{"id":940,"date":"2019-06-19T16:10:43","date_gmt":"2019-06-19T07:10:43","guid":{"rendered":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/?p=940"},"modified":"2019-06-24T10:19:06","modified_gmt":"2019-06-24T01:19:06","slug":"our-graduate-thesis-titles","status":"publish","type":"post","link":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/our-graduate-thesis-titles\/","title":{"rendered":"Our 2019 &#8211; 2020 Graduate Thesis Titles!"},"content":{"rendered":"<h4><strong><span style=\"color: #3366ff;\">Tomoyukiko<\/span><\/strong><\/h4>\n<h2 style=\"text-align: center;\">The Motivation of Speaking Activities<\/h2>\n<h4><strong><span style=\"color: #3366ff;\">Iyu<\/span><\/strong><\/h4>\n<h2 style=\"text-align: center;\"><strong>How do special needs students and mainstream students interact with each other through collaborative learning?<br \/>\n<\/strong><\/h2>\n<p>I did my teaching practice at Fuzoku special support school for about 2 weeks. Interacting with children in a class I belonged to, I noticed these children growing up everyday and interacting others, though it has less interaction among these children than children in a regular class. Then, I wonder how they interact with other people. I get information that children in elementary school section in Fuzoku special support school has an event interacting with children who belong to Fuzoku elementary school. I am going to observe this event and how children both in Fuzoku special support school and in Fuzoku elementary school and I\u2019m going to ask teachers something about the event. From next course of study, \u4ea4\u6d41\u53ca\u3073\u5171\u540c\u5b66\u7fd2 should be promoted to realize \u5171\u751f\u793e\u4f1a. So, I would like to know how to do \u4ea4\u6d41\u53ca\u3073\u5171\u540c\u5b66\u7fd2 and how children interact each other through it.<\/p>\n<h4><strong><span style=\"color: #3366ff;\">Meiji-guy<\/span><\/strong><\/h4>\n<h2 style=\"text-align: center;\"><strong>A Study of Vocabulary Acquisition Using an Application<\/strong><\/h2>\n<h4>Introduction<\/h4>\n<p>Overview of issues in learning vocabulary<\/p>\n<h4>Literature review<\/h4>\n<ul>\n<li>What is vocabulary knowledge?<\/li>\n<li>What is vocabulary acquisition.<\/li>\n<li>What are effective ways for vocabulary teaching and learning?<\/li>\n<li>CALL<\/li>\n<\/ul>\n<h4>Research question: What type of Application usage is most effective for vocabulary acquisition?<\/h4>\n<h4>Method:<\/h4>\n<h5>Participants: JHS students or university students, 3 to 5 per group<\/h5>\n<h5>Grouping: one group uses a word list, one uses the word cards in order, one studies the words at random, one more quizlet method<\/h5>\n<h5><strong>Procedures: Identify participant levels by pre-test, participants learn 10 words in 15 minutes, post test, questionnaire about vocabulary learning<\/strong><\/h5>\n<h4>Results:<\/h4>\n<h5>Comparing pre and post test, discussing results of survey asking participants about the learning styles<\/h5>\n<h4>Discussion<\/h4>\n<h5>Implications for vocabulary learning.<\/h5>\n<h4>Conclusion<\/h4>\n<h4><strong><span style=\"color: #3366ff;\">Yukazone<\/span><\/strong><\/h4>\n<h2 style=\"text-align: center;\"><strong>A Comparison between Asian primary Textbooks and Japanese Textbooks<\/strong><\/h2>\n<p>&nbsp;<\/p>\n<h4><strong><span style=\"color: #3366ff;\">Very Cold Erika<\/span><\/strong><\/h4>\n<h2 style=\"text-align: center;\">A Study of Revival Education in Inland and Coastal Iwate Elementary Schools<\/h2>\n<p>1. Introduction<br \/>\nAfter the Great East Japan Earthquake occurred, it has become important to carry out instruction of revival education in the school in Iwate.<br \/>\nRevival education is to revive the opportunity of learning supporting their mind who hurt by the earthquake and tsunami with the cooperation in school, household, and communities, and promote educational program in whole Iwate prefecture that students learn education comprehensively of disaster prevention on the basis of disaster experience and the way of ourselves to revivalization.<br \/>\nThe purpose of this is to tackle in whole Iwate prefecture to be able to \u201cpass on the experience of the tsunami and earthquake to future generations, think about oneself, and create a future-oriented society \u201d. Therefore, it is important to acquire the power to survive at all times through making use of the experience of the earthquake.<br \/>\nI was impressed the excellence of safety education and the aspect of victim to confront revivalization from the earthquake. So I wanted to carry out instruction of revival education mainly as a future teacher in elementary school. I think there are some differences between revival education in inner Iwate and that in coastal Iwate.<\/p>\n<h4>Research question<\/h4>\n<ol>\n<li>What is the difference between revival education in coastal Iwate and inner Iwate?<\/li>\n<li>How to teach revival education to elementary school students?<\/li>\n<\/ol>\n<p><strong>Procedures<\/strong><\/p>\n<ul>\n<li>Teach a class (for two)<\/li>\n<\/ul>\n<p>By next week, Very Cold will choose to investigate RQ 1 or 2.<\/p>\n<h4><strong><span style=\"color: #3366ff;\">Rutake<\/span><\/strong><\/h4>\n<h2 style=\"text-align: center;\">English Education for Elementary School Children with Developmental Disorders<\/h2>\n<p>According to the revision of the course of study for elementary school, foreign language activity begins for 3rd and 4th grades student and foreign language subject begins for 5th and 6th grades students. As described in the course of study, in society that is difficult to predict, it is important for children to cultivate the competence to communicate with a lot of people. English education helps children to acquire the competence in elementary school.