@article{oai:naruto.repo.nii.ac.jp:00024799,
 author = {近森, 憲助 and 小澤, 大成 and 小野, 由美子 and 赤井, 秀行 and CHIKAMORI, Kensuke and OZAWA, Hiroaki and ONO, Yumiko and AKAI, Hideyuki},
 journal = {鳴門教育大学国際教育協力研究, NUE Journal of International Educational Cooperation},
 month = {Nov},
 note = {We have conducted lesson development workshops, observations and demonstrations of Social and Development Studies (SDS) lessons from November 2013 in three schools in a rural area of Zambia. It revealed a clear difference in composition between lessons of teachers in rural schools and that demonstrated by us in terms of positioning of hands-on activities. Furthermore, as long as the lessons we observed in two out of three schools, all four SDS lessons had nearly the same lesson composition regardless of schools, topics and grades. In this paper, we discussed how we can grab nearly same pattern of lessons by applying comparative institutional analysis as well as critical realism theories and significance of their application in research of international development in education.},
 pages = {37--45},
 title = {ザンビア共和国農村部の学校でみられる授業構成の類似性に関する一考察 : 比較制度分析及びクリテイカル・リアリズムの視点から},
 volume = {8},
 year = {2014},
 yomi = {チカモリ, ケンスケ and オザワ, ヒロアキ and オノ, ユミコ and アカイ, ヒデユキ}
}