著者

小林 幸一郎

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.52, pp.232-234, 1993-06-15

著者

荒井 克弘

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.72, pp.37-52, 2003-05-25 (Released:2011-08-04)

参考文献数

23

被引用文献数

1 1

---

This paper discusses the features of the Japanese and US educational assessment systems, analyzing the systems of university entrance exams and national educational surveys.1. Educational Assessment as a Linkage of High Schools and Universities.As a result of the expansion of higher education, both Japan and the U. S. have faced the same articulation issue: the need for systems that are suitable for the phase of mass education.In the United States, for example, a guidance-type admission test (ACT) was introduced four decades ago to complement the conventional selection-type admission test (SAT). The new test has contributed to the efficiency of selection and placement processes, but has not enhanced students' motivation. Improving their academic abilities in their preparations for colleges still remains as an important issue.Japan, on the other hand, has introduced the policy of “the diversification of an entrance examination” as a specific remedy in recent years, in order to cool off exam hell, a major complication of the “diploma society.” However, this new trial was not successful, in that it not only expanded the mismatch between admissions requirements and university education, but has also had ramifications for the high school curricula.2. National Survey of Educational Achievement as a Tool for Educational SupportNational educational surveys basically provide us with materials for considering the current reality of educational achievements and future prospects. With technological progress, however, we can combine various kinds of achievement test data in different settings, through the data scale of the national educational survey. This makes it possible to measure and compare achievement scores among different areas within one country, as well as among two or more countries.Furthermore, this plan may contribute to the development of new articulation systems between high schools and universities in the U.S. in the near future. The proposal to restart a national education survey was also recently proposed in Japan, but the purpose is restricted to data collection concerning educational achievement and school assessment.The result shows that Japan and the U. S. have different traditions of the educational assessment research and different social environments. In particular, there is a clear difference in the independence of evaluation organizations and in the autonomy of an evaluation system. It also tells us of the importance of separating schools and administration/evaluation agencies, in order to maintain the objectivity and freedom of choices of evaluation systems. For this reason, the U.S. has been able to continue to hold educational assessments.

著者

森 一平

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.85, pp.71-91, 2009-11-30

---

This paper elucidates the process of socialization in a class of three-year-old children in a kindergarten as a local practice performed by class members. Classical studies of socialization have examined the process of socialization only based on the simplified logic that "learning norms". This paper reveals the process of "school socialization" as detailed everyday practices. By analyzing the interaction between the members in a kindergarten class, this paper reveals four things, as follows. First, adjacency pair, a form of "repetition pair," is used for accomplishing the task of transmitting propositional knowledge and maintaining classroom order. Second, DRE (direction/response/evaluation), a adjacency triple, is used for accomplishing the task of transmitting school norms such as "sitting looking toward the blackboard" and producing-maintaining classroom order to facilitate the later work of knowledge production. Third, the school norm of "sitting looking toward the blackboard" transmitted through the DRE method is constituted by a "blend" of propositional and know-how knowledge. Fourth, DRE is used in situations that involve all the kindergartners, and thus differs from QRE (question/response/evaluation), which is frequently used toward a single learner. These procedures of "repetition pair" and "DRE" provide important insights for studies of socialization because they demonstrate one of the root aspects of socialization, "scholastic socialization" as "socialization toward socialization," and simultaneously, these procedures provide suggestions for studies of classroom practices that are not revealed by capturing classroom interactions only as QRE and adjacency triple.

著者

杉村 直美

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.58, pp.355-356, 2006-09-22

著者

宇野 登

出版者

日本教育社会学会

雑誌

教育社会学研究

巻号頁・発行日

vol.11, pp.28-47, 1957

著者

辻 功 山村 賢明 武藤 孝典

出版者

日本教育社会学会

雑誌

教育社会学研究

巻号頁・発行日

vol.11, pp.48-68, 1957

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.

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.

著者

阿形 健司

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.63, pp.177-197, 1998-10-20 (Released:2011-03-18)

参考文献数

20

被引用文献数

1 6

---

These days there seems to be a “qualification fad” with the publication of many books that encourage the obtainment of occupational qualifications and the trend in which university students attend vocational training school in addition to their university courses in order to get qualifications.In Japan, it has been shown that there has been different access to social resources depending on socioeconomic status or educational career.Then does the obtainment of occupational qualifications result in the successful attainment of social status? If they do, in which strata does this occur? Or do these qualifications have no effect on one's social status? Using data from the 1995 SSM Survey, this paper investigates whether occupational qualifications increase an individual's chances of acquiring social resources, such as income and occupational prestige.Independent of the factors of academic career or socioeconomic status, some analyses suggest that these qualifications are profitable for women but not for men.This is partly because of the difference in jobs available to men and women. Although it is taken for granted that men should work, women have limited opportunities to get jobs. This difference between men and women also occurs due to the nature of the qualifications themselves. In other words, some of the qualifications are necessary for continuing to work in some “male-dominated” occupations, and thus, such qualifications do not have any effect on one's income or social status.

著者

菊池 城司

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.20, pp.141-155, 1965-10-01

著者

中井 智香子

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.55, pp.32-33, 2003-09-20

著者

水野 考 藤井 宣彰 山崎 博敏

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.61, pp.301-304, 2009-09-10

著者

矢野 真和

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.27, pp.13-14, 1975-10-06

著者

天野 郁夫

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.41, pp.5-23, 1986-10-15 (Released:2011-03-18)

参考文献数

32

著者

佐野 秀行

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.65, pp.70-71, 2013-09-13

著者

川嶋 太津夫

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.58, pp.158-161, 1996-05-20

著者

椋尾 麻子

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.56, pp.244-245, 2004-09-11

著者

荒井 弥生

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.36, pp.118-119, 1984-10-05

著者

高橋 聡

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.63, pp.302-303, 2011-09-20

著者

広田 照幸 平井 秀幸 仲野 由佳理

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.62, pp.200-203, 2010-09-13