<br \/>\nI think it is not an exception that it\u2019s important for children with developmental disorder to cultivate the competence to communicate with people. Through teaching practice at special needs education school, I realized some children like to interact with people. And then, I thought English education with a lot of language activities has good effects to develop communication skills for children with developmental disorders. So, I would like to study English education for children with developmental disorders. In this study, I will focus on Elementary school children with developmental disorders since my major is elementary school education.<br \/>\nThere are a lot of activities to communicate with friends or teachers in learning English at elementary school. For example, singing, dancing, playing games activities. I think children with developmental disorders can enjoy learning English and communicating with their friends or teachers through English education in elementary school. That\u2019s why, in this study, I would like to study whether English education in elementary school helps children with developmental disorder to cultivate the competence to communicate with people.<\/p>\n<p><strong>Research Question<\/strong><\/p>\n<p><strong>How can primary school English education help facilitate the development of communicative abilities in children with disorders?<\/strong><\/p>\n<p><strong>Procedure<\/strong><\/p>\n<p>Observe classes; compare instructional methods with how students communicate.<\/p>\n<p>Interview teachers about effective methods.<\/p>\n<p>CASE STUDY<\/p>\n<h3><strong>Update<\/strong><\/h3>\n<p>He went to Midori-ga-oka elementary school on 6\/21 and saw how special needs children were communicating with others during foreign language activities. He became interested in learning about the kinds of communicative abilities that non-special needs students can get from communicating with special needs students. James asked him to read about &#8220;soft skills&#8221; in the book &#8220;Becoming Brilliant.&#8221;<\/p>\n<p>Another type of skill to consider is &#8220;21st Century Skills&#8221;<\/p>\n<p><a href=\"https:\/\/asiasociety.org\/files\/gcen-measuring21cskills.pdf\">Here is a report<\/a> about what they are and how to assess them.<\/p>\n<h4><strong><span style=\"color: #3366ff;\">Sushina<\/span><\/strong><\/h4>\n<h2 style=\"text-align: center;\">A Comparison of ICT in Japanese and Australian Primary Schools<\/h2>\n<p><strong><span style=\"color: #3366ff;\">Bubbles<\/span><\/strong><\/p>\n<h2 style=\"text-align: center;\">The Appropriate Time of Learning Pronunciation for Japanese<\/h2>\n<p><strong><span style=\"color: #3366ff;\">Chi-chan<\/span><\/strong><\/p>\n<h2 style=\"text-align: center;\">A Study of Interactive Learning in English Education in Japan and the US<\/h2>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tomoyukiko The Motivation of Speaking Activities Iyu How do special needs students and mainstream students int [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[72,94,92,91,90,89,88,87,86,85,60],"tags":[97],"class_list":["post-940","post","type-post","status-publish","format-standard","hentry","category-2019-undergraduate","category-kodai","category-yuka-zone","category-erika","category-koga","category-haruka","category-tomo","category-yui","category-sushina","category-takeru","category-chi-chan","tag-thesis-titles"],"rttpg_featured_image_url":null,"rttpg_author":{"display_name":"James","author_link":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/author\/jhall\/"},"rttpg_comment":0,"rttpg_category":"<a href=\"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/category\/2019-undergraduate\/\" rel=\"category tag\">2019 Undergraduate<\/a> <a href=\"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/category\/2019-undergraduate\/kodai\/\" rel=\"category tag\">Kodai<\/a> <a href=\"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/category\/2019-undergraduate\/yuka-zone\/\" rel=\"category tag\">Yuka-zone<\/a> <a href=\"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/category\/2019-undergraduate\/erika\/\" rel=\"category tag\">Erika<\/a> <a href=\"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/category\/2019-undergraduate\/koga\/\" rel=\"category tag\">Koga<\/a> <a href=\"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/category\/2019-undergraduate\/haruka\/\" rel=\"category tag\">Haruka<\/a> <a href=\"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/category\/2019-undergraduate\/tomo\/\" rel=\"category tag\">Tomo<\/a> <a href=\"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/category\/2019-undergraduate\/yui\/\" rel=\"category tag\">Yui<\/a> <a href=\"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/category\/2019-undergraduate\/sushina\/\" rel=\"category tag\">Sushina<\/a> <a href=\"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/category\/2019-undergraduate\/takeru\/\" rel=\"category tag\">Takeru<\/a> <a href=\"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/category\/2018-undergraduate\/chi-chan\/\" rel=\"category tag\">Chi-chan<\/a>","rttpg_excerpt":"Tomoyukiko The Motivation of Speaking Activities Iyu Ho&hellip;","_links":{"self":[{"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/posts\/940","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/comments?post=940"}],"version-history":[{"count":18,"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/posts\/940\/revisions"}],"predecessor-version":[{"id":947,"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/posts\/940\/revisions\/947"}],"wp:attachment":[{"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/media?parent=940"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/categories?post=940"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/tags?post=940"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}