases, the judo accident impacted the victim's head, particularly the occipital region. Most of the victims suffered subdural hemorrhage. Osotogari, a judo throwing technique, was found to be the most common cause of head injury. This was true in the alive case of the accidents as well as those who died from head injury.

Controls for second hand smoke (SHS) and adolescent smoking have been still sociomedical concerns in Japan. Restaurant smoking restrictions are associated with community social norms affecting adolescent smoking behavior, and the status in areas around Junior high schools (JHSs) in the community could be a sign of community practices on regulating SHS for adolescents. To examine whether restaurant smoking restrictions are seen especially in areas around JHSs in Japan, a survey using the direct inspection of a total of 163 restaurants (64 restaurants within and 99 outside a 1-km radius from the nearest JHSs) was conducted in May 2003 in Yonago city, Japan. We assessed smoking restriction status in each restaurant and classified them into 2 groups according to the distance from the nearest JHSs. There were only 2 (3.1%) restaurants with 100% non-smoking and 11 (17.2%) with some partial restrictions among the restaurants within a 1-km radius of JHSs. There were 1 (1.0%) restaurant with 100% non-smoking, 3 (3.0%) with complete non-smoking sections and 17 (17.2%) with some partial restrictions among the restaurants outside a 1-km radius of JHSs. Among restaurants with some partial restrictions, restriction methods were considered insufficient. The smoking restriction status was not significantly different between the restaurant groups within and outside a 1-km radius of JHSs. These results suggest that the public awareness of and attitude toward adolescent smoking problems remains low in Japan. Further SHS control actions for adolescents are needed in Japan.

One significant change in the latest curricular guidelines in Japan for junior high schools is that students are intended to learn grammar and vocabulary through language activities. This study describes the experience of carrying out language activities in junior high school English classrooms from the perspective of student teachers, focusing on the perplexities, or conundrums, that they encounter. These perplexities were identified through an analysis of the critical incident reports written by 172 student teachers between 2016 and 2024. The reports described incidents during the student teachers’ junior high school English teaching practicums that went against their expectations. The critical incidents were coded using thematic analysis, and five perplexities extrapolated from the coding are described. Two perplexities relate to activity facilitation: Creating a shared understanding of activity participation with students and Managing oneself, learners, and time. The remaining perplexities relate to facilitating language learning: Dynamicity of language instruction, The unpredictable nature of student language use, and The difficulty of using English. Exploratory Practice, which prioritizes deep understanding of issues over quick solutions, informs the discussion of this study. Based on the discussion, this paper proposes a longitudinal process for exploring perplexities student teachers face.

