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SAITO Jinichiro
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【Published Thesis】 Community and School Acceptance of the Secondary School Core Curriculum in Virginia in the 1930s and 1940s(THE JAPANESE JOURNAL OF EDUCATIONAL RESEARCH) 2024
【Published Thesis】 The Introduction of the Revised Course of Study in African-American Schools in Virginia, USA, in the 1930s(STUDIES IN THE HISTORY OF EDUCATION) 2024
【Book】 民主的社会をつくるシティズンシップ教育: 理論と実践の現在 (ナカニシヤ出版) 2025.09
【Book】 メイキング・シティズン―多様性を志向した市民的学習への変革―(明石書店) 2024.03
【Published Thesis】 Background and Potential of Mock Lesson Research as Social Studies Research(The Bulletin of Japanese Curriculum Research and Development) 2022.12
Tohoku University Doctor Course Completed
Tohoku University Master Course Completed
Tohoku University Graduated
Duty Yokohama National UniversityCollege of Education Department of School Education Specialization in Life Environmental Studies Education Assistant Professor
Assistant Professor
Associate Professor
Lecturer
日本社会科教育学会
日本教育学会
日本教育方法学会
教育史学会
日本公民教育学会
High School Teacher Specialization License
Junior High School Teacher Specialization License
民主的社会をつくるシティズンシップ教育: 理論と実践の現在
北山夕華, 古田雄一, 川口広美, 斉藤仁一朗, 川中大輔, 日本シティズンシップ教育フォーラム（ Role： Joint author , 「第14章 シティズンシップ教育史の可能性」（単著、pp.191-203.）、「はじめに」（共同執筆））
ナカニシヤ出版
Language：Japanese Book type：Scholarly book
メイキング・シティズン―多様性を志向した市民的学習への変革―
べス・ルービン著, 池野範男, 川口広美, 福井駿監訳（ Role： Joint translator , 第1章の翻訳、および「訳書解説：米国社会科教育研究におけるMaking Citizensの位置づけ」(pp.259-267.)の担当執筆）
明石書店
Language：Japanese Book type：Textbook, survey, introduction
社会科教育事典 第3版
日本社会科教育学会（ Role： Contributor , 「学習指導要領とカリキュラム・スタンダード」(pp.32-33.)の担当執筆）
ぎょうせい
Language：Japanese Book type：Dictionary, encyclopedia
米国社会科成立期におけるシティズンシップ教育の変容: 社会科の誕生をめぐる包摂と排除、両義性
斉藤仁一朗（ Role： Sole author）
風間書房
Language：Japanese Book type：Scholarly book
中学生・高校生のこころと特別活動
前田 善仁, 関口 洋美, 藤井大亮, 斉藤仁一朗, 佐藤陽一, 荒木高司, 山川勝久, 反町聡之, 今井良男, 奥村仁（ Role： Joint author , 第1章 特別活動の歴史（斉藤の執筆担当範囲））
東海大学出版部
Language：Japanese Book type：Textbook, survey, introduction
ホリス・L・キャズウェルのカリキュラム構成論
斉藤 仁一朗
東海大学資格教育研究 5 35 - 48 2026.2
Authorship：Corresponding author Language：Japanese Publishing type：Research paper (scientific journal) Publisher：一般社団法人 日本教育学会 Single Work
SAITO Jinichiro
STUDIES IN THE HISTORY OF EDUCATION 67 ( 0 ) 62 - 75 2024 [Reviewed]
Language：Japanese Publishing type：Research paper (scientific journal) Publisher：The Japan Society for Historical Studies of Education Single Work
Community and School Acceptance of the Secondary School Core Curriculum in Virginia in the 1930s and 1940s
SAITO Jinichiro
THE JAPANESE JOURNAL OF EDUCATIONAL RESEARCH 91 ( 3 ) 369 - 381 2024 [Reviewed]
Language：Japanese Publishing type：Research paper (scientific journal) Publisher：Japanese Educational Research Association Single Work
<p> The purpose of this study is to examine the core curriculum reform of secondary education in Virginia during the 1930s and 1940s, and to identify the characteristics of the acceptance of this reform by communities and schools.</p><p> There have been many studies in Japan and the United States of the core curriculum reform in Virginia, known in Japan as the "Virginia Plan." However, previous studies have focused on the theoretical characteristics and general policy outlines of the Virginia Plan, without examining its acceptance in local communities and schools. Therefore, this study selected two communities, Richmond and Charlottesville, as the main target areas for consideration, with a focus on the secondary education curriculum.</p><p> This study analyzed and clarified the following three points.</p><p> First, when the State Board of Education described its core curriculum, there were always two different policies. One was to create core curriculum areas that fully integrated the subjects, and the other was to relate the subjects while maintaining the subject framework. In addition, the operating manuals on implementation included both subject-separated and subject-integrated implementation.</p><p> Second, to look at the curriculum situation at the community and school level, the study focused on the cities of Richmond and Charlottesville. While Richmond's curriculum-related documents did not reveal acceptance of the secondary-school core curriculum at the subject structure level, discussions hinting at the core curriculum philosophy were found in annual reports. In Charlottesville, on the other hand, a subject-connected unit on "health and safety" was developed, while retaining the framework of English, social studies, science, and mathematics subjects. Thus, the influence of the core curriculum was in reality exerted indirectly within the subject areas while maintaining the subject frameworks.</p><p> Third, the characteristics observed in Richmond and Charlottesville were found to be shared upon reviewing information from other communities and educational journals. The core curriculum practices in secondary education were not oriented toward subject integration, but rather toward subject-related practices.</p><p> Based on the above, it can be concluded that the State Board of Education's core curriculum reform was accepted as an attempt at a curriculum that was subject-based and subject-collaborative, when relying on the documents handled in this study. As such, the reform was implemented as a way to encourage subject collaboration, rather than as a complete integration of multiple subjects around social issues, as indicated by the Secondary Education Virginia Plan circa 1938-1941.</p>
戦後初期の中学校社会科カリキュラムの総合性に関する考察─横浜市の公立中学校・市の教育課程に注目して─
斉藤仁一朗
東海大学資格教育研究, 2 1 - 15 2023.2
Language：Japanese Publishing type：Research paper (scientific journal) Single Work
Background and Potential of Mock Lesson Research as Social Studies Research
SAITO Jinichiro, GOTO Kenjiro
The Bulletin of Japanese Curriculum Research and Development 45 ( 3 ) 37 - 50 2022.12
Language：Japanese Publishing type：Research paper (scientific journal) Publisher：Japan Curriculum Research and Development Association Joint Work
<p> This research aims to analyze the characteristics of the papers of the mock lesson research of the subjects related to the social studies education method and to get suggestions for the mock lesson research in the social studies teacher training course. As a result, we derived four types depending on the intention and position of the mock lesson. However, it became clear that the effects and significance of the mock lessons could not be verified as research. This problem indicates that the mock lessons in the teacher training course express the conflict between the academic knowledge of social studies research and the empirical and sensory knowledge. For this reason, based on today<tt>’</tt>s discussions on school education and teacher training/teacher education, it is necessary to consider mock lessons as the main battlefield for seeking a balance between social studies research and teacher training and to put mock lesson research in the category of social studies research.</p>
