Characteristics of Schools' Efforts to Implement the Integrated Elementary and Junior High School Curriculum

Abstract

The purpose of this study was to identify the characteristics of the efforts in compulsory public education schools that innovated to solve problems by continuing to implement curriculum reforms in municipalities, even under the COVID19 circumstances. Using the results of a cross-sectional design survey to evaluate the implementation of the integrated elementary and junior high school curriculum for City A in Japan, we clarified junior high school districts that maintained positive practices, even during the pandemic. As a result, we discovered that those junior high school districts with positive practices conducted an evidence-informed teaching practice, that focused on agency. They were conscious of receiving comments and cooperating with other schools to improve the integrated elementary and junior high school education curriculum and student activities, to generate ideas for better practice by using ICT, rather than being conscious of verifying the effects.