This study examines the relationships among the school intellectual capital,the school innovation management and school competitiveness of the elementary and junior high schools, the brand-molding, and the differences of school competitiveness. The research subjects are the principals, directors, low leader and teachers of th Yilan County junior high and elementary schools. The research results are deducted from the analysis of the findings, the survey of the questionnaires, and the focus group interviews catering to the research purposes and research questions. The analysis results provide suggestions for future researches for the educational administrative institutes, for the junior high and elementary schools , and teachers. Based on previous researches, a research theoretical scaffolding was built with the focus group analysis technique. The questionnaire of the school intellectual capital,the school innovation management and school competitiveness the elementary and junior high schools, was used to draw random samples of the 1,006 principals, directors, low leader and teachers of the Yilan County. There were 886 effective questionnaires. The dada was analyzed by the Windows SPSS 18.0 statistics analysis software, analyzing the mean value and standard deviations of the view points of the subjects school intellectual capital,the school innovation management and school competitiveness the elementary and junior high schools. Analysis of variance and the Scheffe method were conducted to compare subjects from different school backgrounds and community backgrounds to decide if they have obvious differences upon school competitiveness, school intellectual capital,the school innovation management. Stepwise multiple regression analysis was used in analyzing school intellectual capital,the school innovation management and the school competitiveness. With the analyzed data from the questionnaires along with the researches and the information acquired from the interviews, the following conclusions are formed after comprehensive discussions： 1. Schools intellectual capital, innovation management research for school competitive with the times, the value and applicability. 2. Schools intellectual capital, innovation management and development of the school competitive with theoretical support. 3. Master dissertation domestic capital for innovative business school research and competitive intelligence school, are taking a positive conclusion. 4. The elementary and junior high schools intellectual capital, innovative business schools, schools at all levels are competitive and are performance level. 5. Performance in terms of male educators school intellectual capital, senior and young teachers, principals, and full-time or subject teachers, new schools and a short history of the school educational personnel, representing a higher level of consciousness of other educational personnel. 6. Higher principals than other educational personnel at the school level of perceived innovation management. 7. The degree of intellectual capital, the higher the degree of innovative business schools, their schools more competitive good. 8. Elementary, city (towns and villages) Center Area and mountainous and remote areas, relationship capital, the higher the degree of schools' competitiveness of its high schools. 9. Educators 'Masters and Ph.D.' qualifications, the lower level of consciousness competitiveness. 10. The higher the degree of intellectual capital schools, their school innovation more favorable operating performance. 11. Young and senior education officers perceived a higher degree of innovative business school, rural areas schools, moderate size of the school, the school innovation more favorable operating performance. 12. The elementary and junior high schools intellectual capital of highly positive correlation between the level of competitiveness and schools at all levels. 13. The elementary and junior high schools innovation management of highly positive correlation between the level of competitiveness and schools at all levels. 14. The elementary and junior high schools at all levels of intellectual capital and innovation management schools reached a high positive correlation between the levels. 15. The elementary and junior high schools explanatory power of intellectual capital on highly competitive schools predictive power. 16. The elementary and junior high schools to explain the power of innovative business school is highly competitive predictive power. 17. The elementary and junior high schools to explain the power of intellectual capital is a highly innovative business schools predict. 18. The elementary and junior high schools relational model of intellectual capital, innovation management and competitiveness in school, school innovation management as a mediator. Another study based on the conclusions put forward concrete proposals to enable the competent educational authority, the national primary and secondary schools, teachers and researchers subsequent reference.

This article contributes to theoretical discussions about beginning teachers’ work being both relational and emotional. Specifically, we have examined the tensions that frequently characterise the relationships between beginning and senior teachers. Our research material consisted of narrative interviews with seven beginning teachers and seven senior teachers working at the same junior high school in Japan. Through thematic analysis, we have identified three categories of tensions: (1) tension between dependence and independence, (2) tension between obedience and assertiveness and (3) tension between loyalty to one’s students and loyalty to one’s colleagues. These tensions are meaningful for both beginning and senior teachers, but they view them in different ways and connect them to different expectations regarding appropriate actions and attitudes. These tensions are also related to wider cultural expectations and general principles that are often concretely realised through different practices within the micropolitical environment of a school.

On-English Textbooks Used at Junior High Schools in Japan

While English has been the primary foreign language to learn in junior high schools and high schools in Japan, it was introduced to elementary schools as an ”optional activity” in 2002. According to the Japanese Ministry of Education, ”MEXT,” about 97.1 percent of elementary schools throughout Japan engaged in some kind of ”English activity” with an average of 15.9 hours per year (for 6th graders) in 2007. Although these figures may indicate an increase in interest in teaching English at elementary school level, additional data suggest serious concerns among elementary school teachers. One of the main sources of the concerns is the fact that most English activities are taught by homeroom teachers who do not hold any formal teaching credentials in English. However, the MEXT has announced that English will become a ”mandatory activity,” not an academic subject. in elementary schools in 2011, which may trigger more problematic situations. This paper addresses the issues related to the implementation of elementary school English in Japan from the following perspectives: (1) Role and relevance of English in an Asian context, (2) Importance of coherent education from elementary to tertiary level, (3) Brief history and current status of elementary school English in Japan, (4) Professional competencies for elementary school English: pedagogical competency and English ability. Although English is recognized as the most widely used language of international communication, there has been no consensus of opinion about the purpose and goal of English education at elementary school level yet in Japan. In principle, teacher training and induction will not be offered to elementary homeroom teachers. In addition, the requirements for teachers of elementary school English have not yet been clarified by the MEXT. Main findings of the survey with 600 elementary school teachers, conducted in 2006 and 2007, and suggestions for designing of elementary school curriculum, teaching materials, and teacher education will also be discussed for further research.

