Voices From Team-Teaching Classrooms: a Case Study in Junior High Schools in Japan

2010 ◽  
Vol 73 (2) ◽  
pp. 200-205 ◽  
Author(s):  
Naoki Fujimoto-Adamson
Keyword(s):  
High Schools ◽  
Team Teaching ◽  
Junior High ◽  
Junior High Schools

scholarly journals The Basic Values of Humanity in an Indonesian Language Textbook used in Junior High Schools

2020 ◽  
Author(s):  
Miftakhul Huda ◽  
Eko Purnomo
Keyword(s):  
High Schools ◽  
Women's Rights ◽  
Junior High ◽  
Freedom Of Speech ◽  
Qualitative Approach ◽  
Junior High Schools ◽  
Women’S Rights ◽  
Basic Pattern ◽  
Curriculum Relevance

This study seeks to identify the basic values of humanity presented in the Indonesian language textbook used in Junior High Schools. This study used a qualitative approach, with a textbook as a case study (specifically the Indonesian language textbook for the seventh, eighth, and ninth grades). The data considered took the form of words, phrase, sentences, discourse, and pictures showing the basic values of humanity. Data was collected a questionnaire which was subsequently analyzed. First, data were firstly classified according to the taxonomy and characteristic. Then codes were assigned to the different classifications. Then referential comparison techniques were used to measure the structure of basic values of humanity in the textbooks. This was followed by the construction of a basic pattern and the validation of the data. The research identified fifteen main points, they were scientific perspective, materials concept explication, curriculum relevance, interesting, increasing motivation, stimulating students’ activities, illustrative, understandable, supporting the other subjects, respecting individual differences, stabilizing values, protecting men and women’s rights, appreciation towards achievements, supporting freedom of speech, and respecting the essence of human being. From those fifteen main points, four points need to be improved, they are: stimulating students’ activities, illustrative, protecting men and women’s rights, and supporting freedom of speech. Keywords: humanity values, textbook, Indonesian language

scholarly journals “I FORGOT WHAT IT IS”: THE ENACTMENT OF 2013 CURRICULUM IN EFL CLASSROOM

2020 ◽  
Vol 3 (3) ◽  
pp. 234
Author(s):  
Susmalinda Misbah ◽  
Untung Waluyo ◽  
Khusnul Khotimah
Keyword(s):  
High Schools ◽  
Research Study ◽  
Junior High ◽  
Authentic Assessment ◽  
English Teachers ◽  
Junior High Schools ◽  
Practical Recommendations

To date, the 2013 curriculum has been implemented for almost a decade. But this latest curriculum has not been well-implemented due to many obstacles. Accordingly, plethora studies have been extensively carried out to refine the praxis. However, the investigation of this area in junior high schools is underexplored. Thus, this study was carried out to fill this void. This research study aimed to investigate the problems in enacting 2013 Curriculum, to reveal the hindering factors, and to showcase how teachers cope with those problems. Grounded in a case study, nine English teachers of state junior high schools were recruited. Data were collected through observations, documentations, and interviews. The findings confirmed that teachers experienced some delinquent setback in translating curriculum into instruction. This was related to how they teach using suggested teaching stages, integrate intended domains of competence, and conduct authentic assessment. Furthermore, students’ lack of motivation and autonomy was also a sizeable impediment. In relation to this, some hindering factors and teachers’ endeavours to cope with the abovementioned problems were also elaborated systematically. To end this article, some practical recommendations were proposed accordingly.

scholarly journals 外国人指導助手（ALT）の教師的役割を形成する英語教師の振る舞い—中学校のティームティーチング授業を対象とした会話分析研究—Promoting Assistant Language Teachers’ Roles in Team-Teaching Classrooms: A Conversation Analytic Study in Japanese Junior High Schools

2021 ◽  
Vol 43 (1) ◽  
pp. 61
Author(s):  
Mika Ishino
Keyword(s):  
High Schools ◽  
Team Teaching ◽  
Junior High ◽  
Practical Knowledge ◽  
Language Teachers ◽  
Junior High Schools ◽  
Comparative Case Study ◽  
Ministry Of Education ◽  
Substantial Problem

