Not Refereed, Mar. 2020, 80, 49, 55
Not Refereed, 2020, 51, 77, 86
社会事業史研究, 社会事業史研究会, Repositioning "Katei-Gakko" in the history of Social Work and Social Welfare : Through the Examination of its Residents in Shirataki Farm and Sanapuchi School, 二井 仁美, Sep. 2019, 56, 25, 42
Not Refereed, 北海道教育大学紀要. 教育科学編, 東京大学教育学部附属学校における双生児研究開始の経緯に関する一考察 : 海後宗臣が果たした役割に着目して, 二井 仁美; 川尻 采花, Feb. 2019, 69, 2, 17, 32, Research institution
Refereed, 子どもの虐待とネグレクト, 一般社団法人 日本子ども虐待防止学会, 学校教員の虐待に関する意識―教員と管理職による調査報告―, 水野治久; 本田真大; 二井仁美; 島善信; 岡本正子, Sep. 2018, 20, 2, 220, 226, Scientific journal
大阪教育大学紀要 第IV部門 教育科学, 大阪教育大学, A Study on the Achievements and Challenges on the Education about Child Maltreatment in the Teacher Training Process - An Examination by the Analysis of Student's Reports -, 上田 裕美; 岡本 正子; 北口 和美; 鈴木 真由子; 二井 仁美, 本論文では,教員志望の大学院生を対象に行った「児童虐待」に関する授業の成果と課題について,学生によるレポートの分析を通して検討した。その結果,受講生には,虐待問題への意識の向上,問題に対する教師の役割への気づきが見られ,虐待者イメージの変化,虐待対応に関する基礎知識の習得などの理解の深まりも見られた。一方で,教科教育で児童虐待をどのように教育するかを明らかにすること,児童相談所と学校との連携の難しさを解消すること,虐待予防に関する概念整理の必要性など,臨床・研究・教育の連動の中で取り組むべき課題が確認された。It is important for teachers to be informed about the negative effects of child maltreatment, and the strategies to help the children who are victims of child abuse and neglect. This study describes the challenges and achievements of the teaching we have done about child maltreatment in a course. Students of this course are the graduate students aspiring school teachers. As a result of taking this course, students have been able to raise awareness of the abuse problem, changing the image of the abuser, to acquire knowledge of basic assistance to the family and abuse victims. On the other hand, the following problems were identified. 1) We have to explore how to educate child maltreatment in school curriculums, because it is not clear yet. 2) We must resolve the difficulties in cooperation with school and child protection center. 3) Arranging the concept on the prevention of Child maltreatment is also left as a future work., 28 Feb. 2014, 62, 2, 103, 118
Not Refereed, Studium Christianitatis, Hokkaido Society of Christian Studies, Christianity in Reform School Education : Focusing on Baptism and Foot-washing Ceremonies in the Prefectural Makinohara-Gakko in Kagoshima, Nii H., 2013, 48, 1, 27, Scientific journal
教育学研究, 一般社団法人 日本教育学会, 鳥居 和代 著『青少年の逸脱をめぐる教育史 「処罰」と「教育」の関係』, 二井 仁美, 2008, 75, 1, 111, 114, 10.11555/kyoiku.75.1_111
Refereed, Historical research of education : bulletin of the Society for Historical Research of Education, Japan Society for the Historical Studies of Education, Kosuke Tomeoka and Katei Gakko under the third Reform School Act (1923-1934): Kiyoo Tomeoka's assumption of the vice-principalship of the Hokkaido Branch of Katei Gakko, NII Hitomi, This paper investigates on the end of Kosuke Tomeoka's (1864-1934) incumbency as the principal of Katei Gakko under the third Reform School Act (1923-1934), and focuses on the role of Kiyoo Tomeoka (1898-1976), who became the vice-principal of Hokkaido Branch of Katei Gakko in 1929. Kosuke Tomeoka, the founder of the reform school Katei Gakko, is been regarded as an excellent leader as well as a pioneer of the Japanese