scholarly journals A Study on Primary English Education Programs Developed by Jeju Self-Governing Elementary Schools.

2008 ◽  
Vol 24 (3) ◽  
pp. 629-656
Author(s):  
홍경선
Keyword(s):  
Elementary Schools ◽  
English Education ◽  
Education Programs

Rhetorically speaking: on white preservice teachers’ failure to imagine an anti-racist English education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
S.R. Toliver ◽  
Heidi Hadley
Keyword(s):  
Preservice Teachers ◽  
Thematic Analysis ◽  
Design Methodology ◽  
Teacher Educators ◽  
English Education ◽  
Theory And Practice ◽  
Education Programs ◽  
Content Type

Purpose This paper aims to identify how white preservice teachers’ inability to imagine an equitable space for Black and Brown children contributes to the ubiquity of whiteness in English education. Further, the authors contend that the preservice teachers’ responses mirror how the larger field of English education fails to imagine Black and Brown life. Design/methodology/approach Using abolitionist teaching as a guide, the authors use reflexive thematic analysis to examine the rhetorical moves their preservice teachers made to defer responsibility for anti-racist teaching. Findings The findings show preservice teachers’ rhetorical moves across three themes: failure to imagine Black and Brown humanity, failure to imagine a connection between theory and practice, and failure to imagine curriculum and schooling beyond whiteness. Originality/value By highlighting how preservice teachers fail to imagine spaces for Black and Brown youth, this study offers another pathway through which teacher educators, teachers and English education programs can assist their faculty and students in activating their imaginations in the pursuit of anti-racist, abolitionist teaching.

scholarly journals Problems Redesigning University EFL Curricula: A Case Study

2021 ◽  
pp. 20
Author(s):  
Giancarla Unser-Schutz
Keyword(s):  
Best Practices ◽  
Curriculum Design ◽  
English Education ◽  
Labor Laws ◽  
Education Programs ◽  
Timely Manner ◽  
Education Policies ◽  
University Admissions ◽  
Curriculum Changes

As English education programs mature, it is common for them to need to adjust their curricula. Adapting in a timely manner can be an especially acute problem at universities, which are under pressure to respond to changes in education policies while also following regulations to maintain accreditation as degree-granting institutions. To observe how these issues affect redesigning curricula, this article undertakes a case study of one faculty currently in the midst of change. The faculty went through two major periods of changes, but as will be observed, the timing and success of these changes has been swayed by major practical and procedural issues, including restrictions on curriculum changes for accreditation purposes, changes in the labor laws, budgetary restrictions limiting hiring, and changes in university admissions examinations. The discussion considers how these issues were approached while offering observations about how best practices in curriculum design can be implemented effectively given institutional restrictions. 英語教育プログラムの成長に伴い、カリキュラム改正が必要になることが多い。日々変わる教育政策に対応しながら認可にかかわる規則を厳守することが求められる大学にはカリキュラム改正がことに困難である。いかなる問題が発生するのかを究明するため、本稿では英語教育のカリキュラム改正に取り組んでいる学部の事例研究を試みる。当該学部が２期に渡ってカリキュラム改正に取り組んできたが、改正の時期と効果が大学認可に関するカリキュラム改正の規制・雇用法律の変化・人事上の予算的制限・大学入試の変化を含む内的・外的な要因に左右された。最終的にどのように対処したのかを考察しつつ、カリキュラム改正の計画と実施をするための工夫法も提示する。

Special Education Screening System: Group Achievement Test

1988 ◽  
Vol 55 (1) ◽  
pp. 71-75 ◽  
Author(s):  
Brian Stone ◽  
Bert P. Cundick ◽  
Dave Swanson
Keyword(s):  
Special Education ◽  
Elementary Schools ◽  
Achievement Test ◽  
Achievement Testing ◽  
Education Students ◽  
Education Programs ◽  
Stanford Achievement Test ◽  
Special Education Programs ◽  
Screening Device ◽  
Special Education Screening

The purpose of this study was to assess the efficacy of standardized group achievement testing in screening and identifying mildly handicapped students for referral to special education programs. Stanford Achievement Test scores of students already placed in either regular or special education programs in four elementary schools were arranged according to four cutoff points: 20th, 15th, 10th, and 5th percentiles. At the 10th percentile cutoff, 71% of the special education and 97% of the regular education students were correctly identified. These results were cross-validated for students at two other elementary schools. The potential uses of this identification method as a preliminary screening device are discussed—particularly at a lower cutoff point of the 5th percentile.

scholarly journals Teachers’ Attitudes to Team Teaching in Japanese Elementary Schools

2019 ◽  
Vol 2018 (1) ◽  
pp. 109
Author(s):  
Frances Shiobara ◽  
Keiko Sakui
Keyword(s):  
Elementary Schools ◽  
Team Teaching ◽  
English Education ◽  
Language Teachers ◽  
School Level ◽  
Secondary School Level ◽  
Teachers Attitudes ◽  
Homeroom Teachers ◽  
The Impact ◽  
Japanese English

Team teaching (TT) has been playing an important role in Japanese English education, especially at the secondary school level, since it started over 30 years ago (Reed, 2016). With the expansion of English education at the elementary school level, the impact of TT on English teaching is going to be even greater. This paper explores the current practices in TT by interviewing teachers who have been participating in it in elementary schools. The interviews offer insights from the different perspectives of homeroom teachers (HRTs), Japanese teachers of English (JTEs), and assistant language teachers (ALTs) to show how TT has been conducted in practice. The results imply that TT is a complicated system in which the roles of the three types of teachers are intertwined and are not necessarily clearly defined. The paper offers suggestions for optimizing educational outcomes within the system of TT. ティームティーチング（TT）は、日本の中高等学校の英語教育において３０年以上大切な役割を果たしてきた（Reed, 2016）。小学校の英語教育の早期化・教科化にともない、TTはこれまで以上に重要な意味を持つと考えられる。本研究は、小学校での英語教育に携わっている小学校学級担任（HRT）、日本人英語教師（JTE）、外国語指導助手（ALT)にインタビューを行い小学校でのTTに関する実践報告を行う。インタビューの分析結果によると、TTはそれを担当する異なる教員の役割が必ずしも明確ではないため複雑なシステムになっていることが明らかになった。これらを受けてTTにおいて教育的効果を上げるための実践的示唆を提示する。

English Education in Japan's Elementary Schools: Reforms and Challenges

2010 ◽  
Vol 1 (1) ◽  
pp. 133-153
Author(s):  
Yuriko Esaki ◽  
Roxana Shintani
Keyword(s):  
Elementary Schools ◽  
English Education
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