My research is a practical study based on the reality of children’s thinking and expression as seen from the school site. Arts and crafts is a subject that deepens awareness of diversity.　I will develop teaching materials that aim to foster diverse ways of seeing and thinking and the acquisition of expressive skills. I will propose teaching methods that aim to improve children’s ability to think and create figuratively through learning from each other.

I study the deviation and the comformity in the human’s socialization process through inventory survey and interviews about delinquency and family relations in combination. Now I am interested in a correlation between spur-of-the-moment-act and emotion dysregulation. Furthermore, I am deeply interested in practical problems such as the way of student guidance, the vocational counseling (class instruction, tutorial) , a social hierarchy and the inequity of the learning opportunity.

I am mainly researching the development of science teaching materials that can be used in educational sites. In elementary and junior high school science, especially in elementary school science experiments, most of them are qualitative experiments. For example, when investigating the properties of things that are “invisible” to the human eye, such as light and magnetic force, we use relative terms such as “bright” and “strong.” Even in qualitative experiments that rely on bodily sensations, we can “see” the nature of things. However, if we can compare this experience with numerical values such as “how bright” and “how strong”, we will be able to “see more” what we “see” until now. Experiments that compare numerically like this are called quantitative experiments. When we can “visualize” the properties of things with these educational materials, we are sure that the observer’s eyes will have a higher resolution and be moved by the wonder and charm of the natural world. We are conducting research on the development of teaching materials that can be “more visualized” in various fields of science education.

It is said that physical education classes are relatively popular with children and students, and that they are highly independent in these classes.It is true that this has been supported by the diligent research of teaching materials by in-service teachers and the development of teaching methods.
However, in the in-service teachers differentiation according to individuals and groups is required because.However, the development of teaching materials and the choice of teaching methods are becoming half-implicit knowledge.I am trying to systematize the enormous teaching methods of in-service teachers that have been cultivated so far.As such, I hope to make teacher behavior explicit knowledge.

This study aims to cultivate management curriculum abilities though the Social Teacher Lesson．The study consisted of the following three steps.　First I encouraged the student to reflect on their own perceptions on the meanings of learning．Second, their own views of social studies and theories of teaching were relativized by learning about multiple theories of teaching with different goals. Finally I made them understand the importance of engaging in teaching materials study and content construction in accordance with subject objectives, using as material subjects．

Music instruction is conducted not only through words, but also through various non-verbal means of expression, such as eye contact, gestures, and facial expressions. We are collecting and studying objective data on what music teachers look at and how they use their bodies in response to what situations, using eye-gaze measurement devices, motion capture, etc. We are also collecting data on the actual status of music teachers’ nonverbal communication by comparing these data with the results of interviews with teachers. By comparing these data with the results of interviews with teachers, we aim to elucidate the actual state of nonverbal communication among music teachers.
We are also conducting research on the relationship between music and physical expression.

“Home economics” in school education aims to improve the skill of homemaking through the velationships between oneself and their family, their consumption habit, their eating habit, their dwelling life, their clothing life and so on.
“Home economics” is concerned with not only our claily life but some subjects life social studies and science. Moreover it’s very important to reflect on your home life so far.
I investigate how “Home economics” should be and I design exciting, satisfactory and practical classes.

The founding of Workers’ Educational Association (WEA) in 1903 is situated in the social development of the working class organisation and is sustained the rich associational culture. In my research, I apply on the focus to the working-class association which was affiliated with WEA and the adult students who came to class. What was contributed to the educational life of the workers? What was the WEA’s purpose in putting forward the educational reconstruction? I will try to explore this.

The first point is “How to view and think about the ratio of raising in an organization.” Children in Japan have a big problem in how to think and think about the ratio. Each school is making every effort to overcome this challenge. Therefore, with the aim of providing this support, I am conducting research to cultivate views and ways of thinking about the proportion of children throughout the school organization. As an example, we have organized the points for raising the perspective and way of thinking in any grade, and have developed and visualized a table that shows the systematics of each grade..
The second point is “teacher training for teachers in learning.” In the future, teachers will need to be able to adapt to various learners in a flexible manner and to be able to teach adaptively. In response to this request, I developed a reflection matrix as a self-study tool for young and mid-career teachers to absorb the essence of the learning guidance of experienced veteran teachers and to become adaptively proficient. The matrix reflection method using this tool allows students to grow through self-diagnosis without the need for familiar veteran teachers.

My research focuses on teacher education in the subject (Japanese language), with a focus on “Lesson Study.”
Teacher education has two objectives: “to become a teacher” and “to improve own skills as a teacher.
The former is the question of “what kind of process students need to go through in order to become teachers,” and “what kind of knowledge, experience, and support they need in order to do so. With these questions in mind, I am conducting research while practicing daily in the teacher training program at the university.
The latter can be expressed by the question, “How can in-service teachers improve their teaching practice? This question concerns teacher training (class research) conducted as part of school work. We aim to build a training model that encourages both in-service teachers and researchers to think together and cooperatively work toward achieving school goals, valuing the question, “How can we refine our classroom views and teaching based on the facts of children’s learning?

I am interested in teacher involvement in supporting children’s social-emotional development. School is not only a place to develop academic skills, but also to promote children’s social-emotional development. So, what kinds of teacher involvement contribute to the development of children’s social-emotional competence? I am collecting and analyzing data on these questions.
I am also developing programs to foster communication skills, etc., with reference to psycho-educational programs that foster knowledge and skills related to the mind and social-emotional learning (SEL). These programs are meant to “prevent” problematic or maladaptive behaviors before they occur. I am also interested in how to utilize such programs in actual educational settings.