著者

桐村 豪文

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.58, pp.101-113, 2012-04-27

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It may be true that improving student outcomes is the ultimate purpose of all educational policymakers and educational researchers. Improving the effectiveness of the intervention, which involves an educational program, a product, a practice, or a policy aimed at improving student outcomes is a typical purpose to be accomplished. However, it should be noted that this study addressed the question "how and why can you say that intervention X caused the outcome Y?" or "what gives assurance that intervention X caused the outcome Y?" and not "did intervention X cause the outcome Y?" That is, the purpose of this study was not to discuss the effectiveness itself but pave the way for discussing the effectiveness. The target of this paper is the methodology used in the Comprehensive School Reform Quality Center report, which evaluated and rated the effectiveness of models used by the schools in the Comprehensive School Reform program. The characteristic of the methodology is a Randomized Controlled Trial (RCT), which is the "gold standard" for evidence-based policies in the USA. This paper demonstrates why the methodology is superior to the econometric methodology based on the theory of Cartwright.

著者

原田(慶澤) 華

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.45, pp.393-405, 1999-03-31

著者

山本 良子

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

no.53, pp.273-285, 2007

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本研究では,他者に悪い事象が生じるネガティブ状況に 限定し,その状況下で"非当事者"に,理論上想定されている"共感的苦痛"と"シャ-デンフロイデ"の両情動が実際に経験されているのかどうか,また,経験されている場合,どのように経験されているのか,その情動経験の詳細について把握することを主な目的とした。

著者

中村 夕衣

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

no.54, pp.331-344, 2008

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A prevalent and important problem existed regarding the students indifference to learn at the universities. Allan Bloom discussed this problem in The Closing of the American Mind in 1987. Focused on his ideas, we studied this problem. He found that the indifference of his students was caused by two things. On the one hand, they had lost their standard to interpret things, for the power of convention had declined. Therefore they needed to try to create values themselves to be committed. On the other hand, they were inclined to be open to every value, lifestyle, and culture. Bloom pointed out that it had been the only moral postulate that they had believed in. They tended to refuse to judge the values of others. Bloom saw the idea of relativism in their attitudes. He thought that both the causes were the obstacles in their quest for knowledge and certitude. He discussed the relation between this problem and the falling of Eros, which could compel a student to long for perfection. We will see the background of the indifference of the students as the falling of Eros in the present day.

著者

伊藤 美加

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.45, pp.237-249, 1999-03-31

著者

高橋 菜穂子

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.58, pp.369-381, 2012-04-27

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This qualitative study was performed to examine residential child care workers' interpretations of their roles in collaboration with child welfare centers and children's schools, and to examine workers' difficulties in cooperation with other agencies. Semi-structured interviews were conducted among 8 Children's home workers. The data showed that workers feel that their role is to act as mediators of social resources and the child, and that it is their responsibility to ensure soft and flexible communication between social resources compared with social workers or teachers. The workers are skilled in supporting children in their transitions between different settings and services. On the other hand, workers sometimes feel a lack of shared information and tension between other agencies. In such situations, they draw lines of their responsibilities on child protection and try to exclude communication with other agencies. Collaboration with other agencies requires that workers build a foundation of close communication with others and can work effectively across boundaries to support children.

著者

加藤 のぞみ

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.58, pp.327-339, 2012-04-27

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This study considers how mothers of children with mental retardation waver through bringing up and living with their children. The participants in this study were eight mothers whose children had intellectual disabilities, including autistic disorder, and were registered at special support education schools. The data collected were based on semi-structured interviews and reports in which the participants recorded impressive communication of a day. The interview was conducted twice per a participant. The data were analyzed using the Modified Grounded Theory Approach. The resalts indicated that the mothers acquired affirmative maternal feelings through attempts to sense the distance with their child, and through the growth of mothers and children. As a result, the mother-child relationship became stable and they could maintain a flexible relation with their child. Moreover, this will lead to taking steps forward in the life of the child and the mother will provide the room for their own life again.

著者

田中 久美子

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.58, pp.315-325, 2012-04-27

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Hearing impaired clients tend not to participate in psychotherapy, and those who do often aren't fully understood their psychic world. Particularly in Japan, there are insufficient psychological supports and few clinical psychological studies have been performed for the hearing impaired. Generally people who have lost their hearing at some point in their life can communicate somewhat using vocal language, but hearing impaired from birth can't. Psychotherapy in latter group is thought to be impossible. It may initially seem that they can't communicate with clinicians, but mutual exchange may occur if clinicians are able to use sign language. People with hearing impairment have the right to receive sufficient communications, and clinicians should be aware of the necessity of sign language. Ideally, we can use sign language, but it may take long time to master. Therefore, we must at least recognize that it is important to involve interpreters with sign language, but they tend to be troubled with many points between clients and therapists.

