KITTAKA Yoshie

Affiliation

College of Education, Department of School Education, Specialization in School Education and Psychology

Job Title

Lecturer



The Best Research Achievement in Research Career 【 display / non-display

  • 【Published Thesis】 Descriptive Inquiry as an Alternative to Standardized Testing: Patricia Carini and Her Progressive Philosophy  2016.04

    【Published Thesis】 Deborah Meier's Work on Progressive Education: Focusing on the Period Before and During the Founding of Central Park East Elementary School  2016.03

The Best Research Achievement in the last 5 years 【 display / non-display

Degree 【 display / non-display

  • Docter of Education -  The University of Tokyo

  • Master of Education -  The University of Tokyo

Campus Career 【 display / non-display

  • 2018.04
    -
    Now

    Duty   Yokohama National UniversityCollege of Education   Department of School Education   Specialization in School Education and Psychology   Lecturer  

 

Papers 【 display / non-display

  • Descriptive Inquiry as an Alternative to Standardized Testing: Patricia Carini and Her Progressive Philosophy

    Yoshie Kittaka

    Teaching & Learning: The Journal of Natural Inquiry and Reflective Practice ( The College of Human Development, University of North Dakota )  29 ( 1 )   30 - 40   2016.04  [Refereed]

    Single Work

  • Deborah Meier's Work on Progressive Education : Focusing on the Period Before and During the Founding of Central Park East Elementary School

      55   347 - 356   2016.03

    Single Work

     View Summary

    This paper focuses on Deborah Meier, a progressive U.S. educator. It aims at clarifying how her work and philosophy evolved, focusing on the period before and during the founding of Central Park East Elementary School. The three findings of this research are as follows. First, Meier developed a socialist perspective as she grew up in a politically active family, and from early on she had an analytical perspective on racial and class inequality within U.S. society. As she began teaching as a public school teacher in the inner city, her socialist perspective enabled her to see the intellectual capacity of minority children. Meier was convinced that it was public schools, not minority children, that needed transformation. Second, Meier is a unionist, and she considers unionism an essential basis for teachers to pursue their professional rights. It is essential that the teachers be permitted to exercise their professional judgments if they are to improve their teaching practices and better support their students ' learning. Even though there had been serious conflict between teachers and minority parents, collaboration seemed possible around the purpose of supporting their children's learning. Third, Meier founded Central Park East Elementary School, and despite its first two difficult years, the school was developing and education for democracy was being pursued. Meier states that through being with the adults who are involved in collaborative and intellectual decision making, children acquire the habit of democracy. Through her years of work on school reform, Meier came to think that in order to save public education, there should be various experiments with new forms of public education systems. These three findings show that, for Meier, democracy implies that every person is endowed with the right to exercise one's intellectual capacity.

    CiNii

  • Child-Centered Education in the United States from the 1960s to the 1980s:Lillian Weber's Practice and the Accompanying Discourse

    KITTAKA Yoshie

    Research Journal of Educational Methods ( National Association for the Sudy of Educational Methods )  40   85 - 96   2015.03  [Refereed]

    Single Work

     View Summary

    <p> This paper describes the practice and the accompanying discourse of Lillian Weber, a progressive U.S. educator, who played a key role in reviving and supporting the child-centered tradition of progressive education.  Progressive education from the 1960s to the 1980s is characterized by Weber's work, and her work reflects the concerns and the ideals of her progressive contemporaries.  The three findings of this research are as follows.</p><p> First, Weber was trying to promote every child's right to education irrespective of their racial and socioeconomic differences.  Weber had a firm belief in every child's intellectual capacity.  Second, in order to make traditional public schools more supportive of children's learning, Weber started the Open Corridor Program in 1968. Within this newly created environment that emphasized interaction and was rich with materials, language development became the first focus regarding children's cognitive growth. Third, the City College Workshop Center for Open Education was founded in 1972 and thereafter developed as a place for teachers to engage in their own inquiring activities.  With the deepening of Weber's understanding regarding how children learn, primary-school science became the focus of Weber's work.</p><p> Weber pursued her vision of a democratic community.  She hoped for the schools to support every child's right to education, and for society to support every person's right to contribute to, and the creation of, new meanings within the world.</p>

    DOI CiNii

  • The Progressive Educational Thought of Patricia Carini

      53   205 - 212   2014.03

    Single Work

     View Summary

    This paper describes the educational thought of Patricia Carini, a progressive U. S. educator and thinker. Since the 1960s, Carini has been one of the central figures supporting the open education movement and progressive education. The paper first describes the development of the Prospect School, which Carini with her three co-founders, Louis Carini, Marion Stroud, and Joan Blake, founded in 1965 in North Bennington, Vermont. It then describes Carini's basic stance, which centers on attending to the particular. Finally, the paper focuses on work, story, and play, describing how they enable us to attend to the particular.

    CiNii

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

  • Fostering Joint International Research (B)

    Project Year: 2018  -  2021 

  • Grant-in-Aid for JSPS Fellows

    Project Year: 2011.04  -  2013.03