著者

ローレンス・G・タマス スタンフォード大学教育学部

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.13, pp.2-16, 1958-10-20

著者

向山 浩子 五十嵐 顕

出版者

東京大学

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.16, pp.223-241, 1977-03-30

著者

向山 浩子 五十嵐 顕

出版者

東京大学

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.15, pp.197-210, 1976-03-30

著者

潮木 守一 Ushiogi Morikazu 名古屋大学 Nagoya University

出版者

東洋館

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.28, pp.78-90, 1973-10-15

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After the World War II, the teacher training system in Japan was reorganized and all of the higher education institutions including junior colleges were authorized to issue the centificate for teacher under the condition to claim students a few units for the professional studies of the principle of education and educational psychology, and a few weeks for teaching practice. This system is called "open system". Besides this open system, however, teacher training colleges still exist and have supplied most of teachers in the elementary schools and some in the lower secondary schools. This open system has been criticized mainly by governmental committees, for instance, Central Advisory Committee for Education and Advisory Committee for Teacher Training System, because of the overissue of teacher's certificates and the loose and less substantial training of teachers. Although Governmental Committees have tried several times to level up and to make strict the minimum standard of certification, these trials have always failed with the opposition of various interest groups including teacher's unions. They have insisted that those reforms should lead to increase of the governmental control over the higher education, to less opportunities for students of universities and colleges other than teacher training colleges to obtain certificates for teachers, and as a result to the revival of the normal school in the pre-war period, which had been under the strict governmental jurisdiction. The main problem seems to find how to coordinate the contradictory interests between teacher training college and other institutions of higher education by avoiding the governmental control over the higher education, especially over the teacher training colleges.

著者

石戸谷 哲夫 Ishitoya Tetsuo 東京教育大学 Tokyo University of Education

出版者

東洋館

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.28, pp.63-77, 1973-10-15

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The data for teacher role expectations were obtained from answers to the questionnaire of 34 role items. The respondents were 685 samples of parents and 103 samples of elementary school teachers in a suburban community. The same questionnaire forms were used for the parents and the teachers so as to compaire their expectations to each role item. The parent's subset and the teacher's subset of teacher roles were statistically compaired, and the inter-subset conflicts and the inter-subset conflicts were investigated. The teachers show higher degree of consensus than the parents in terms of teacher roles. The teacher role expectations of parents are more politically conservative and more identical to the teacher-stereotypes than those of teachers. The inter-subset conflicts of teacher roles are greater than intra-subset conflicts. The main sources of intra-subset conflicts are concerned with freedom of teacher and teacher-stereotypes. Intra-subset conflicts are relatively often showed by the older respondents. Thus the greatest contlicts are found between older parents and younger teachers in the role items concerned with freedom of teacher and teacher-stereotypes.

著者

山村 賢明 Yamamura Yoshiaki 埼玉大学 Saitama University

出版者

東洋館

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.28, pp.46-62, 1973-10-15

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Concerning the concept of "INFLUENCE", we distinguished the action of influence from the capacity or the potentiality of influence. In this article, taking into account the latter, we intended to provide the theoretical framework for the research of teacher's influence on the pupil. Especially we examined Parsonian theory of social control and extricated it out of AGIL scheme to articulate it to Lasswell's scheme which defines influence in terms of value relations. On the basis of this discussion, we pointed out the following problems of teacher's influence: (1) Though the teacher's influence is ultimately oriented to "enlightenment", it concerns various values in the process. Thus the forms of influence in Lasswell's terms should be analyzed in the teacher-pupil rilationship. (2) The structure and dynamics of the influence requires the teacher to keep high "value position" beyond the subject teaching. That is, teacher's authority and pupil's dependence upon it are necessary for the effective educational influence. But this is an educational paradox since teachers have to make pupils independent through that process. (3) Teacher-pupil relationship in public school system is elementally based on teacher's headship. Therefore, the teacher must convert it to leadership in order to make his educational influence effective. By using his class-group as a reference group, it become possible for him to diffuse and strengthen his influence as group influence. (4) There is, today, a tendency that teacher's influences are becoming weak as a whole and limited into the specific scope. It is mainly due to industrialization in the present society, but it should be recovered from the viewpoint of child development and education.

