文献一覧: 舞田敏彦 (著者)

79 0 0 0 地域の社会経済特性による子どもの学力の推計

著者: 舞田敏彦
出版者: 東洋館出版社
雑誌: 教育社会学研究 (ISSN:03873145)
巻号頁・発行日: vol.82, pp.165-184[含英語文要旨], 2008

Children's academic achievements differ by social class. Today, many researchers investigate schools that effectively reduce these differences. They have pointed out that in schools that are successful in this endeavor, there are many practices aimed at raising the academic achievements of children from lower classes. In this paper, I attempt to clarify the effects of these practices from the viewpoint of added value. This study aims to compare the actual achievement levels of children of each region with those estimated based on their socio-economic conditions and to clarify the educational conditions in the regions in which the actual levels are higher than expectations. For my method, I analyzed the data of academic achievement tests. I clarified children's achievement levels in 49 cities and wards in the Tokyo metropolitan area and in school districts in Adachi Ward (73 primary school districts, 38 junior high school districts). I examined the relations between the achievement levels and the socio-economic conditions of each region. Using this data, I estimated achievement levels using regression analysis. Regions were then divided into types by comparing the expected levels and actual ones. I named regions whose achievement levels were higher than expected "Effort types." The opposites are named, "Problem types." I then investigated the differences of educational conditions between these two types. It was found that in Effort types, the numbers of children per school, class and teacher are relatively small. School size, class size and teacher's burden are small in these regions. In Problem types, they are relatively large. These differences are significant in the data from school districts in Adachi Ward. Based on the findings, I concluded as follows: 1. The influence of social background on children's academic achievement can be reduced by the improvement of educational conditions such as reducing class size, which is the task of educational administrations. 2. The improvement of educational conditions is less effective for raising the absolute level of academic achievement. It is effective for the reduction of the social determinants of children's academic abilities. 3. Evaluations of schools from the viewpoint of added value are needed.

https://ci.nii.ac.jp/naid/110006793455

44 0 0 0 性別・年齢層別にみた自殺率と生活不安指標の時系列的関連

著者: 舞田敏彦
出版者: 武蔵野大学出版会
雑誌: 武蔵野大学政治経済学部紀要 (ISSN:18834035)
巻号頁・発行日: no.1, pp.145-157, 2009

2018-07-30 06:36:13
44 + 67 Twitter

https://ci.nii.ac.jp/naid/40016941572

11 0 0 0 地域の社会経済特性による子どもの学力の推計:――学力の社会的規定性を克服する教育条件の探求――

著者: 舞田敏彦
出版者: 日本教育社会学会
雑誌: 教育社会学研究 (ISSN:03873145)
巻号頁・発行日: vol.82, pp.165-184, 2008
被引用文献数: 1

Children's academic achievements differ by social class. Today, many researchers investigate schools that effectively reduce these differences. They have pointed out that in schools that are successful in this endeavor, there are many practices aimed at raising the academic achievements of children from lower classes. In this paper, I attempt to clarify the effects of these practices from the viewpoint of added value. This study aims to compare the actual achievement levels of children of each region with those estimated based on their socio-economic conditions and to clarify the educational conditions in the regions in which the actual levels are higher than expectations. For my method, I analyzed the data of academic achievement tests. I clarified children's achievement levels in 49 cities and wards in the Tokyo metropolitan area and in school districts in Adachi Ward (73 primary school districts, 38 junior high school districts). I examined the relations between the achievement levels and the socio-economic conditions of each region. Using this data, I estimated achievement levels using regression analysis. Regions were then divided into types by comparing the expected levels and actual ones. I named regions whose achievement levels were higher than expected "Effort types." The opposites are named, "Problem types." I then investigated the differences of educational conditions between these two types. It was found that in Effort types, the numbers of children per school, class and teacher are relatively small. School size, class size and teacher's burden are small in these regions. In Problem types, they are relatively large. These differences are significant in the data from school districts in Adachi Ward. Based on the findings, I concluded as follows: 1. The influence of social background on children's academic achievement can be reduced by the improvement of educational conditions such as reducing class size, which is the task of educational administrations. 2. The improvement of educational conditions is less effective for raising the absolute level of academic achievement. It is effective for the reduction of the social determinants of children's academic abilities. 3. Evaluations of schools from the viewpoint of added value are needed.

2021-05-24 08:45:04
11 + 33 Twitter

9 0 0 0 僻地出身者における高等教育就学機会--奄美群島内の一高校卒業生の事例から

著者: 舞田敏彦
出版者: 日本社会教育学会
雑誌: 日本社会教育学会紀要 (ISSN:03862844)
巻号頁・発行日: no.40, pp.101-110, 2004

2021-01-30 19:21:31
9 + 30 Twitter

https://ci.nii.ac.jp/naid/40006490522

9 0 0 0 殺人・自殺の発生動向の関連分析--20世紀後半期の日本の場合

著者: 松本良夫舞田敏彦
出版者: 武蔵野女子大学現代社会学部紀要編集委員会
雑誌: 武蔵野女子大学現代社会学部紀要 (ISSN:13454285)
巻号頁・発行日: no.3, pp.157-172, 2002

2019-06-23 23:30:27
9 + 7 Twitter

https://ci.nii.ac.jp/naid/40005376576

9 0 0 0 OA 地域の社会経済特性による子どもの学力の推計

著者: 舞田敏彦
出版者: 日本教育社会学会
雑誌: 教育社会学研究 (ISSN:03873145)
巻号頁・発行日: vol.82, pp.165-184, 2008-06-15 (Released:2017-06-01)
参考文献数: 17
被引用文献数: 1

Children’s academic achievements differ by social class. Today, many researchers investigate schools that effectively reduce these differences. They have pointed out that in schools that are successful in this endeavor, there are many practices aimed at raising the academic achievements of children from lower classes. In this paper, I attempt to clarify the effects of these practices from the viewpoint of added value. This study aims to compare the actual achievement levels of children of each region with those estimated based on their socio-economic conditions and to clarify the educational conditions in the regions in which the actual levels are higher than expectations.For my method, I analyzed the data of academic achievement tests. I clarified children’s achievement levels in 49 cities and wards in the Tokyo metropolitan area and in school districts in Adachi Ward (73 primary school districts, 38 junior high school districts). I examined the relations between the achievement levels and the socio-economic conditions of each region. Using this data, I estimated achievement levels using regression analysis. Regions were then divided into types by comparing the expected levels and actual ones. I named regions whose achievement levels were higher than expected “Effort types.” The opposites are named, “Problem types.” I then investigated the differences of educational conditions between these two types. It was found that in Effort types, the numbers of children per school, class and teacher are relatively small. School size, class size and teacher’s burden are small in these regions. In Problem types, they are relatively large. These differences are significant in the data from school districts in Adachi Ward.Based on the findings, I concluded as follows:1. The influence of social background on children’s academic achievement can be reduced by the improvement of educational conditions such as reducing class size, which is the task of educational administrations.2. The improvement of educational conditions is less effective for raising the absolute level of academic achievement. It is effective for the reduction of the social determinants of children’s academic abilities.3. Evaluations of schools from the viewpoint of added value are needed.