SOEDA Haruo

写真a

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Title

Professor

Laboratory location

Sugimoto Campus

Research Areas 【 display / non-display

Comparative Education

Research subject summary 【 display / non-display

  • comparative educational culture, study on roles of oral and written languages in teaching and learning settings, extra-curricular activities embeded in formal school curriculum, comparative study on school bullying

Research Interests 【 display / non-display

extracurricular activities embedded in school curriculum, comparative educational culture, notebook, written language, oral language, blackboard

Research Career 【 display / non-display

  • Comparative History of Educational Culture

    (Individual)

    Keyword in research subject:  comparative education, educational culture

  • Extra Curricular Activities Embedded within School Curriculum

    (Individual) Project Year :

    1992
    -
    Today

    Keyword in research subject:  class meeting, discussion,

  • Comparative Study on Bullying at Schools

    (International Collaboration)

    Keyword in research subject:  bullying, comparative

  • Oral and Written Communication Culture in Learning and Teaching

    (Individual)

    Keyword in research subject:  oral, written, communication

Association Memberships 【 display / non-display

  • American Educational Research Association

Current Career 【 display / non-display

  • Osaka City University   Graduate School of Literature and Human Sciences   Human Behavioral Sciences Course   Professor  

Career 【 display / non-display

  • 1997.07
    -
    1998.03

    University of Illinois   Education  

Graduate School 【 display / non-display

  • 1988.03
    -
    1992

    Osaka City University  Graduate School, Division of Letters 

  • 1984.04
    -
    1988.03

    Kobe University  Graduate School, Division of Education 

  • 1983.04
    -
    1984.03

    Kobe University  Graduate School, Division of Education 

Graduating School 【 display / non-display

  • 1977.04
    -
    1983.03

    Kobe University   Faculty of Education  

  • 1980.08
    -
    1981.08

    California State Universy, Long Beach  

 

Published Papers 【 display / non-display

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Books etc 【 display / non-display

  • The death of progressive education : how teachers lost control of the classroom

    (Part: Joint Translation )

    2013.06

Review Papers (Misc) 【 display / non-display

  • An analysis of the cultural framework conditioning Japanese class through a comparison of videotaped lessons in three countries: Paper presented at AERA 2001, Seattle: 35.64 April 13th What might the TIMSS videos teach us about teaching math?

    35 ( 64 )  2001

Conference Activities & Talks 【 display / non-display

Grant-in-Aid for Scientific Research 【 display / non-display

  • Extra-Curricular Activities fostering key competencies for the future: with a focus on discussion activates

    Project/Area Number : 18K02373  Grant-in-Aid for Scientific Research(C) Partaker / Other

    Project Year :

    2018.04
    -
    2021.03
     

  • An Empirical Baseline Research of Comparative Educational Culture on Usages of Written Language and Notebooks as Teaching-Learning Media

    Project/Area Number : 26381138  Grant-in-Aid for Scientific Research(C) Representative

    Project Year :

    2014.04
    -
    2018.03
     

     View Summary

    The research has revealed that learning with writing characters and teaching with writing characters to support such learning are characteristics of Japanese learning-teaching culture, through analyses of video-taped classroom interactions in Mathematics in the USA, Italy, Slovenia, and Japan. At a‘Comparing’ phase, which is one of three phases of classroom meeting, ‘Expressing of opinions’,’Comparing’, and ’Forming conclusion’, students tend NOT to compare opinions at all. They just express new opinions as at an ‘Expressing of opinions’phase, or they decide by a majority through ‘Comparing’. It is confirmed that it is adequate to apply a theory of comparison used in comparative education study to the ‘Comparing’ phase of students at classroom meetings.

  • A Comparative Study on the Setting of Outcome-based Learning Objectives and Assessment Systems

    Project/Area Number : 26381055  Grant-in-Aid for Scientific Research(C) Partaker / Other

    Project Year :

    2014.04
    -
    2017.03
     

    Partaker : KIHARA Toshiyuki, SOEDA Haruo

     View Summary

    There is a growing international interest in students' learning outcomes rather than teaching in schooling. This study tries to classify national assessment systems in several countries in terms of outcome-based objectives. the countries include UK, USA, South Korea, Netherlands, and Singapore. The findings are summarized in the following three points: First, setting outcome-based objectives and administration of assessment are run by separate organizations, and both are controlled by different bodies; secondly,, while assessment is functioning as an effective means for accountability, it is not a comprehensive assessment tool. yet; thirdly, as a consequence, it is necessary to complement a nation-wide assessment system with unique assessment methods developed in individual schools.

  • A Comparative Study on the Evaluation and Certification of Learning Outcomes in Upper Secondary Education

    Project/Area Number : 23531016  Grant-in-Aid for Scientific Research(C) Partaker / Other

    Project Year :

    2011
    -
    2013
     

    Partaker : OKUBO Atsushi, KIHARA Toshiyuki, SOEDA Haruo, MORI Hisayoshi

     View Summary

    What has been clarified as to the international trends on the evaluation and certification of Learning outcomes in upper secondary education are the following two points.
    First, in countries such as singapore, UK, Sweden, and France, where outside public examination systems are in practice to certify the completion of secondary education, an attempt to introduce process and/or performance evaluation is being made to evaluate new competencies in addition to the evaluation through one-shot examinations.Secondly, among the countries surveyed, a common orientation that pays basic respect on individual schools has been witnessed on the methods of evaluation and certification of learning outcomes, based on the common understanding of students' competencies which need to be fostered in upper secondary schools, in view of both qualification-based and completion-based approaches.

  • Empirical, Comparative, and Cultural Study of Written and Oral Languages as Media for Learning and Teaching

    Project/Area Number : 23531130  Grant-in-Aid for Scientific Research(C) Representative

    Project Year :

    2011
    -
    2013
     

     View Summary

    In Japanese classes, written language, as well as oral language, is frequently utilized and a blackboard plays a significant role as media for teaching and learning communication. In Italy and Slovenia, classroom communication, except in grammar classes, depends on oral language more heavily than those in the USA. In the USA, a teacher and students interact with a communication pattern where a teacher and an individual student respond each other as 'one to one'. In Italy and Slovenia, a communication pattern, in which several students will respond at the same time to a single utterance by a teacher, is observed as well as 'one to one' communication pattern. The study indicates that classroom communication in Italy and Slovenia should be apprehended within a framework where each student himself/herself expresses what he/she comprehends and then a teacher supports his/her expressions rather than the one where a student will respond to a teacher's question.

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