著者

田中 麻紗子 市川 伸一

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.51, pp.203-215, 2012-03-10

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How should we (researchers) conduct and present a good review study? Although graduate students receive some guidance on how to write a research paper, they are rarely provided instruction about how to perform a review study. Due to their limited knowledge and experience, many students tend to think that a good review simply comprises reference to many previous research studies. In this paper, we point out that a good review study needs to be original, comprehensive, and easy to understand. Moreover, we offer directions for conducting a good review study, and provide key points drawn from interview data with young psychology researchers who have published review studies in peer-reviewed journals.

著者

藤田 慶子

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.44, pp.301-309, 2004

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Children interact with classmates and teachers in schools as not only part of the educational system, but also in places where each school and each class create their own activities and contexts. It is important for studies of school education to analyze children's interactions in schools. However there is no theoretical frame which connects children's pluralistic world with their institutional and organizational conditions. I will attempt to examine Goffman's productions as the theoretical frame for studies of schools. Some studies applying his perspective to schools have overlooked the actual basic essence-dramaturgical approach that Goffman consistently applied. This study shows that his concepts ""role as collective representation"" and ""role distance"" are keys to understanding children.

著者

大瀧 玲子

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.51, pp.235-243, 2011

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The purpose of this paper is to review the study on siblings of disabilities, and investigate siblings'experience and the trend in supports for them. As a result, two important factors are considered, 1) the role as siblings of people with disabilities were changed with the times, from role as caretaker about people with disabilities into role as siblings who have their own concern and to be supported. 2) siblings have unusual concerns and opportunities, however, siblings must care for their problems privately in Japan. To support them, it is required to participate professionals in support program, and to suit the individual problems of siblings.

著者

村松 灯 田中 智輝 岩坂 尚史

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.56, pp.223-232, 2016

著者

足立 英彦

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.54, pp.303-312, 2015-03-31

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The need for intervention to prevent psychological maladaptation among university students is increasing. To provide support for as many students as possible, it is desirable that the intervention can be offered in the lecture. Besides the existing programs targeted at automatic thoughts, another form of intervention should be sought to facilitate the change in negative schemata, which are thought to generate automatic thoughts. This paper focuses on Role Lettering (letter writing technique) as a candidate for such intervention and reviews the outcome research on it to discuss its possibilities and problems in application to the psychoeducational lecture in universities.

著者

入谷 亜希子

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.45, pp.1-9, 2006-03-10

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This paper tries to demonstrate how and why the working class got high literacy before the formation of public educational system, and also to clarify the significant meaning of execution as educational place. For example, chapbooks or reading matters which educated people and raised their literacy came not from school but from the place of execution that played a role of amusement. This explains how reading matters had helped the working class to get reading ability before 1870 (Elementary Education Act).

著者

林 未央

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.45, pp.105-114, 2006-03-10

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In the age of recurrent learning, many adult learners may demand a set of knowledge and skill that does not have to satisfy the requirements for such grand academic degrees as Bachelor's or Masters. Instead, such a set can be organized as a module (non- or sub-degree program) that would lead to a kind of certificate. While the Japanese society is now envisaging the rise of such needs, the United States has a long history in such development. From that perspective, this paper examines how those programs developed the United States. The findings are as follows : (1)non-degree programs in the traditional vocational training expanded in the 1970s, but the enrollment remained stable in the 1980s ; (2) a group of non-traditional programs, catering to new professional and academic fields, started expanding in the 1980s, and. (3) this new group has been expanding till now by adding new fields. The findings indicate that the latent demands for non-degree programs will likely to increase in Japan, and in order to respond to those demands, Japan will need institutional changes including a system of certificates corresponding to such programs.

著者

石田 香

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.43, pp.315-323, 2004-03-10

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One of the significant features of the public lending right system in the United Kingdom is that it recognizes the public lending right as an individual author's right to receive remuneration for the free lending of their works by public libraries. This feature was formed through the authors'public lending right campaign, where they fought not for the government patronage but for legal rights of authors. In particular, coinage of the word "public lending right" as an analog of existing rights and the campaign policy settled by the Society of Authors contributed to determine the course of the campaign.

著者

加藤 靖子

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.54, pp.73-80, 2015-03-31

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This paper describes the recent trend of women's colleges in the United States and reviews literatures on them. Studies are classified according to the type of topic. At conclusion of this review, suggested topics for future research are discussed.

