著者

岸田 幸弘

出版者

昭和女子大学

雑誌

學苑 (ISSN:13480103)

巻号頁・発行日

vol.856, pp.28-36, 2012-02-01

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The purpose of this study is to understand the reality of how teachers support truant students and how effective they believe the measures they take to be. In a questionnaire survey of 227 teachers, we asked them to recollect their successful and unsuccessful support cases and assess each intervention by answering multiple-choice questions designed to find out which of 32 support methods they had used, and how effective they thought the methods they used were. As a result, it was found that there was no correlation between the rates at which a method was chosen and its success or failure. All the methods used in successful cases rated higher and in some cases the differences were statistically significant. Also, methods used in unsuccessful cases were rated lower in junior high school case assessments compared to that of elementary schools, suggesting that junior high school teachers are having a tougher time in supporting truant junior high school students.