著者

県立広島大学人間文化学部編

出版者

県立広島大学人間文化学部

巻号頁・発行日

2009

著者

西本 喜久子 広島大学 大学院

出版者

全国大学国語教育学会

雑誌

全国大学国語教育学会国語科教育研究:大会研究発表要旨集 (ISSN:24321753)

巻号頁・発行日

vol.110, pp.45-48, 2006

著者

広島大学大学教育研究センター [編]

出版者

広島大学大学教育研究センター

巻号頁・発行日

1973

著者

広島大学附属中・高等学校 [編集]

出版者

広島大学附属中・高等学校

巻号頁・発行日

1999

著者

広島大学総合博物館 [編集]

出版者

広島大学総合博物館

巻号頁・発行日

2009

著者

広島大学歯学部小児歯科学講座編

出版者

広島大学歯学部小児歯科学講座

巻号頁・発行日

2000

著者

津坂 貢政 広島大学 文学研究科

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審査の要旨 内容の要旨

著者

広島大学方言研究会 [編]

出版者

広島大学方言研究会

巻号頁・発行日

1982

著者

黒川 麻実 広島大学大学院

出版者

全国大学国語教育学会

雑誌

全国大学国語教育学会国語科教育研究:大会研究発表要旨集 (ISSN:24321753)

巻号頁・発行日

vol.127, pp.33-36, 2014

著者

広島大学文学部 [編]

出版者

広島大学文学部

巻号頁・発行日

1951

著者

佐々木 勇 寺田 守 小松原 有子 馬野 奈緒子 広島大学日本語史研究会

出版者

訓点語学会

雑誌

訓点語と訓点資料 (ISSN:04546652)

巻号頁・発行日

vol.109, pp.26-79, 2002-09

著者

久保田 真功 Makoto KUBOTA 広島大学大学院 Graduate School Hiroshima University

出版者

東洋館出版社

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.74, pp.249-268, 2004-05-20

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This paper examines whether the coping behaviors of bullied children can provide effective alternatives to bullying. In addition, the coping behaviors of bullied children are considered to be attempts to modify the stigmatic labels given by gangs of bullies. The subjects are 625 pupils in 4th, 5th, and 6th grade. The findings are as follows : (1) The majority of bullied children take actions to cope with bullying in some way, such as consulting with others or trying to solve things themselves. This result suggests that bullied children are not simply nonresistant and passive existence to bullying. (2) There is a close relationship between the coping behaviors of bullied children and the reasons why the bullying ends. This result suggests that the coping behaviors of bullied children can become an opportunity for putting an end to bullying. (3) The number of supporters of bullying and the kinds of bullying affect the duration of bullying, but the coping behaviors of bullied children do not affect the period of bullying. The coping behaviors of bullied children can become an opportunity to end bullying, but do not contribute to an early solution to bullying. These results show that even if bullied children attempt to modify the stigmatic labels given by gangs of bullies, the success or failure is not decided by their coping behaviors but rather by the reaction to these coping behaviors of the children in the area surrounding the bullying. This paper reconfirmed the importance of providing instruction to children in the area surrounding the bullying.

著者

新堀 通也 Shimbori Michiya 広島大学 Hiroshima University

出版者

東洋館

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.28, pp.4-17, 1973-10-15

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There are four approaches to the scientific study of teachers, viz., historical, administrative, comparative and sociological. Sociology of teachers is so fragmental that not all sorts of teachers are covered by it and that it does disclose the most remarkable and urgent trait of contemporary teachers neither. By and large it studies elementary and secondary school teachers, neglecting teachers of university, kindergarten and other institutions. Although there are a great many differences between various categories of teachers, sociology considers only the general characteristics of teachers. It is proposed here that the most important trait of teachers is their conflict, inner as well as outer. Profession in bureaucracy is, theoretically, responsible for their conflict, because while teachers as professionals demand freedom and autonomy on one hand, bureaucracy by which they are employed asks them to follow its orders and objectives on the other. Thus there should be a sociology of teachers constructed around the concept of coflict. Distinct from other professions, teaching is characterized by such tendencies as great and socially indispensable number, diffused bureaucracy, coexistence of freedom and restriction and continuity of career in school both before and after employment. Furthermore, teachers in contemporary Japan are experiencing new types of conflict, namely conflicts with students and with out-of-school teachers, for which is responsible the rapid transition to post-industrialism, where school teachers are losing authority and prestige they used to enjoy. Thus the present article proposes to study teachers in contemporary Japan in terms of conflict and discusses its supposed conditions.