著者

熊谷 一乗 Kumagai Kazunori 創価大学 Soka University

出版者

東洋館

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.28, pp.30-45, 1973-10-15

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This article tries to define the relationship between teacher policy and the conception of teacher with the purpose of scrutinizing the nature of the modern Japanese educational policy. The conception of teacher is one component of educational ideology which functions as the frame of reference for the valuation in the teacher policy making process and prescribes the contents of teacher policy by orientating goals and means in the policy making process. The teacher policy includes the following four problems: treatment (status and reward), teaching activities (instruction and guidance), administration and qualification of teachers. In terms of these four problems, we can determine the four fundamental factors which constitute the structural frame of the conception of teacher; knowledge and skill, professional morality, treatmeat and social releation. The conception of teacher thus depends on the nature of these four factors. If we distinguish the prewar policy from the postwar policy for teachers, we can point out that the prewar teacher policy corresponds to the normal school type conception of teacher and the postwar policy does at first to the enlightenment type conception, and then to the special official type conception of teacher. Compared with the normal school type conception, the special official type conception shows the tendencies closer to professionalization, bureacratization, rationalization, autonomization (valuation and promotion of autonomy). These tendencies have developed under the strong impacts of the two kinds of teacher conception, the wage-worker type and the professional type. Furthermore, it must be pointed out that we can not afford to overlook that the teacher policy and the conception of teacher reflect some political intention and are under the influence of a given power situation.

著者

浜田 陽太郎 Hamada Yotaro 立教大学 Rikkyo University

出版者

東洋館

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.28, pp.18-29, 1973-10-15

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As to the problem of "modernization and teachers in Japan," the three questions arise: the concept of modernization, the uniqueness of modernization in Japan. and the interrelationship between modernization and teachers. This article is an attempt to answer these questions, focusing attention on how "teacher class" is affiliated in the transition of Japanese society. Teachers were affiliated to the upper class in the hierarchical structure of village community which was an elementary component of Japanese society, and thus they had the dual attribute of farmer and teacher. It is pointed out in this article that this dual attribute of "teacher class" is a key to solve our problem of "modernization and teachers in Japan."

著者

新堀 通也 Shimbori Michiya 広島大学 Hiroshima University

出版者

東洋館

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.28, pp.4-17, 1973-10-15

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There are four approaches to the scientific study of teachers, viz., historical, administrative, comparative and sociological. Sociology of teachers is so fragmental that not all sorts of teachers are covered by it and that it does disclose the most remarkable and urgent trait of contemporary teachers neither. By and large it studies elementary and secondary school teachers, neglecting teachers of university, kindergarten and other institutions. Although there are a great many differences between various categories of teachers, sociology considers only the general characteristics of teachers. It is proposed here that the most important trait of teachers is their conflict, inner as well as outer. Profession in bureaucracy is, theoretically, responsible for their conflict, because while teachers as professionals demand freedom and autonomy on one hand, bureaucracy by which they are employed asks them to follow its orders and objectives on the other. Thus there should be a sociology of teachers constructed around the concept of coflict. Distinct from other professions, teaching is characterized by such tendencies as great and socially indispensable number, diffused bureaucracy, coexistence of freedom and restriction and continuity of career in school both before and after employment. Furthermore, teachers in contemporary Japan are experiencing new types of conflict, namely conflicts with students and with out-of-school teachers, for which is responsible the rapid transition to post-industrialism, where school teachers are losing authority and prestige they used to enjoy. Thus the present article proposes to study teachers in contemporary Japan in terms of conflict and discusses its supposed conditions.

出版者

京都市立美術工芸学校

巻号頁・発行日

1908

著者

安藤 理 Satoru ANDO 東京大学大学院 Graduate School University of Tokyo

出版者

東洋館出版社

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.79, pp.47-65, 2006-12-10

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Studies in the sociology of education have not paid sufficient attention to the social effects of intergenerational academic background mobility. Intergenerational academic background mobility means the change between an individual's academic background and that of his/her father. This paper examines support for redistribution to clarify the effect. Using the integrated data of JGSS-2000, 2001, 2002 and 2003, the author finds that college graduates whose fathers are also college graduates tend to not support redistribution compared to college graduates whose fathers are graduates from compulsory education alone. This means that intergenerational academic background mobility has a gap-widening effect. People who receive an advantage by the fact that their own fathers are college graduates tend to not support redistribution, implying that the gap will continuously expand. The policy implication of this paper is that as the percent of students pursuing higher education increases, people who tend to not support redistribution will also increase. It is possible, thus, that it will become more difficult for policy makers to implement redistribution policies.