reform school, even in his own lifetime. However, questions on how he had managed his school have never been answered concretely through an analysis of the documents in the archives of Katei Gakko. Based on recent research of materials located at the two schools that derived from Katei Gakko, Hokkaido Katei Gakko and Tokyo Katei Gakko, this paper will address the following topics. First, Kosuke Tomeoka originally refused to install any form of restraint system, having based Katei Gakko's basic motivating principle on Wichern's phrase, "Christ's love is the strongest wall." However, due to frequent student escapes, restraint systems were installed during the third Reform School Act. Second, the "colony system, " which Kosuke Tomeoka adopted in both Hokkaido and Ogasawara, ended in failure under the third Reform School Act. Thus, the staff of Katei Gakko were confronted and afflicted with many difficulties. However, the only advice that principal Kosuke Tomeoka gave his staff was the words of Wichern. Third, Kiyoo Tomeoka observed and recorded the daily life of students of the Hokkaido branch of Katei Gakko, and concluded that the students needed to establish a more self-sufficient lifestyle. Kiyoo adopted "the colony plan, " which allowed the students and staff of the Hokkaido branch to manage their own lifestyles instead of being bound by Kosuke Tomeoka's "colony system." Kiyoo also proposed a the downsizing of Katei Gakko in order to improve school management through the adoption of his "colony plan." This paper concludes that the age of the third Reform School Act was the end of the era of principal Kosuke Tomeoka, who had been a leader of the education of juvenile delinquents in modern Japan., Oct. 2007, 50, 45~57, 57, Scientific journal
社会事業史研究, 社会事業史学会, 社会福祉施設所蔵資料の保存と利用--公文書館との関わりにおいて (特集論文 史・資料の保存と利用問題--社会福祉史研究における現状と課題), 二井 仁美, Oct. 2005, 33, 39, 51
Refereed, THE JAPANESE JOURNAL OF EDUCATIONAL RESEARCH, Japanese Educational Research Association, Kosuke Tomeoka's Research about Prison in America and Europe : From "Reformatory" to "Reform School", NII Hitomi, 2005, 72, 3, 321, 333, Scientific journal, 10.11555/kyoiku1932.72.321
Refereed, STUDIES IN THE HISTORY OF EDUCATION, The Japan Society for Historical Studies of Education, Kōsuke Tomeoka's Research on Education for Juvenile Delinquents in America and Europe, NII Hitomi, This paper investigates the history of education of juvenile delinquents in Japan. The purpose of this study is to examine how Meiji era Japanese researched the system and ideas of education for juvenile delinquents in the western world. In particular I focus on Kosuke Tomeoka (1864-1934), the leader of the Japanese reform school, who carried out research in America and Europe, and on his return conveyed to the Japanese people what he had learned as well as founding one of his reform schools, 'Katei Gakko', Family School, in 1899. First, I analyze when and what kinds of institutions Tomeoka visited during his two trips abroad. Then I will discuss Tomeoka's conclusions regarding the different systems he encountered. In the nineteenth century, the internal organization of American reform schools