著者

豊田 香

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.52, pp.275-285, 2013-03-10

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This paper focuses on the nature of knowledge learned at business schools. Combining the practical knowledge in business with the academic knowledge in universities can result in knowledge that enriches both worlds, but in order to do so it is essential to understand the whole picture of the nature of knowledge according to its levels of abstraction. This paper shows five levels; (1) pure science, (2) applied science, (3) clinical science, which are developed by scientists or scholars, (4) scientific explicit knowledge, and (5) practical explicit or implicit knowledge, which are developed by people in practice. The differences among them are not only who develops the knowledge, but also who judges its relevance and effectiveness.

著者

須藤 康介

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.52, pp.193-201, 2013-03-10

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The purpose of this article is to clarify the merit and demerit of junior high school entrance examination by comparing the conscious and behavior of SJHSE (students who enter school through junior high school entrance examination) and SHSE (students who enter school through high school entrance examination). By the analysis of survey data for 11th grade students who belong to Tokyo private combined junior high and high school, three findings were acquired. Firstly, in the upper and middle rank schools, SJHSE is a little dull in academic achievement. Secondly, the statement that SJHSE is easily adapted for school life is supported in the upper and middle rank schools. Thirdly, the tendency for SJHSE not to feel social inequality is seen very slightly.

著者

秋田 喜代美 佐川 早季子

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.51, pp.217-234, 2012-03-10

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The importance of the quality of early childhood education and care (ECEC) has been noted in different academic domains and the improvement of ECEC quality is a matter of the highest priority internationally. This paper reviews the empirical studies which examined longitudinally the impact of ECEC quality on child development. First, the focus is on the evaluation method. What indicators and scale are used to measure the quality of the structure and process? What are the advantages and limitations of each scale? Then, the findings of the longitudinal studies are reported. This paper addresses significant issues in determining and measuring quality for further discussion on quality research and also on a comprehensive ECEC policy.

著者

小川 和孝

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.52, pp.127-135, 2013-03-10

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This paper aims to describe new directions of sociology for the studies of the labor market in Japan. For related studies, I review the following three research areas – (1) long-term employment custom and seniority-based wage system, (2) social security system, (3) transition from school to work. The problems are that theories on which the past researches relied don't adequately explain observed characteristics in the Japanese labor market, and they view individuals as either “oversocialized” or “undersocialized.” Then, I seek several directions to overcome them. The emphasis is placed on to focus on multiple outcomes of labor markets, matching processes between workers and employers, and institutional mechaniams and their changes.

著者

三戸 親子 菊地 まり 川原 誠司

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.45, pp.387-411, 2006-03-10

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This is a case study of students'growth processes in a senior high school with a credit system and no grade system. The credit-system high school has been founded to take in high school dropouts and truants. In this study, the interviews were used to assess how students'daily school experiences influence the processes and the mechanisms of students'growth. The findings revealed that the flexible system encourages a huge variety of students to grow up in various manners. Not only those who exercise their autonomy but also those who lack self-direction can make good use of the system and grow up in the high school. As a result, many dropouts and truants are able to return to school.

著者

萩森 直子

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.50, pp.201-209, 2011-03-10

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Erich Fromm discusses activity as an important concept that has evolved in meaning over time - what used to point solely to actions of significance which are not alienated from the self (inner activity) in ancient times now points mainly to actions that are relatively insignificant and are alienated from the self (outward activity). This paper examines Fromm's argument in detail and proposes that the possibility of such a dual interpretation of the concept of activity may help to add depth to today's citizenship education efforts which tend to emphasize active citizenship as outward activity in both theory and practice.

著者

増田 康介

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

no.59, pp.95-103, 2020-03-30

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The purpose of this paper is to critically review trends of empirical studies on welfare support attitudes focusing on the relationship between welfare institution and individuals in advanced capitalist countries. The early stages of welfare attitudes are limited because these studies cannot include changes of welfare state itself. This study applied definition of these changes as 'Activation Turn', which is seen in utilizing civil organizations in welfare provision and strengthening workfare such as job training and employment support. In addition, this paper examined the correspondents between 'Activation Turn' and the research trends of welfare support attitude. The result of this is that some studies on attitudes of welfare state support was based on social capital as a source of civil society and active labor market policies to encourage participation in the labor market. However, it shows that there is an issue in considering how to implement the politics of public support while the welfare state was undergoing 'Activation Turn'.

著者

白山 映子

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.51, pp.363-375, 2011

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During the Meiji Restoration, Japan adopted Western culture, ideas, education and technology, and even introduced new animal breeds from the West, including new varieties of rabbits. Cross-breeding with domestic varieties produced rabbits with unusual coloring, and around 1873 these became the target of speculative trading. This phenomenon is known as the "Rabbit Mania". In the same period, the genre Kaika-mono (lowbrow fiction) was popular among the ordinary people. Stories in this genre include "Seiyou Douchuu Hizakurige" (1870), "Aguranabe" (1871), "Bummei Kaika" (1873), "Kaika Mondou" (1874) and "Bummei Inaka Mondou" (1878). This paper discusses two stories belonging to this genre that deal with the "Rabbit Mania" : "Tori Gekka Mondou" and "Usagi no Mondou". The style of these stories is light and comical, and the former has a rather risqué flavor. The author explores the "Rabbit Mania" through an examination of the dialogue in these stories, and reports about the phenomenon in both English and Japanese newspapers. The paper also refers to related nishikie (colored woodblock print) parodies.

