| Project/Area Number |
17530640
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Tokyo Gakugei University |
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Principal Investigator |
YAMADA Masahiko Tokyo Gakugei University, Faculty of Education, Associate Professor (30254444)
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| Co-Investigator(Kenkyū-buntansha) |
HAYASHI Masami Tokyo Gakugei University, Faculty of Education, Associate Professor (10322124)
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| Project Period (FY) |
2005 – 2007
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| Project Status |
Completed (Fiscal Year 2007)
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| Budget Amount *help |
¥1,320,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥120,000)
Fiscal Year 2007: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2006: ¥300,000 (Direct Cost: ¥300,000)
Fiscal Year 2005: ¥500,000 (Direct Cost: ¥500,000)
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| Keywords | Classroom Disorders / Classroom Management / Hidden Curriculum / Analyzing Classroom Discourse / Guidance / Improvisation / Focus / 私語・不規則発言 / 教師の統制行動 / インプロ |
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| Research Abstract |
In this research project, analyzing classroom protocols, investigators points out two conclusions as follows ;
(1) Teachers can control pupils by accepting pupils' "focus as the object of attention," for example, by chatting with pupils for a while. This finding contributes to solving classroom disorders, which recently have become a serious problem in schools in Japan.
(2) Some teaching conducts to maintain "Initiative-Response-Evaluation conversation," which has been blamed as scenario-like and "fake" communication, contribute to encouraging pupils and keeping some pupils from blaming another pupil.
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