gradually changed from the 'congregate' system that housed large numbers of children in the same place, to the 'cottage' system that dealt with smaller groups of around 30 boys. Tomeoka visited both types of reform schools and like progressive American reformers, judged the 'cottage' system to be the more effective. Moreover, he noticed that female staff, called matrons, played an important role in each cottage. He was also interested in 'the placing-out system', so-called fosterage, used in the western world. The idea of the cottage system was summed up in the following phrase, 'Christ's love is the strongest wall', a phrase attributed to Immanuel Wichern, who founded the Rauhe Haus in Germany. Tomeoka found the phrase in the book, Praying and Working by William Fleming Stevenson. When Tomeoka founded Katei Gakko, he adopted the 'cottage' system with matrons, and recorded that it was based on Wichern's Rauhe Haus. However, on several points he adapted and improved upon the western model, introducing his own ideas into his interpretation of the cottage system., 2004, 47, 0, 88, 108, Scientific journal, 10.15062/kyouikushigaku.47.0_88
史料館研究紀要, 史料館, 児童自立支援施設の記録史料の保存と公文書館--専門文書館の必要性を巡って, 二井 仁美, Mar. 2001, 32, 1, 28, 10.24619/00001294
Memoirs of Osaka Kyoiku University. IV, Education, pshychology, special education and physical culture, Osaka Kyoiku University, The Placing Out System of the Family School, Katei-Gakko in 1908-1922 : The Students Transfered from Tokyo to Hokkaido, Ogasawara and Ioto, Nii Hitomi, 第二次感化法施行期,家庭学校の教育は,東京(本校)-北海道(農場)-小笠原・硫黄島(委託)を繋いで展開した。その教育は,家庭学校教職員が「難物」とみなした生徒を労働力として小笠原に送致するという「排除」を不可分の構成要素とした。そして,小笠原への生徒送致は,懲治場が廃止された同時期において,「開放処遇」をうたう他の感化院においてもみられる事態であった。既往の感化教育史研究は,創立者の思想をあとづけるか,感化法制の改変を羅列するにとどまり,その叙述と検討はおおむね平板であった。多くの家庭学校史研究も,創立者留岡幸助の思想的検討の域を越えなかった。こうした研究状況に対して,筆者は,感化法制下における家庭学校の教育の実態を,生徒の動態という基礎的事実から把握することを試みた。In this Paper, I discribed the emigration or placing out system of the Family School, 'Katei-Gakkō', under the second Reform School Act, 'Kanka-ho', from 1908 to 1922. Some of the boys, who entered to the Family School in Sugamo, Tokyo, were placed in the Family School Farm in Hokkaido. And some of them were taransfered to 'Shusaigakuen', the Reform School constituted in Chichi-jima, Ogasawara Island by Tokyo-fu, and some of them were placed in Taichiro Kikuchi's home in Hahajima, Ogasawara Island. The boys in the Farm in Hokkaido were expected their growth in the nature, some of them were employed as the farmers in the Family School Farm or in the Furukawa Farm in Memanbetu. Frequency, part of boys, whoes conducts were a great distress to their teacher, were placed far beyond the sea. The boys were given preliminary training in the Shusaigakuen. The Shusaigakuen was the agent that had previously passed upon the character and fitness of all applicants desiring to take the boys into their homes. After the boys were placed, the Shusaigakuen inspected the homes. But, its supervision was not complete. The boys in Hahajima were also treated as laborers. Therefore, when a boy beame sick, Kikuchi and Shusaigakuen wanted to get him home. However, his father didn't want it, and the Family School supported his hope. The boy was excluded., Aug. 1999, 48, 1, 29, 51
