3 0 0 0 OA 教育研究における映像データ分析論 : 障害児教育研究の観点から(<特集>質的調査の現在)
- 著者
- 鶴田 真紀
- 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.84, pp.83-102, 2009-05-31
Audio-visual data analysis has generally been understood as a method for ethnomethodological studies in sociology. At the same time, especially in the sociology of education, it is also notable that video data analysis has been developed as one kind of educational research method rather than purely as an ethnomethodological research method. Focusing on such original developments, this paper examines the possibility of video data analysis in the realm of educational research. Firstly, this paper reviews the characteristics of audio-visual data analysis as a kind of qualitative research method and considers a number of studies analyzing video-taped interactions in the sociology of education. The paper then attempts to reconstruct the process of making an audio-visual data analysis of interactions between teachers and children with special needs in the elementary school, and focuses upon both the vocal and nonvocal behavior of the participants by providing a simplified transcript and a more complicated one in varying stages of analysis. Through this reconstruction, the characteristics of audio-visual data analysis and the differences between audio-visual data analysis and other research methods are revealed. In addition, methods for the transcription and analysis of a participant's conversation, behavior and gaze are also considered. Finally, this paper considers the efficacy of audio-visual data analysis in the exploration of a participant's orientation to education. Referring to the concept of "crucial setting," this paper suggests that the audio-visual data analyst needs to explore descriptions which show a participant's orientation to education through analysis. As audio visual technologies become more readily available, audio-visual data analysis as a qualitative research method is likely to become more sophisticated. However, this suggests that the analyst needs to pay more attention to the issue that concerns the significance of such study in the sociology of education. In other words, we are required to investigate anew why we make analyses of interactions using audio-visual equipment.
1 0 0 0 OA 学校的ルーティンの産出にみる社会化機能 : 小学校1年生の帰りの会に着目して
- 著者
- 鶴田 真紀 ツルタ マキ Maki Tsuruta
- 雑誌
- 立教大学教育学科研究年報
- 巻号頁・発行日
- vol.54, pp.51-62, 2011-03-15
2018年度においては、研究実施計画に基づき、〈A〉「学校的社会化基礎研究」、〈B〉発達障害研究、〈C〉「尋常1年生の誕生」および「児童観」の変容に関する歴史社会学研究を行った。〈A〉については、社会化論に関する理論・方法論的研究として、構築主義と学校的社会化という観点から、逸脱と社会化に関する理論的方法論的な検討を行った。また、経験的研究として、関東地方の小学校・幼稚園、中国地方のこども園でのフィールドワークを実施した。その成果として、幼稚園の教育場面における学校的な相互行為形式や、成員カテゴリ-の使用のされ方に着目して、<園児であろうとする>子ども達の実践方法を分析した。〈B〉については、関東地方の小学校において特別支援教育に在籍している児童の観察調査や、小学校時代に特別支援学級から普通級に転籍した経験をもつ中学3年生に関するインタビュー調査を実施した。また、発達障害児に関してこれまでに収集した資料データの整理を行った。こうした調査、作業を通して、「逸脱」を構成する概念装置としての「発達障害児」に対する「子どもらしさ」の語られ方や、放課後児童クラブでの発達障害児支援における支援員の葛藤についての検討を行った。〈C〉では、近代学校開始以来、小学校への新規参入者が「児童になる」様相と、彼らをとりまく保護者や教員のもつ「児童観」の変容を歴史社会学の観点から明らかにした。また、これまでに収集した一次史料のデータベース化と分析を継続し、大正期になされた児童への評価から教師の児童観の検討を行った。以上の調査研究の進展に伴って、2018年度には、学会発表や学術論文に加えて、学校における教師の方法論を社会学的立場から描き出した編著(北澤・間山編)、および発達障害の社会学研究としての単著(鶴田)を公刊した。
1 0 0 0 OA 障害児教育の社会学-発達障害をめぐる教育実践の相互行為研究-
- 著者
- 鶴田 真紀
- 出版者
- RIKKYO UNIVERSITY(立教大学)
- 巻号頁・発行日
- 2015-09-19
文学
1 0 0 0 OA <障害児であること>の相互行為形式 : 能力の帰属をめぐる教育可能性の産出
- 著者
- 鶴田 真紀
- 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.80, pp.269-289, 2007-05-31
In recent years, as the demand for research on special education has risen, various researches have been accumulated in a wide range of areas. Studies have also been performed from a point of view of the sociology of education. However, the existence of "children with disabilities" still assumed as axiomatic, and there have been few studies examining how this is achieved in interactions. Therefore, this article investigates the forms of interaction through which a child comes to be regarded as "child with disability" through an examination of audiovisual data showing educational practices in a school for children with mental disabilities. The author's concern about forms of interaction does not aim to formulate principles which are not in touch with the realities in special educational practices, but rather to offer an effective viewpoint about "educating children with disabilities." The article consists of five sections. The first section describes the contemporary situation of special education, and shows the concern of this article. The second section points out that "doing be a child with disabilities" is first created by interactions with asymmetric characteristics, and then reviews some studies which can be seen as discussing the style of behavior or forms of interaction in the category of disability. Concretely, the author surveys the arguments of "stigma" (E. Goffman), "cutting out operation" (D. Smith) and "assumption of individual reality" (K. Sakamoto). In particular, this article is heavily influenced by the formulation offered by Sakamoto. The third section provides a concrete analysis. It deals with two scenes from a second-grade art class. When the class comes to an end, one child