Academic Papers (Refereed)

• Building a Gender-Inclusive Curriculum That Utilizes Home Economics Learning: Creating Lessons With Cross-Curricular Awareness
• UEHARA Miki and FUKUDA Noriko
• 1

• Focusing on Toilets to Improve Evacuation Center Environments and Develop Community Disaster Prevention Activities: A Case Study of Matsumoto Elementary School, Shinshu University Faculty of Education
• UCHIYAMA Kotoe, HIROUCHI Daisuke, SUGIURA Isao, TANAKA Itaru, KUMAGAI Rikiya, KANDA Takafumi, and SAKAKIBARA Yasushi
• 14

• Management of Dictionaries in Digital Environments With Generative AI: Perspectives on Vocabulary and Information Instruction in Japanese Language Education
• OI Kazuhiko
• 34

• Translingual English Education Using Word Play to Develop Language Awareness
• KANEKO Fumihiko
• 47

• Demon Women in Classical Tales of Japan: Gender Differences in Transformation Stories
• KONAGAYA Yoshiharu
• 59

• Comparing the Organization of Content in Heisei-Era Textbooks for Shosha and Japanese Language: A Focus on the Introductory Period of Learning
• KOBAYASHI Hideyo and NIMURA Sayo
• 70

• Learning to “Read” With Creative Activities: Nurturing “Creativity” and “Criticality” Through Gongitsune (in 4th Grade of Elementary School)
• GONDA Akiyoshi
• 90

• Reconsidering the Use of Biographical Texts in Moral Education and the ‘Great Person’ Approach: A Preliminary Sketch for the Study of Exemplars in Emerson’s Representative Men
• TAKAYANAGI Mitsutoshi
• 103

• Differences in Perceptions of Educational Issues in Small-Scale Schools Between Those With and Without Experience: Insights From Changes in Awareness Through Overseas Teaching Practice in Sweden
• MATSUMOTO Nanami and MORISHITA Takeshi
• 118

• Developing a Strategy Training Program to Promote Learners’ Efficient and Enjoyable Vocabulary Learning
• YAMAMOTO Hiroki
• 134

Research Reports

• Developing a Model for Meister Training to Promote the Re-Creation of Veteran Teachers: A Focus on Building Core Training
• AOKI Hajime
• 152

• "Realizing Reflection With Trainees From the Viewpoint of Students": A Consideration of Approaches
• UENO Dai, KAMIMURA Etsuko, HARA Yohei, and TOYA Kenji
• 172

• Influence of Attentional Focus on Long-Distance Throwing: Predictions and Performance
• OKI Yuta
• 187

• Mental Health and Counseling Situations of Students in the Education and Psychology Program
• OOBA Haruna and SHINODA Naoko
• 195

• Nagatoro School’s Souga and Pieter Bruegel the Elder’s Seasonal Painting I: A Proposal for Reading-Based Appreciation That Connects Two Fields Based on Their Essential Similarity
• OKADA Masashi
• 209

• Examination of Nagatoro School’s Souga From the Perspective of Work Theory: Basic Discussion to Prepare for Reading-Based Appreciation
• OKADA Masashi
• 229

• Time-Related Changes of the Allergen Mal d1 in Sun Tsugaru Apples: Quantification by ELISA
• OKISHIMA Naoko and MORINAKA Kimika
• 249

• Cloud-Based School Crisis Management Manuals
• SHIMADA Hideaki
• 257

• Collaborative Learning Beliefs and Behaviors in English Language Learning Among University Students and Adults: A Focus on Communication Orientation, Help Seeking and Social Comparison
• SHIMADA Hideaki, AOYAMA Takumi, and TANAKA Kosuke
• 270

• Qualities and Abilities Necessary for Teaching Home Economics in Relation to the SDGs and the Ideal Curriculum for Training Teachers: An Interview Survey of University Professors
• JUNG Hyojung and NAKANISHI Yukio
• 277

• Positioning of Consultants of Foreign Residents, Foreign Residents Suffered From Disaster, and Supporters : An Analysis Based On Positioning Theory
• TOKUI Atsuko
• 292

• Initial Involvement Challenges Faced by Inclusive Assistant Staff and the Development of a Support Model
• TOYA Kenji, KUSUMI Yusuke, ODAI Yoshiaki, and SEKI Hiroshi
• 299

• Trail Running Challenges and Sustainability
• HATTORI Maho and TAKI Naoya
• 310

• Establishing Conditions for Interprofessional Collaboration in the Winnetka Plan: A Focus on Functions of School Counseling Staff
• MIYANO Hisashi
• 330

Practical Studies

• Educational Effects of Combining Gaze Input Devices and Vibration Feedback for Students With Severe and Multiple Disabilities: Verification Using Practices That Promote the Development of Tracking and Gazing
• ISHIDA Ippei
• 343

• Using Card-Based Supplementary Material in an Elementary School English Speaking Activity
• ORIHASHI Terumi, YAMAURA Tomomi, and AOYAMA Takumi
• 355

• Collaborative Learning with the University of Glasgow: Designing Culture Teaching Material
• DALTON Colleen, YAMAMOTO Hiroki, ONO Ayako, and VALDERA GIL Francisco J
• 365

• Reconsidering the Significance of ‘Collaboration’ Through Joint Lesson Planning Between Special Needs High Schools and ‘Experts’
• TOYA Kenji, KOBAYASHI Hideyo, OTSUKA Shinichi, and NIMURA Sayo
• 377

• Philosophical Dialogue as Sovereign Education
• MATSUSHIMA Koki and MOTOYAMA Osamu
• 392

• Developing Rich Linguistic Expression in Children With Intellectual Disabilities: Creating Lessons That Allow Children to Experience State Words
• MARUYAMA Akiyo and MIYAJI Koichiro
• 403

• Creating Lessons for Enhancing Problem Solving Abilities Using “Historical Perspectives” in Junior High School Social Studies(3): A Focus on Integrating “Optimal Individual Learning” and “Collaborative Learning” in Free Progress Learning Within a Unit
• YAZAWA Takuma and SHINOZAKI Masanori
• 417

Shinshu University Journal of Educational Research and Practice

Number 19 (March 31, 2025)

• Edited by the Research Committee
• Published by the Faculty of Education, Shinshu University, Nagano, Japan