Memoirs of Osaka Kyoiku University. IV, Education, pshychology, special education and physical culture, Osaka Kyoiku University, The Entrance into the Family School, 'Katei Gakko' : - 1908-1922, at the Time when 'The Reform School Act' Amended for the First Time was Enforced -, Nii Hitomi, 本論文は,第一次改正「感化法」施行期を中心に,家庭学校における生徒の入校の様相を解明することを目的とする。家庭学校が「感化院」であることは周知されているものの,家庭学校がどのような特徴と実態を有した施設であるかを検討した研究はなかった。それは,既往の研究が用いてきた資料による制約のためでもあった。本論文は,北海道家庭学校に所蔵されている家庭学校の日誌を分析することにより,家庭学校史研究における新たな知見を開こうとするものである。In this paper, I described the realities of the entrance to the Family School (Katei Gakkō), at the time when 'the Reform School Act' amended for the first time was enforced. In the Family School, there were two types of the new students. One type of the students was committed to the school by order of the govener, as the Family School was substituting for the prefectural reform school in Tokyo. Another type of students sent in the application for admission into the Family School, and entered with the admission. In this case, the applicants were often denied by the various reasons, such as the economical problems of the guardians, sexuality, age, and precarious states of the applicants., Feb. 1996, 44, 2, 141, 167
Refereed, 教育学研究, 日本教育学会, 家庭学校と小塩塾に関する考察--感化教育における「家庭」と「学校」, 小林 仁美, Jun. 1991, 58, 2, p132, 141, Scientific journal
キリスト教社会問題研究, The Study Committee of Christianity & Social Problems of Institute for the Study of Humanities & Social Sciences Doshisha University, A Study of Kosuke TOMEOKA After the Russo-Japanese War - A Problem about Individual and Subjective Intension in National Social Improvement -, KOBAYASHI Hitomi, 論説, Mar. 1991, 39, 39, p72, 97, 10.14988/pa.2017.0000008451
Refereed, STUDIES IN THE HISTORY OF EDUCATION, The Japan Society for Historical Studies of Education, Kosuke Tomeoka and the Family School in the history of Reformatory Education and Protective Education, 小林 仁美, 1990, 33, 0, 53, 69, Scientific journal, 10.15062/kyouikushigaku.33.0_53
Annual report of educational research, Nara Women's University, Nara Women's University, Amendment of the Reformatory School Act and Enactment of Old Training School Act : Kosuke Tomeoka's thought about the Protective Education, Kobayashi Hitomi, 1989, 7, 19, 40
Annual report of Graduate Division of Human Culture, Nara Women's University, A Study of the Reformatory School Act in 1900, Kobayashi Hitomi, 1989, 5, 39, 49
Annual report of educational research, Nara Women's University, Nara Women's University, Kosuke Tomeoka's "New Philanthropy" : Comparative Study with Sigejiro Ogawa and Tomoichi Inoue, Kobayashi Hitomi, 1988, 6, 15, 34
Annual report of Graduate Division of Human Culture, Nara Women's University, Christian Kosuke Tomeoka's Study about Sontoku Ninomiya : The Idea of "Suijo (Seruices)" and "New Philanthropy", Kobayashi Hitomi, 1988, 4, 45, 54
Annual report of educational research, Nara Women's University, Nara Women's University, The Formation and Development of Kosuke Tomeoka's Educational View, Kobayashi Hitomi, 1987, 5, 17, 43