begins to cry, beating his face. According to the homeroom teacher, the child has autism and intellectual disabilities, and has not yet acquired language. The author examines two scenes, paying attentions to how the participants perform description practices and how teacher will be "doing teacher in school for children with mental retardation." The analysis clarifies the following. From the analysis of scene 1, (1) the teachers assumes an "assumption of individual reality" for the child by achieving his "intention" through the description practices, (2) at the same time they achieve the reality that the child cannot acquire language, (3) they display "main teacher" or "assistant teacher" though a distribution of the rights and duties tied to their utterances. In the analysis of scene 2, (1) though child is performing self-description practices with physical techniques, the teacher approves of the description of another teacher by ignoring him indirectly, (2) while the teachers accomplish "the end of the class" collaboratively, they also achieve "doing be a teacher" and "performing a class scene." The fourth section discusses forms of interaction about "doing be a child with disabilities." From knowledge in analysis, it becomes clear that teachers organize the description of others with precedence in various ways. And this article concludes in a form that achieves "the assumption of individual reality" operationally. Furthermore, "educating a child with disability" is a practice which separate the child's inability, and joins his abilities together. The final section describes some problems encountered in the article.
1 0 0 0 OA 自閉症児の言語獲得をめぐる相互行為系列 : 療育実践場面の分析を通して
- 著者
- 鶴田 真紀
- 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.205-225, 2008-06-15
It is generally pointed out that some children with autistic spectrum disorder have problems in language acquisition and operation. Many of these children receive clinical care at special facilities. If we tried to understand their linguistic competence from a psychological, medical viewpoint, we could deal with their competences objectively as measurable and appraisable ones. We may discover a relationship between their linguistic competence and cognitive function defects. As long as we follow this perspective, we would say that "the linguistic problems of some children with autistic spectrum disorder" exist objectively. However, first of all, It is thought that managing the way of competences is the problems for the participants in the setting. On the basis of this kind of concern, this article explores how participants focus and manage the linguistic competences of such children, paying special attention to interactional sequences during the clinical care. This article consists of four parts. In the first, I present the aim of the article and some advanced researches. In the second chapter I give a summary of the investigation, and make a preliminary examination of the interactional sequences in clinical care. Further developing the IRE (initiation-reply-evaluation) sequence described by H. Mehan, I present those special sequences as an IRQAE (initiation-reply-question-answer-evaluation) sequence. In the third part I present a concrete analysis. I describe a setting in which a therapist tries to help a child with autistic spectrum disorder with language acquisition. The child, a 7-year-old boy, has an intellectual disability and has difficulty understanding conversation smoothly. He is unable to answer properly the therapist's questions. The therapist gives a negative evaluation to that answer, and asks the same thing repeatedly. In this interaction, IRQAE sequences recur many times. The analysis clarifies the following things. (1) Participants (especially therapists) regard the IRQAE sequence as a kind of procedure for instructing new methods of language operation. By using such sequence, the therapist tries to improve the child's understanding capacity. (2) In the setting, the therapist commits two failures. One is that he is wrong about the child's competence. The task which the therapist assigns to the child is too difficult. Another is related to their participation frames. This has been pointed out by other therapists during data-sessions. During the session, many therapists claim that the participant's body arrangement makes it difficult for that child to understand the situation. (3) By examining conversational sequences in detail, it becomes clear that the therapist uses various devices. Through such devices, he somehow tries to instruct appropriate word usage to the child. In the fourth chapter I discuss the meaning of the setting for language acquisition by children with autistic spectrum disorder and clinical care. In this article I conclude that the reason why the therapist requires the child to be "able" to answer appropriately is related to three factors: (1) the situational organization for the participants (i.e., the place is meant for training), (2) the therapist has some instructions for improving the child's competence, and (3) the therapist believes in the child's future developmental potential.
