| Project/Area Number |
23730796
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Sociology of education
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| Research Institution | Fukuoka University of Education |
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Principal Investigator |
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| Research Collaborator |
OKUMURA Miho 大阪大学, 大学院人間科学研究科, 修士課程修了
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥4,290,000 (Direct Cost: ¥3,300,000、Indirect Cost: ¥990,000)
Fiscal Year 2013: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2012: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2011: ¥2,210,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥510,000)
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| Keywords | 教育社会学 / 初等教育 / 教育と不平等 / 学校文化 |
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| Research Abstract |
The purpose of this study is to explore the "School Effects" in Japan. This study focused the relationship of school culture and socio economic context. We gatherd data in a case study of three elementary schools, which have contrasting socio economic contexts in an urban city in Kyusyu.
Findings are as follows. First, the context of the three schools correspond "School Knowledge". In other words, teachers in advantaged school make students to "think by themselves" and "decide by themselves", while teachers in disadvantaged school want students to "remember certain patterns to answer questions of achievement tests" and "follow schools regulations". Second, as a matter of fact, the level of lessons in advantaged school was higher than that of disadvantaged school. However, authority and schools were trying to close the gap between three schools.
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