Annual report on research and education, Faculty of Letters, Nara Women's University, Education in Katei Gakko under the Juvenile reform School Act : focusing on the transfer from Tokyo to Hokkaido, NII Hitomi, Mar. 2023, 19, 1, 11, Research institution
Not Refereed, 社会福祉学部論集, 佛教大学社会福祉学部, ドイツにおける「学びの物語(Learning Stories)」の受容に関する検討—Study on the Acceptance of “Learning Stories” in Germany, 中西, さやか; 二井, 仁美; 川端, 美穂; 玉瀬, 友美; 木村, 彰子, ニュージーランドで開発された保育アセスメント「学びの物語(Learning Stories)」は,世界各国の保育現場に導入されている。本稿では,ドイツにおける「学びの物語」受容の特質を明らかにするために,ドイツ版「学びの物語」プロジェクトとドイツで実際に作成された「学びの物語」に関する先行研究の分析を行なった。その結果,ドイツにおける「学びの物語」受容の特質として(1)政策主導で「学びの物語」の導入が図られたこと,(2)「学びの物語」導入の強調点が「学び」あるいは「学びの体系的な観察・記録」にあること,(3)保育現場では導入の意図が部分的に達成されているものの,園や保育者の保育観・教育観を反映しながら多様な形で「学びの物語」が実践されていることが明らかとなった。
ドイツ
保育アセスメント
学びの物語
観察と記録
乳幼児期の学び
identifier:FO001800011094, 01 Mar. 2022, 18, 143, 154, Research institution
Oral presentation
Oral presentation
Poster presentation
社会事業史学会, 社会事業・社会福祉史における家庭学校の再定位 ―社名淵分校・白滝農場の生活者に注目して―, Keynote oral presentation, May 2019, 札幌, False
シンポジウム 慈愛と福祉の先駆者たち 留岡幸助, 家庭学校にかけた留岡幸助の大構想, Dec. 2018, 公益財団法人山陽放送学術文化財団, 岡山, False
北海道子ども虐待防止協会 2018年度総会記念講演会, 子ども虐待防止における福祉と教育の協働―大阪と北海道での学校調査をふまえて―, Jul. 2018, 北海道子ども虐待防止協会, 札幌, False
二井仁美, 北海道教育大学附属旭川幼稚園PTA研修会, 子どもの育ちを考える ―家庭学校の研究から見えてきたこと, Jun. 2018, 北海道教育大学附属旭川幼稚園PTA, 旭川, False
旭川少年友の会創立 20 周年記念講演会, 家庭学校の歴史と理念 ―能く働き、能く食べ、能く眠る―, Feb. 2018, 旭川少年友の会, False
社会事業史学会第44回大会, 総力戦体制期における家庭学校の生徒の動態, May 2016, 社会事業史学会, 石巻, True
平成27年度全国児童自立支援施設職員研修会, 歴史にみる児童自立支援施設の理念と現実, Oct. 2015, 全国児童自立支援施設協議会, 北海道, False
教育史学会第59回大会, 少年教護法施行期における家庭学校の教育, Sep. 2015, 宮城県, True
児童虐待防止全国ネットワーク 子育て支援者向け研修事業<大規模研修会>, 子ども虐待防止における教員の役割 ―教員養成の視点から―, Jan. 2015, 児童虐待防止全国ネットワーク及び子ども未来財団, 東京, 2011-2013年度文部科学省科学研究費「子ども虐待防止の実践力を育成する教員養成のあり方」成果発表, False
教育史学会第58回大会シンポジウム, 教育史は現実の諸実践にどう影響をもちうるか――教育史研究のレリバンスを問う――, Oct. 2014, 教育史学会, 東京, False
岡本正子; 島善信; 中山あおい; 本間博彰; 二井仁美; 水野治久; 本田真大; 北口和美; 上田裕美; 菱田準子, 日本子ども虐待防止学会第19回学術集会信州大会, 子ども虐待防止に関わる学校と教員のケア機能 ―安全で育つ環境としての学校―, Dec. 2013, 一般社団法人日本子ども虐待防止学会(JaSPCAN), 松本, True
日本子ども虐待防止学会(JaSPCAN)第18回学術集会高知りょうま大会, 学校教育における「子ども虐待の予防教育」概念に関する検討, Dec. 2012, 一般社団法人日本子ども虐待防止学会, 高知, True
北海道基督教学会第51回大会, 感化教育におけるキリスト教 ・・・鹿児島県立牧ノ原学校の洗礼式と洗足式に注目して・・・, Jul. 2012, 旭川, True
北海道子ども虐待防止協会道北支部研修会, 家庭学校の歴史と現在, Feb. 2012, 旭川, False
教育史学会第54回大会, 少年教護法(昭和8年法律55号)成立過程の研究, Oct. 2010, 早稲田大学, True
社会事業史学会第12回大会, 少年教護法成立経緯に関す研究―少年教護法案審議期間中における感化院関係者の働き―, May 2010, 関西学院大学, True
東京家庭学校創立110周年記念会, 留岡幸助先生の海外視察の歩み ―東京家庭学校所蔵資料の紹介―, Nov. 2009, False
兵庫県立明石学園創立100周年記念式典, 明石学園創立百周年に寄せて―初代早崎春香園長先生と第二代池田千年園長先生に学ぶ, Oct. 2009, False
国立武蔵野学院創立90周年記念式典, 児童自立支援施設の歴史における国立武蔵野学院の意義と役割, Sep. 2009, 国立武蔵野学院, False
大阪府立修徳学院創立100周年記念式典記念講演, 大阪府立修徳学院 100年の歴史を振り返って, Jan. 2008, False
教育史学会第50回大会, 第三次感化法制期(1923-1934年)における留岡幸助と家庭学校, Sep. 2006, 大東文化大学, True
川端美穂, 玉瀬友美, 二井仁美, 中西さやか, 木村彰子, 日本保育学会, 国内ラーニング・ストーリーの特徴 ―計量テキスト分析による検討―, Poster presentation, 15 May 2022, 14 May 2022, 15 May 2022
二井仁美, 社会的養護のトップランナーをめざす「小さな会」主催研究会, 児童自立支援施設の源流と歴史をみつめて ―『北海道家庭学校110年 北の大地の暮らしと教育』の刊行―, Invited oral presentation, 23 Mar. 2024
二井仁美, 教育史学会第67回大会, 奥田三郎「卒業生のゆくえ」調査の検討 ― 家庭学校社名淵分校・北海道家庭学校における生徒の動態 ―, Oral presentation, 24 Sep. 2023, 24 Sep. 2023, 24 Sep. 2023
二井仁美, 石井十次セミナー, 留岡幸助の志と北海道家庭学校の歴史と教育, Keynote oral presentation, 27 Aug. 2023