DOI： 10.18999/njhe.22.43

Open Access

Language：Japanese   Publishing type：Research paper (scientific journal)  

Language：Japanese   Publishing type：Research paper (scientific journal)  

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

DOI： 10.18999/njhe.20.91

Open Access

Language：Japanese  

DOI： 10.18999/njhe.20.445

Open Access

CiNii Research

Other Link： http://hdl.handle.net/2237/00032019

Language：Japanese   Publisher：THE JAPAN SOCIETY OF EDUCATIONAL SOCIOLOGY  

<p>The purpose of this paper is to describe the quantitative methods used in studies of higher education in the field of the sociology of education. We set two research questions: one, “Does higher education research share the theoretical and methodological frameworks of the sociology of education?”, and, two, “What is the unique issue in higher education studies that use statistical methods? In addition, how do we tackle this issue in the future while also referring to other academic fields?”<br><br>The result of our analysis of articles in academic journals shows that, in terms of method, the “generalized linear model” is the most used model, and that, in terms of content, “the systems and policies” of higher education is the most common research topic. At the same time, articles that use a statistical method in the Journal of Educational Sociology” address “Going to College” but do not address “Deviant,” “Learning,” and “Management”. It seems that this is the boundary around the statistical articles in the Journal of Educational Sociology. On the other hand, from the citations, it is clear that these articles not only tend to cite themselves but also cite articles in other journals of sociology. Thus, our answer to the first question is that some points are shared to some extent.<br><br>We should now focus more closely on trends in the relevant academic fields besides those that are apparent in the Japan Society of Educational Sociology. We need to learn from these fields because EBPM practice raises many challenges, such as that of the raison d’etre of academic professions as experts, the refinement of methods from EBPM, etc., especially in higher education research, which is close to policy-making. Also, we can derive fruitful suggestions from the experiences of the Japanese Society of Educational Sociology, which has an “ecosystem”-an arena for discussion on methodology. Therefore, in answer to the second question, EBPM requires the refinement of statistical methods, but beyond that there is a need to discuss causal reasoning accurately. We always have to reflect on how to handle causal reasoning in any quantitative analysis that refers to discussions in related fields such as psychology, economics, and information science as well as the sociology (of education), and bear in mind the development of the causal models produced by Rubin, Pearl, and Campbell in those fields.</p>

DOI： 10.11151/eds.104.29

Open Access

CiNii Research

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

DOI： 10.18999/njhe.19.335

Open Access

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

DOI： 10.18999/njhe.18.281

Open Access

Language：Japanese   Publisher：日本教育行政学会  

&lt;p&gt;This paper considered the reform trends of current teacher education in Japan from the perspective of the sociology of professions.&lt;/p&gt;&lt;p&gt;First, this paper summarized the trends in the sociological studies of the professions. In recent years, sociological studies of professions tend to define the professions broadly as intellectual occupational groups. One of the main themes of these studies is to investigate how the professions change their knowledge level, task area, influence, and how they interact with states, universities, and other occupations. In addition to this, recent studies of the sociology of professions tend to argue that the model image of professions is diversifying in some new professions like management consultancy as well as in traditional professions like doctors. This paper defined this situation as &quot;re-professionalization&quot;.&lt;/p&gt;&lt;p&gt;Secondly, this paper focused on the problem of the core curriculum of teacher education that is the one of the main issues of the recent reform of teacher education in Japan. The recent reform should not be denied entirely, because it has features of the policy for the re-professionalization of teacher education. However, the recent reform also includes some problems. The policy making process of the recent reform is mainly promoted by the Ministry of Education, and the reform plan heavily reflects the interest of administrators. As a consequence of this, the recent reform plan of teacher education lacks consideration for diversification of teachers, and participation of professional groups.&lt;/p&gt;&lt;p&gt;Thirdly, this paper examined the possibility of the plural accreditation in teacher education as a solution for the problem of the diversity and participation of professional groups of teachers. In comparison with doctors which is a precedent example of core curriculum, the teachers are characterized by a massive working population and internal diversity. This feature of teachers makes it difficult to build a unified core curriculum with the participation of professional groups of teachers. As one solution to this problem, we can learn many from the plural accreditation system of the U.S. teacher education or the U.S. psychologist education.&lt;/p&gt;&lt;p&gt;In conclusion, this paper argued that we should build multiple associations for accreditation and devote more time to making a core curriculum. We should not use a rough-and-ready method to make a rigid unified core curriculum without the participation of professional groups of teachers. We may have another way to make a more flexible core curriculum through competition or cooperation of plural accreditation groups. Each of them holds a different professional image of teachers.&lt;/p&gt;&lt;p&gt;The concepts of professions are diversifying in many other occupations as well as in the teaching profession. Faced with this situation, we need to consider the diversity of the professional image of teachers, and to discuss the plural accreditation system for participation of professional groups of teachers.&lt;/p&gt;

DOI： 10.24491/jeas.43.0_44

Open Access

CiNii Research

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

DOI： 10.18999/njhe.16.133

Open Access

Language：Japanese   Publishing type：Research paper (scientific journal)  

Open Access

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)  

Open Access

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)  

DOI： 10.32116/jaher.16.0_263

Open Access

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)  

Language：Japanese   Publishing type：Research paper (scientific journal)  

Open Access

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)  

Open Access

CiNii Research

Language：Japanese  

DOI： 10.32139/jjseso.2010.17_196

Open Access

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)  

Open Access

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)  

DOI： 10.15083/00031186

Open Access

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)  

Open Access

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)  