著者

子安 増生 鈴木 亜由美

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.48, pp.63-83, 2002-03-31

著者

川部 哲也

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.50, pp.399-412, 2004-03-31

著者

齋藤 桂

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.54, pp.359-370, 2008-03-31

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Owing to the advancement of globalization, many countries' population has changed. Language minority students (LM3) represent a large and growing school age population in the United States, and they fail disproportionately when compared to white students. The improvement of these students' academic achievement is the key concept under the new federal education law. This paper analyses the education for LMS through its illustration in San Francisco Unified School District under the implementation and impact of The Federal No Child Left Behind Act of 2001 (NCLB). This law is a reorganization of the 1965 Elementary and Secondary Education Act, and designed to help educating LM3 in schools all over the United States. The redesign of the 1965 Act had many issues to deal with. They related to education autonomy of the states, local school districts j and individual students and parents. This paper examines how the school district and schools attempt to overcome these issues and address to close the achievement gap for students with limited English proficiency under NCLB, by studying a case of the practice of Language and Literacy Assessment Rubric (LALAR) in San Francisco Unified School District in California.

著者

中桐 万里子

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.50, pp.345-357, 2004-03-31

著者

渡邉 潔

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.57, pp.337-349, 2011-04-25

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What is the relativity between the transference in psychoanalysis and the metaphor in rhetoric? The transference and the metaphor are closely related. Both produce the image, in the point that cannot be talked. Through the comprehension of Aristotle and Lacan’s metaphor theories, the following is clarified. The metaphor is a process of causing the meaning from meaningless, by the “metaphorical image”. And the metaphorical image keeps maintaining meaningless. And when this idea in this metaphorical image is applied to the metastasis, it becomes the following. A metaphorical image in the transference maintains the route of a language approach to the object that the subject lost primordially. And the image also maintain the route of the desire to “Object a” that Lacan says. Consideration from the viewpoint of the metaphorical image will enables the road of new research on the neurosis, perversion, and schizophrenia.

著者

淀 直子

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

no.56, pp.251-264, 2010

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This article discusses play therapy and the state imagery of children suffering from pervasive developmental disorders from the perspective of corporeity, based on the idea that a person develops and is cultivated in his or her relationships with others. To formulate a symbol, the person must obtain a self-convergence and establish the corporal imagery, and that is created in the relationships with others. Moreover, to obtain self-convergence it is important that a person is attracted to and be contained in others. Children with pervasive developmental disorders are deemed to have a weak awareness of orientation toward and intercorporeity with others. Therefore, it is essential for the therapist to start treatment by first talking about what he or she felt or thought about the children, demonstrating that a live therapist exists. These children also have a weak sense of self because their weak body sensations; however, they were observed to have developed a sense of self along with the feeling of body sensations through the receipt of sensations to which meanings are attached, after opening up through relationships with others. It is further considered that spatio-temporal axis is experienced and established through the relationships with others.

著者

秦野 伸介

出版者

京都大学

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.45, pp.263-275, 1999-03

著者

窪田 知子

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.53, pp.233-245, 2007-03-31

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本稿では、今日のイギリスにおいて、ディスレクシアの子どもへの教育的対応をめぐって異なる2つの系譜があることについてまずその動向を整理し、その実態を明らかにすることを目的とする。その上で、一見矛盾するように見える2方向の動きについて、インクルージョンの視点からどのようにとらえることができるか、すなわち、それらが対立するものであるのか、あるいは通底する課題を見出すことができるのかどうかについて考察する。

著者

村井 尚子

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.47, pp.134-146, 2001-03-31

著者

笹倉 尚子

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.56, pp.195-207, 2010-03-31

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This study attempts to clarify the process and backgrounds that people narrate their favorite comics or animations to others. The subjects were 12 university youths. The data were collected through semi-structured interviews in which the subjects report their experiences when they narrated their favorite comics or animations to others. Their reports were analyzed through a Modified Grounded Theory Approach. Their experiences could be divided into two categories : (1) An existence of the other who has something in common; and (2) A will to narrate the comics or animations to others. An examination of the category (1) found that subjects become careful when they select others to narrate and they tend to choose others who know the comics or animations or who are familiar with them because those people will accept their narrative sympathetically. And an investigation of the category (2) found that subjects have not only a will to narrate the comics or animations one-sidedly, but they also have a drive to talk to others mutually. The discussion showed that the client might regards the therapist as his/her "companion" when he/she narrates comics and animations in the psychotherapy. Instead of narrating "selfhood" directly, talking about stable external objects mutually is helpful for the clients who have an unstable self-direction and identity.

著者

山川 裕樹

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.48, pp.211-223, 2002-03-31

著者

小川 絢子

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.55, pp.61-73, 2009-03-31

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The purpose of the present study was to consider children's ability to explain causal relations between others' false actions and misleading informational conditions and epistemic states by using narrative makers for temporality when he or she sees other's false action. Many previous researches about standard false-belief tasks had focused on children's abilities to predict false actions by others when the children are presented misleading informational conditions. In explanation questions, children were required to understand the causal links between misleading informational conditions, epistemic states, and resulting action. Seventy-nine children, aged 3 to 5, were given the false-belief prediction and explanation task. The results showed that 4- and 5-year-old children referred more temporal narrative makers than 3- and 4-year-old children. The participant who answered the explanation question correctly referred more temporal narrative makers than children who answered the explanation Question incorrectly. This finding indicated that 4- and 5-year-olds began to use the temporal narrative makers when they explain a causal relation between others' false actions and misleading informational conditions.