The wraparound jacket band of the 11th volume of the manga announced in 2013 that a live action film was greenlit for release in 2014.[47] The film was both directed and written by Asako Hyuga.[48] Haruna Kawaguchi and Sota Fukushi were cast as Mei Tachibana and Yamato Kurosawa respectively.[48][49] Additional cast members include Tomohiro Ichikawa as Kai Takemura, Rika Adachi as Aiko Mutō, Tasuku Nagase as Kenji Nakanishi, Rima Nishizaki as Asami Oikawa, Ryōsuke Yamamoto as Masashi Tachikawa, and Arisa Yagi as Megumi Kitagawa. Asako Hyuga is directing and writing the film.[50][51][52][53][54] The film was released in Japan on July 12, 2014.[55] Its main theme song is "Happily" by One Direction.[55]
Sukitte Ii Na Yo Live Action Eng
Sukitte Ii Na Yo has been serialized in Dessert since December 22, 2008 and is still ongoing. An anime adaption produced by ZEXCS began in October 6, 2012 and ended in December 29, 2012. The series' OVA, "Someone" aired on July 24, 2013 and a live action film was released on July 12, 2014.
With the release of the manga's 11th volume, it was announced that a live action film of the series was to be aired during 2014. Just recently, it was confirmed that the film is scheduled July 12, 2014, however this is only in Japan. The film will be both directed and written by Asako Hyuga. Haruna Kawaguchi and Sota Fukushi were cast as Mei Tachibana and Yamato Kurosawa respectively.
Too many teachers leave the profession in the first 5 years(Guarino, Santibanez, & Daley, 2006; Hanuschek, Kain, & Rivkin,2004a, 2004b; Johnson & Birkeland, 2003), and we suspect that a fairshare of these leave because they do not find satisfaction in the classroom,possibly because they do not feel as though they are doing a good job. We canlook at statistics, but they do not really answer the questions. If we wantto know why teachers stay and what makes them feel successful, we need tofollow the suggestion of Cochran-Smith and Lytle (1990), who note the need tohear "voices of the teachers themselves, the questions that teachersask, and the interpretive frames that teachers use to understand and improvetheir own classroom practices" (p. 3). Seidman's (1991) in-depthinterview methodology fulfills this need.
A conventional way to handle material from qualitative studies isto organize excerpts, ideas, words, and phrases into categories (Merriam,2009). Therefore, as the transcripts were read in the first step, passageswere labeled and coded to identify repetitive and compelling patterns andthemes. This excerpted material was used to connect the experiences ofvarious participants with one another's experiences and with relevantliterature from theory and practice to answer our research questions abouttheir experiences and motivations. Most important, the interview materialconveyed the teachers' thoughts about their professional lives in theirown words, adding a dimension that has been lacking in many previous studies.
Due to the limits of our sample size, we cannot generalize anyresults; rather, our aim is to report teachers' responses in their ownwords. These reports fall in two broad categories: (a) influences thatencouraged the participants to become and continue as teachers, includingearly experiences and mentoring, and (b) experiences in the classroom, whichinclude enthusiasm for teaching and learning, satisfaction of small rewards,and communication with parents and students.
The teachers we interviewed demonstrated a remarkable ability tofilter positive and negative experiences and turn them into useful classroompractice. The negative experiences, which have seldom been noted in previousresearch, showed these teachers which practices to avoid, and the positiveexperiences remained with them as they planned and delivered their lessons.All dedicated themselves to making sure that their students had positiveexamples to carry away with them.
As with all the teachers we interviewed, Crystal enjoys being withher students. She finds them amusing and experiences satisfaction when theymake progress. She describes a particular flash card activity where, "Mykids were cracking me up; they were so funny.... And you know what; they wereactually learning." Crystal's use of the phrase "my kids"occurred frequently in her interviews. At one point she explained thischoice, saying that she has no children of her own yet and feels that herstudents have a place in her heart just as her own children someday will.
Technology and communicating with parents and students. Ourinterviews highlighted the influence of technology on novice teachers andtheir communications with students and parents. Each participant receivede-mail, text messages, or cell phone calls from a parent or student duringone or more of the interviews. These teachers routinely gave their schoole-mail address and personal cell phone numbers to their students and parents.It was quite amazing to see that first graders to middle schoolers, as wellas parents, were comfortable communicating directly with their teachersoutside the regular school day. This phenomenon has not, to our knowledge,been discussed in the literature and marks what we see as a possible trendwith implications for future interactions.
The characteristics that we noted in the beginning teachers whomwe interviewed were perseverance in the face of sometimes difficultconditions, enthusiasm for the subject, and a deep caring for the students,evidenced in a desire to engage them in daily activities and to provide thekinds of experiences that helped their students achieve. These teachers ranstudent-centered classrooms and brought in parental support wheneverpossible. They adapted the materials that the schools provided to theparticular situations and abilities of their students, often adding to thesematerials from their own sources or at their own expense. These new teachershad strong mentors, professional or personal, who encouraged them and helpedthem persevere. Interestingly, they received strong influences from positiveand negative role models. They sought rewards from the positive responses oftheir students and the parents of their students rather than from financialremuneration. Even when positive feedback was scanty, they found satisfactionin intermittent reinforcement. A single thank-you from a student or anoccasional complimentary letter from a parent motivated these teachers tokeep doing what they do; this may explain their willingness to keep in closecontact with students and parents during and beyond the regular school day.Of particular interest was their use of technology to enable communication. 2ff7e9595c
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