BackgroundParents can experience much stress from parenting, work, and household responsibilities. Parents’ stress recovery experiences, or their lack thereof, can affect parenting practices and influence children’s behavioral problems, which may thereby lead to difficulties for children later in life. Therefore, the relationships among these three factors deserve consideration. This study tested a model of the mediating role of parenting practices in the relationship between parents’ stress recovery experiences and children’s behavioral problems.MethodsParents (N = 1,112) of 14-year-old children in the third year of junior high school in Japan completed a questionnaire, yielding 583 valid responses. To accurately determine the relationship among parents’ stress recovery experiences, parenting practices, and children’s behavioral problems, parents of children diagnosed with developmental disabilities and parents who did not respond to the required items in the questionnaire were excluded from the analysis. As a result, 536 of the 583 (89.0%) parents met the inclusion criteria. We conducted a path analysis, following the hypothesis that parents’ stress recovery experiences, via their parenting practices, are associated with children’s behavioral problems.ResultsThe path analysis results indicated that parents’ stress recovery experiences of relaxation and mastery were positively associated with positive nurturing attitudes, whereas mastery and control were negatively associated with negative nurturing attitudes. Furthermore, positive nurturing attitudes were negatively associated with externalizing and internalizing problem behaviors, whereas negative nurturing attitudes were positively associated with externalizing and internalizing problem behaviors. In other words, the hypothesis that parents’ stress recovery experiences of relaxation, mastery, and control reduce children’s behavioral problems via promoting nurturing parental attitudes was supported.ConclusionsThe results indicate that the higher the level of parents’ stress recovery experiences, the lower the level of reported children’s behavioral problems. Parents’ stress recovery experiences correlated with parenting practices, which partially mediated the relationship of the parents’ stress recovery with children’s behavioral problems. The suggestion is that increasing parents’ stress recovery experiences, improving parenting practices and related behaviors, and strengthening the parent–child relationship are important measures that can be mutually beneficial for parents, children, and the overall family relationship.

Objectives The study was analyzing the Practical Arts(Technology & Home economics) Curriculum of Elementary and Middle School in the revised national curriculum of China in 2022, hoping to get enlightenment from the Arts(Technology & Home economics) education in China. Methods The content analysis of literature study method for this study was used. Results This paper analyzes the changes of Practical Arts(Technology & Home economics) curriculum in China, the overall composition of the revised Practical Arts(Technology & Home economics) curriculum documents of Elementary and Middle School in 2022 and various parts of the text. Finally, through the comparison of Practical Arts(Technology & Home economics) Curriculum of Elementary and Middle School in 2022 between South Korea and China, the enlightenment is drawn. Conclusions First, The compilation and operation of Practical Arts(Technology & Home economics) Curriculum of Elementary and Middle School in China is centered on the hierarchy, cohesion and coherence of its nature, goal and content system. Second, the goal of Practical Arts(Technology & Home economics) Curriculum of Elementary and Middle School in China is to cultivate knowledge, skills and attitudes about labor(technology), and it also emphasizes starting from the professional and ideological levels. Thirdly, the content system of Practical Arts(Technology & Home economics) Curriculum of Elementary and Middle School in China is “daily life labor”, “productive labor” and “service labor” based on Marx's labor theory of value. Fourth, the teaching and learning methods of Practical Arts (Technology and Home economics) Curriculum of Elementary and Middle School in China are based on experience activities called “Lao Dong Zhou” and labor projects. Fifthly, the evaluation of Practical Arts(Technology & Home economics) Curriculum of Elementary and Middle School in China takes into account the development level of learners, and is carried out in grades (groups) around the core literacy of subject.