近年の学校英語教育では、英語を母語とする外国人指導助手（Assistant Language Teacher：ALT）と、日本語を母語とする英語教師（Japanese Teacher of English：JTE）が共に授業を行うティームティーチングが推奨されている（文科省，2016）。しかし実際の授業ではALTの役割が軽視されるという問題が指摘されてきた（Tajino & Tajino, 2000）。本研究ではこの問題を背景に、授業におけるJTEのどのような振る舞いがALTの役割を軽視、または重視することにつながるのかを明らかにする。中学校におけるティームティーチング授業の15時間分の録画データを会話分析により検証した結果、ALTに評価の機会を与えないというJTEの振る舞いがALTの役割を軽視することにつながる実践として観察された。また反対に、ALTに生徒への評価を委ねるというJTEの振る舞いがALTの役割の重要性を演出することが明らかになった。会話分析により記述されたこのようなJTEの実践は、他のJTEがティームティーチング授業で方略的に活用できる実践知である。 To enhance the internationalization of school education, the Japanese Ministry of Education is hiring native English speakers as assistant language teachers (ALTs) (MEXT, 2016). ALTs are expected to provide students with authentic English-speaking resources in team-teaching classes with Japanese teachers of English (JTEs). However, ALTs’ underestimated role in these team-teaching classes has been reported as a substantial problem. ALTs have frequently been called “human tape recorders” (Mahoney, 2004), as they are often only required to play the role of a model speaker in the class. Although many studies point to the problem of ALTs not being included in the classroom (Takeda, 2017) and suggest that their lack of awareness as teachers in team-teaching classrooms is caused by JTE practices during the classes, no practical solutions have yet been suggested for appropriate teacher trainings based on empirical research. Therefore, this study will examine which kinds of JTE practices work for promoting or demoting the ALT’s role in team-teaching classrooms. In order to analyze teacher practices during team-teaching classes in detail, many previous studies have employed conversation analysis (CA) (Aline & Hosoda, 2006; Lee, 2016; Park, 2014). Those studies have demonstrated the effectiveness of the method for understanding the complex interactional practices of the teachers in team-teaching classes. Thus, this study also employed CA as a useful application for examining detailed JTE practices during team-teaching classes with ALTs. Using CA, the researcher conducted a comparative case study on 15 team-teaching lessons of two pairs of team teachers (each pair consisting of an ALT and a JTE) in two public junior high schools. Using these data from two pairs of teachers, an analytic focus was placed on how these teachers shared their turn-takings in “Initiation-Responses-Evaluation (IRE) sequences” (Mehan, 1979), which have been frequently analyzed in previous studies (e.g., Lee, 2016) as an analytic framework for classroom interactions. The analysis revealed that when one of the ALTs took over the floor for evaluation, it made a significant impact by promoting and raising the ALT’s role as a teacher in the team-teaching lesson. Even for cases in which the JTE (the ALT’s teaching partner) initiated IRE sequences by taking turns for evaluation, the ALT promoted his or her own role in the lesson. Interestingly, in all cases, the ALT took turns for evaluation, only after initiation by the JTE. In contrast, because the ALT in other cases did not take turns for evaluations or initiations of IRE sequence, the ALT’s role was underestimated, and was viewed as a “human tape recorder” in the classroom. The ALT’s loss of opportunity for evaluation was caused by the JTE’s taking over the former’s turn for evaluation. These findings show that a key practice for promoting the role of ALTs in the team-teaching classrooms is for JTEs to hand over the evaluation to ALTs. The findings of this study suggest that teachers taking turns for evaluation in an IRE sequence helps promote the significance of the teachers’ roles in the classroom. This is particularly important given the complex classroom setting of team-teaching in Japan. Providing turns for ALTs to conduct evaluations in IRE sequences would be useful practical knowledge for JTEs to organize better team-teaching classes. Although this exploratory study only observed two pairs of team-teaching lessons, the findings of this study will contribute to providing a practical guide for future trainings for team teaching in Japan.

Evaluation of hand hygiene behaviour in basic schools in Ghana: a case study of the Ablekuma Central Municipality in the greater region of Ghana

2020 ◽  
Vol 35 (5) ◽  
pp. 362-375
Author(s):  
Joseph Richmond Fianko ◽  
Josephine Akosua Gawu
Keyword(s):  
High Schools ◽  
Hand Hygiene ◽  
Typhoid Fever ◽  
School Children ◽  
Junior High ◽  
Junior High Schools ◽  
Hand Washing ◽  
Running Water ◽  
Hygiene Behaviour

Abstract Hand washing is effective for the prevention and transmission of pathogens but washing with water only is not effective at reducing contamination. The study focussed on the evaluation of hand washing behaviour in Basic schools (Primary and Junior High Schools) in Ghana. Results of the study revealed that 75% of responding schools have hand washing stands to promote hand washing with soap. Sixty percent of the hand washing facilities were functional at the time of the study in the schools. Hand washing facilities were found to be inadequate as most of the schools lacked running water and soap for hand washing. The school children (72%) were found to have knowledge on hand hygiene. The school children were aware that they can get cholera, typhoid fever, dysentery, diarrhoea, stomach cramps and pains when they do not wash their hands with soap. Majority (68.2%) of school children reported that washing hands after defecation is important but only 17.5% reported actually follow this practice. The school children (51%) reported washing their hands before eating. Many of the schools did not have toilet facilities for the school children. The school children (35%) learnt hand washing from their parents and 60% from the teachers.

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