A message from the Dean of the Joint Graduate School in Science of School Education

研究科長 The Joint Graduate School (Ph.D.Program) in Science of School Education, Hyogo University of Teacher Education researches various school instruction and educational issues related to school education, and incorporates research methods with a focus on practical instruction in education research, to not only establish the “science of school instruction,” but also develop practitioners with advanced research instruction abilities, and researchers with strong roots of practical application.

 It was launched in April 1996 as a joint graduate school of the four participating universities of Hyogo University of Teacher Education, Joetsu University of Education, Okayama University, and the Naruto University of Education, with the Hyogo University of Teacher Education being positioned as the main school. Including new students for 2018, there are a total of 644 students, and as of March 2018, 300 students have been awarded doctoral degrees by completing courses of study and 138 students by thesis only.

  In March 1999, “Building the Science of School Instruction” was published, and in September 2006, “Building the Science of School Instruction—Part 2” was published, highlighting the systematization of the science of school education. Also, the “Journal for the Science of Schooling,” first published in 2000, is now in its 19th edition, and is well known in places of academia and education. Furthermore, after having been chosen for the Support Program for Improving Graduate School Education from 2007 to 2009 and restructuring school classes in order to develop science of school instruction competencies, a new major (Field of Instructional Development in Forefront Issues) has been established in 2009.

  In addition, including expansion of academic research support for graduate students such as international internship program and international conferences, the Graduate School has launched joint research projects that exploit the strengths of the cooperating graduate schools, and is promoting research under the close cooperation of researchers from the four universities. In this way, based on the closely related research and joint research projects by individual instructors and graduate students, we hope to work toward the continued development of the science of school instruction and make the results of our research widely available to society.


(April 2018)