著者

大滝 世津子

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.46, pp.131-144, 2007-03-10

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Focusing on two classes of as well as their teachers of three-year-old children as well as their teachers in a kindergarten, this research, which was held between April to October 2005, investigates how gender consciousness among children are related to their social relationships with teachers are peer groups. The research finds out that a majority of the children did not have any gender identity before entering the kindergarten, and there is no clear evidence to show that sex or date of birth are related to the time when children identity their gender. However, before entering the summer vacation at July, most of the children already have clear gender consciousness. The research then shows that children will recognize their gender identity earlier if they prefer playing within a group and communicating more with teachers. On the contrary, for those children who prefer to play alone or to keep a distance from teachers, they will identity their gender later. In addition, for those children who always stick to teacher but prefer to play alone, they still have earlier gender consciousness.

著者

苅谷 剛彦 安藤 理 有海 拓巳 井上 公人 高橋 渉 平木 耕平 漆山 綾香 中西 啓喜 日下田 岳史

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.47, pp.51-86, 2007

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For academic high school students in local areas, it is necessary to make geographical transition from their home town to cities to go to ""good"" universities, while others may decide to remain their home countries to go to local colleges. What factors differentiate students into those two routes to have higher education? For what sake do some students decide to leave for large cities, and others to stay in their home town? This study pays attention to geographical mobility of students in top rank academic high schools in Japan. We administered a survey of 3,767 senior students in 12 high schools, all of which admit academically top students in their areas in 2006 and 2007. By analyzing the survey data, we will explore the following research questions: 1. What factors, including structural and socio-psychological, influences students'decision of mobility both at college entrance and future job entry? 2. What reasons lead them to pursue ""elite"" universities? Which goals either for self -realization or contribution to the society give rationale to apply for those universities? Are there any different mechanisms of this determination between high schools in large cities and rural areas? 3. What factors influence the formation of students'consciousness to contribute to the society? Do school experiences raise such consciousness? What school activities and cultures affect it? The data analyses shows that academic high schools in local communities have power to influence students'mobility and creating consciousness for devoting for the society.

著者

西島 央 矢野 博之 中澤 篤史

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.47, pp.101-130, 2008-03-10

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During the course of this research our goal has been to illustrate the factors that affect the commitment of secondary school pupils'vis-a-vis their schools and future educational goals and career trajectories. In doing so, we will propose "a plural model of school culture". In spite that actualities of club activities are very significant for pupils in their school life, its institutional position is vague in the current course of study. So it causes many issues about the coaching and management of club activities, for example the issue of overwork of teachers, and so on. In light of this we made a questionnaire survey to teachers of sports club activities in order to clarify two subjects. One is actual condition how teachers coach and manage club activities. The other is consciousness which the teacher have toward club activities. Based on the survey, this study is to examine six points: 1) commitment of teachers, 2) support system of club activities, 3) gap of the consciousness between teachers and pupils, 4) intensification of teachers, 5) opinions of teachers on what club activities to be in future, 6) further discussion about club activities. The results are as follows. 1) Teachers who strongly commit club to activities are inclined to expect much to them, don't have problems in them, and cope with them as eagerly as other activities outside class. 2) Teachers with external coach don't strongly commit to club activities and don't have experiences by themselves on the activities. Teachers with a parental organization strongly commit to club activities. 3) We found a certain gap between teachers and pupils on their ways of view about club activities. In spite that teachers can find pupils'expectations to club activities, they seem to be inclined to have more internal goals in educational points. 4) Teachers are pressed by business not because the participation to club activities restrained their time, but because they recognize problems about it, for example the vagueness whether club activities are in/out of their duty. 5) We found out some knowledge on opinions of teachers on what club activities to be in future which is below. Their opinions differ from pupils'. There is a wide variety of opinions among teachers according to the locality where schools are, the athletic event of club teachers have charge of, how many times and which day of the week teachers attend their clubs, and whether teachers are bothered by heavy burdens or institutional ambiguity of them. 6) Teachers whose main role is to manage club activities are bothered by heavy burdens or institutional ambiguity of them. And whether they recognize insufficiency of facility, equipment and administrative cost as problem differ from one activity to another.