著者

青木 護

出版者

日産自動車技術開発企画室

雑誌

日産技報 (ISSN:03859266)

巻号頁・発行日

no.48, pp.4-7, 2001

著者

入夏 知洋 宮田 幸生 荒木 稜

出版者

日産自動車技術企画部

雑誌

日産技報 (ISSN:03859266)

巻号頁・発行日

no.56, pp.52-55, 2005

著者

河西 真 野口 邦彦 大枝 正幸 高久 則夫

出版者

自動車技術会

雑誌

自動車技術 (ISSN:03857298)

巻号頁・発行日

vol.57, no.2, pp.60-64, 2003-02-01

著者

齊藤 和之 入夏 知洋 佐原 和彦

出版者

日産自動車技術企画部

雑誌

日産技報 (ISSN:03859266)

巻号頁・発行日

no.53, pp.65-69, 2003

著者

松永 充浩 美記 陽之介 宮田 幸生

出版者

自動車技術会

雑誌

自動車技術 (ISSN:03857298)

巻号頁・発行日

vol.56, no.3, pp.44-48, 2002-03-01

被引用文献数

2

著者

大元 聡 林 暁紅 永井 秀利 中村 貞吾 野村 浩郷

出版者

一般社団法人情報処理学会

雑誌

情報処理学会研究報告自然言語処理(NL) (ISSN:09196072)

巻号頁・発行日

vol.2006, no.53, pp.47-52, 2006-05-19

被引用文献数

1

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パソコン技術サポートを行うメールコールセンターの自動化に関して、本研究では、既存の質問応答メールデータをカテゴリ化することによる質問応答データベースを構築し、さらにカテゴリごとにカテゴリ回答文を作成し、未知の問い合わせメールが文書ベクトルを用いて類似度を計算する質問カテゴリ判定システムによって属するカテゴリに判定され、そのカテゴリのカテゴリ回答文を用いて回答を作成し、作成した回答を最終査読者に提示する手法とシステムを提案する。提案手法の有効性を確認するため、実際のシステムを作成して実験を行った結果、145個の質問カテゴリを用いて、86%の割合で正解の質問カテゴリを上位3位以内に推定した。このシステムは、メールコールセンターで実務に供用できる状態にある。キーワード メールコールセンター 質問応答データベース 文書 ベクトル 類似度判定The present paper discusses a support system at a mail call center.The mail call center receives inquiries from computer user by e-mails.Then the mail call center replies to them within 24hours.In order to cope with such a hard task,we propose system that can perform almost all automatic processing except the final check by a human befbre sending off the reply to the user.First,we develop a Q&A database by using the reviewed Q&A mails,We categorize these Q&A data depending on their contents.Every category has its own angwer respectively.Second,we apply the document vector method so that the system calculates the similarity between the new inquiry and the question categories in the Q&A database.From the answers attached to the found question categories,it generates the candidate new answers that might be adequate to the question,Finally, they are transferred to the reviewer in order to select the most adequate one.According to our examination,by using145 question categories,we obtamed86% precision about determning the right question category.The system is ready to use at a mail call center Keyword mail-call center,Q&A database,document vector.similarity evaluation

著者

菱川 明栄

出版者

社団法人 プラズマ・核融合学会

雑誌

プラズマ・核融合学会誌 (ISSN:09187928)

巻号頁・発行日

vol.80, no.9, pp.742-748, 2004 (Released:2005-07-14)

参考文献数

18

被引用文献数

2 1

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The structures of rotational and vibrational energy levels and the term symbols to classify different electronic states are described for diatomic molecules. Different classes of parity, (+/−), (e/f) and (s/a), associated with each rovibronic level are discussed. The transition probability, the Franck-Condon factors, the Hönl-London factors and the transition moments of electronic transitions and their selection rules are described.

著者

楫取魚彦 著

出版者

万延堂

巻号頁・発行日

1900

著者

曽根 威彦

出版者

早稲田大学法学会

雑誌

早稲田法学 (ISSN:03890546)

巻号頁・発行日

vol.74, no.4-1, pp.157-187, 1999-05-20