Objectives:Repetitive throwing motion generates tremendous stress on the dominant shoulder in baseball players, resulting in osseous change in the shoulder joint, especially increased humeral retroversion. Here we hypothesized that the career of a pitcher in elementary and junior-high schools might increase humeral torsion on the dominant shoulder. The objective of this study was to assess the effect of baseball position in youth and adolescent athletes on humeral torsion.Methods:We studied 153 high school baseball players who began to play baseball in elementary school at the age of 8.1±1.6 years old. All subjects completed questionnaires about their baseball experience, throwing activity, and past injuries; they then were physically examined. We divided them into four groups according to their baseball positions in elementary and junior-high schools: 35 players were pitchers in both elementary and junior-high school (group 1), 32 players were pitchers in elementary school but fielders in junior-high school (group 2), 17 players were fielders in elementary school but pitchers in junior-high school (group 3), and 69 players were fielders in both elementary and junior-high school (group 4). Humeral torsion was assessed bilaterally by using ultrasound. Humeral torsion was defined as the angle between the long axis of the forearm and a line parallel to the trunk, when the line tangential to the bicipital groove was parallel to the horizontal baseline in supine position with the shoulder at 90º abduction, the elbow at 90º flexion, and the forearm in the neutral position.Results:Beginning age of baseball did not differ significantly among four groups. Among the 153 high school baseball players, 113 players (73.9%) had history of shoulder or elbow injuries. Humeral torsion was significantly greater (p<0.01) on the dominant shoulder than on the non-dominant shoulder in all groups. Humeral torsion on the dominant shoulder was significantly greater (p=0.03) in group 1 than in group 4 (mean difference, 7.1º). A logistic regression analysis showed that humeral torsion on the dominant shoulder was not a predictive factor for shoulder and elbow injuries (odds ratio, 0.99; 95% confidence interval, 0.96 - 1.02; p value, 0.70).Conclusion:In high school baseball players, humeral torsion was greater on the dominant shoulder than on the non-dominant shoulder. Players who played baseball as pitchers during both elementary and junior-high school had greater humeral torsion on the dominant side than did players who were fielders during both periods. Given that pitchers throws more frequently than do fielders, this study suggests that increased time pitching in youth and adolescent athletes increases the humeral torsion on the dominant shoulder. Increased humeral torsion on the dominant shoulder was not the predictive factor for shoulder and elbow injuries.

To clarify the incidence of predictive risk factors for poor mental health status in Japanese adolescents. In 2010, baseline surveys of first-year junior and senior high school students were conducted at 10 randomly selected junior high schools and 14 senior high schools in Japan. After 2 years, follow-up surveys were conducted on the same students. For both surveys, a self-administered questionnaire about mental health status and lifestyle, General Health Questionnaire-12 (GHQ-12), was provided to the students. In total, 1,304 junior and 4,383 senior high school students were enrolled at the start of the study, and 776 junior and 2,697 senior high school students responded to both surveys. The new incidence of poor mental health status (GHQ-12 ≥ 4 points), determined by changes between the baseline and follow-up surveys, was 17.1% (95% CI, 13.9% to 20.3%) of junior high school students and 22.6% (95% CI, 20.5% to 24.7%) of senior high school students. According to the multiple logistic regression analysis, in junior high school students, factors associated with the onset of poor mental health were not participating in sports activities (adjusted odds ratio, 3.13; P = .035) and spending ≥ 2 hours per day studying outside of school (2.18; P = .010). In senior high school students, factors associated with the onset of poor mental health were female sex (2.51; P < .001), difficulty initiating sleep (3.38; P < .001), poor sleep quality (1.83; P = .034), poor appetite (3.43; P = .011), spending less than 2 hours per day watching television (1.37; P = .038), being a victim of bullying (2.46; P = .011), and not having a sympathetic supporter (1.72; P = .006). The findings of this study are valuable for formulating approaches aimed at addressing adolescent mental health.

A Longitudinal Study of Learning Engagement of Math and Science Gifted Students in Junior and Senior High School