This paper examined the history of Counselors as profession in Japan from the perspective of professionalization. Concretely, this research focused on Industrial Counselors, because they have the prominent and long history and large vocational group. In this text, the history of Industrial Counselors in Japan was described follow three segments. First, Industrial Counseling as professional practice was imported in Japan, and the practitioners organized in the national association of Industrial Counselors from 1954 to 1980. Second, Industrial Counselors became one of the staff of Mental Health, and their association rapidly grew on the basis of certification recognized by the Ministry of Labor from 1980 to 2000. After 2000 year, the third segment of the history of Industrial Counselors, they faced the task of envision of job area and the problems of reconstructing of professional identity. Through these era, what helped the development of Industrial Counselors was especially next three elements, "Broad supply of candidates of Counselors", "Large demand as Mental Health Staff", and "Backup of Labor Policy". In conclusion, the history of Industrial Counselors was described through the conflicts between the professional ideal of the vocational group and the external social condition. From these analysis, this research suggests the significance to investigate the success or false of strategies that the vocational group projected for enforcing the job area.

DOI： 10.24485/jssvte.38.2_1

Open Access

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)  

Language：Japanese   Publishing type：Research paper (scientific journal)  

The purpose of this paper is to analyze the professional theory of Andrew Abbott as a framework for historical research of counselors in Japan. Abbott's theory is characteristic in his very loose concept of professions, and "professional development" that focus on the multi-professional interaction as a main force of growth of professions. On the basis of analysis of these theories of Andrew Abbott, this paper tests the efficiency of theory through the Abbott's case study about the rise of psychotherapy and counseling in American society. In conclusion, Abbott's professional theory suggests the importance of "the birth process of intellectual group", "the acquiring process of new work", and "the process of importation and change about professionalism" in the history of counselors as well as in the general professional development.

DOI： 10.11271/tss.37.71

Open Access

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)  

Open Access

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)  

Open Access

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)  

Open Access

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)  

Open Access

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)  

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)  

Open Access

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)  

DOI： 10.32139/jjseso.2006.13_149

Open Access

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)  

Open Access

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)  

Organizations of clinical psychologist were organized on two occasions in Japan at the initiative of professional societies. The move toward professionalization in the 1960s used a strategy which gave priority to the acquisition of specialist status and autonomy than to obtaining a state-granted qualification. As a result, it failed to obtain the support of professionals working in the clinical field. However, in the 1970s, the whole clinical mental occupation reached consensus on the need to promote specialist status, from a sense of crisis brought about by the unwillingness of the Ministry of Health and Welfare and doctors to create a qualification. In the second professionalization in the 1980s, calls were made for the advancement of specialist status and the establishment of a training system. Thanks to a strategy of professionalization aimed at developing an educational field, it came to attain "miraculous" growth. This professionalization of clinical psychologists was based on the leadership of professional societies, which developed specialist attributes for the cultivation of a "science-profession" core based on a "dual strategy", to gain professional status. The clinical psychologists used a dual strategy toward the Ministry of Health and Welfare and the Ministry of Education, expanded the market autonomously and produced a great deal of "science-profession." However, it can be said that the professional society-led model has the danger of following the route of very unstable professionalization, which can be easily influenced of many domains although it has the potential for expanding new markets and the development of an autonomous training system.

DOI： 10.11151/eds1951.75.85

Open Access

CiNii Research

Total pages：375   Language：Japanese Book type：Scholarly book

Language：Japanese Book type：Textbook, survey, introduction

Language：Japanese Book type：Scholarly book

Language：Japanese Book type：Scholarly book

Language：Japanese Book type：Scholarly book

Language：Japanese Book type：Scholarly book

Language：Japanese Book type：Scholarly book

Language：Japanese Book type：Scholarly book

Language：Japanese Book type：Scholarly book

Authorship：Lead author   Language：Japanese   Publishing type：Article, review, commentary, editorial, etc. (trade magazine, newspaper, online media)  

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：Japanese  

Event date： 2024.6

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Event date： 2024.6

Language：Japanese   Presentation type：Oral presentation (general)  

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Event date： 2023.9

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Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Event date： 2023.8

Language：Japanese   Presentation type：Symposium, workshop panel (nominated)  

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Event date： 2021.9

Language：Japanese   Presentation type：Symposium, workshop panel (nominated)  

Event date： 2021.6

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Event date： 2021.5

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Event date： 2021.3

Language：Japanese   Presentation type：Poster presentation  

Event date： 2021.1

Language：Japanese   Presentation type：Oral presentation (invited, special)  

Event date： 2020.12

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Event date： 2020.9

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Event date： 2019.10

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Event date： 2019.9

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Event date： 2019.6

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Event date： 2018.9

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Event date： 2017.8

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Event date： 2016.9

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Country：Japan  

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Country：Japan  

Event date： 2014.11

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Event date： 2014.3

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Country：Japan  

Event date： 2013.11

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Country：Japan  

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Event date： 2012.10

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Event date： 2011.9

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Country：Japan  

Event date： 2011.6

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Country：Japan  

Event date： 2010.2

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Country：Japan  

Event date： 2009.9

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Country：Japan  

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Country：Japan  

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Country：Japan  

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Event date： 2006.11

Language：Japanese   Presentation type：Oral presentation (general)  

Country：Japan  

Event date： 2006.9

Language：Japanese   Presentation type：Oral presentation (general)  

Country：Japan  

この授業では、高等教育における政策研究のアプローチの一つとして、「政策過程論」を取り上げる。政策過程論は、政策形成プロセスのメカニズムの解明や、諸アクターの利害・影響力の分析を通じて、更なる政策形成・改善に資する知識やモデルを提供することを目的とするアプローチである。授業では、この政策過程論の考え方について、高等教育政策を事例に理解を深めていく。

Audience： Teachers,　Researchesrs

Type：Seminar, workshop