This study seeks to understand the epidemiological characteristics, including incidence, severity, high-risk age, and gender distribution, of adolescent scoliosis in Southern Shanxi, thus providing data support and a foundation for adolescent health initiatives. In 2024, the Southern Shanxi region, primarily 45 elementary and secondary schools in the municipal district and Luzhou district of Changzhi City, along with pilot classes from one special school, were selected as the target population for this project to conduct a scoliosis monitoring campaign. Using pilot classes as units, entire classes were randomly selected from each grade as survey subjects, totaling 26,824 students. Scoliosis screening and related factor questionnaire surveys were conducted. Data analysis was performed using SPSS 24.0 statistical software. Count data were expressed as numbers and rates, and comparisons were made using the chi-square test or Fisher's exact test. A P-value < 0.05 was considered statistically significant. Analysis of the prevalence characteristics of spinal curvature abnormalities: In terms of educational stage trend, the overall prevalence showed an inverted V-shaped distribution: junior high school (peak) > high school > elementary school (P < 0.05). The junior high school group was the peak for all types of scoliosis: Grade I scoliosis: junior high school (4.10%) > high school (3.39%) > elementary school (3.53%) (P < 0.05); Grade II scoliosis: junior high school (0.78%) was significantly higher than other stages (P < 0.05); Grade III scoliosis: increased with age, high school group (0.21%) > junior high school (0.11%) > elementary school (0.03%) (P < 0.05), all differences were statistically significant. In terms of gender differences, there was no overall gender difference (4.53% vs. 4.53%, P=0.981), which was not statistically significant. By educational stage: elementary school (female 3.96% vs. male 3.94%), junior high school (female 5.33% vs. male 4.67%), high school (male 4.41% vs. female 3.85%), the differences were not statistically significant. In terms of severe case evolution, the incidence of Grade III scoliosis showed a significant age-accumulation effect, with the high school group accounting for 50% (15/30 cases) of total severe cases, suggesting that advanced stages require strengthened management of late-stage cases. The detection rate of scoliosis among elementary and secondary school students in the Southern Shanxi region is relatively high, with junior high school students being the key focus group.

Purpose: Obtaining high peak bone mass (PBM) and maintaining bone mass is important for the prevention of osteoporosis. This study aimed to examine the regional differences in bone mineral density and factors associated with its acquisition from exercise. Design: The study population included 75 women of 18 - 22 years of age in East Japan and 104 women of 18 - 27 years of age in West Japan. The speed of sound (SOS) of the calcaneus was measured, and the young adult mean (%YAM) was calculated from the SOS. The subjects’ medical history, family history of osteoporosis, and exercise habits were examined using a self-administered questionnaire. Results: There were a significantly greater number of subjects with low %YAM in West Japan. The exercise history and exercise time were significantly higher in West Japan, and the exercise intensity score tended to be higher in East Japan during junior high and high school. A multiple regression analysis by region revealed that the following factors had a significant positive association with the SOS: exercise intensity at elementary school and outdoor sports at junior high school in East Japan; and exercise time at elementary school, muscle mass, and outdoor sports at junior high school in West Japan. On the other hand, exercise time in junior high school in West Japan showed a negative association with the SOS. Conclusions: Regional differences in bone mineral density existed, suggesting a trend toward lower bone mineral density in West Japan. Exercise history and time tended to be higher in West Japan, and exercise intensity scores tended to be higher in East Japan, suggesting that exercise intensity may be more important than exercise time for obtaining bone mineral density.

Strengthening disaster education for the community is an effort to build awareness, knowledge, and actions that need to be taken before, during, and after a disaster. Disaster risk communication plays an important role in disaster education as an effort to provide views about disasters to the community. This study aims to look at the progress of the implementation of disaster education school-based after the 2004 Indian Ocean tsunami. Progress is assessed through two aspects, namely: (1) the national curriculum in education unit level, namely Elementary Schools; Junior High School; and Senior High Schools, and (2) the implementation of disaster education school-based in the learning process. The national curriculum will synthesize by using a comprehensive literature review in national curriculum documents. This study applied a content analysis method in analyzing the qualitative data. The questionnaire survey was conducted at (Sekolah Siaga Bencana, SSB) in two districts affected by the 2004 tsunami. A literature study on the national curriculum documents in schools shows that disaster education has been integrated into the curriculum; for example, learning in elementary schools uses a thematic learning approach following factual conditions in the field, such as learning related to disasters. In junior high schools, the curriculum is integrated in an integrated manner in social science learning to provide awareness and knowledge about disasters. Meanwhile, the high school curriculum is integrated into geography subjects to increase knowledge and skills about disasters and make decisions before, during, and after a disaster occurs. This progress has occurred since the change in the curriculum from the KTSP curriculum (2006-2012) to the National Curriculum (2013). However, there are still several obstacles in implementing disaster education in Aceh, such as a lack of facilities for disaster learning. Therefore, a synergy between the government and schools is needed to improve disaster education school-based implementation within the national curriculum.