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Volume 55 (2007)
- Issue 4 Pages 457-
- Issue 3 Pages 313-
- Issue 2 Pages 161-
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Volume 55, Issue 4
Displaying 1-14 of 14 articles from this issue
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Comparative Analysis of Kindergarten and Elementary School TeachersTAKAKO NOGUCHI, MASATOSHI SUZUKI, RIYO KADOTA, HIROSHI ASHIDA, KIYOMI ...2007 Volume 55 Issue 4 Pages 457-468
Published: December 30, 2007
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated how images of practical terms are related to Japanese kindergarten and elementary school teachers' teaching experiences, and how these images reflect the teachers' practical knowledge. Based on the present authors' previous research, 8 terms were chosen for study. In order to identify images associated with these terms, questionnaires were distributed to 92 Japanese kindergarten teachers and 101 elementary school teachers in 6 schools (mean teaching experience, 6.33 and 17.1 years; SD, 7.27 and 9.68, respectively). The frequency of use of all the terms by the kindergarten teachers, compared with the elementary school teachers, was significant. In general, the kindergarten teachers tended to regard the children's autonomy and spontaneous attitudes as important, to interpret the children's inner feelings and actions continuously, and to engage in constructing activities with the children. In contrast, the elementary school teachers were more likely to consider their own ways of instructing and directing activities as important, and to direct their dialogues with the children. In summary, despite using the same terms, these two groups of teachers conceived and perceived the terms differently.View full abstractDownload PDF (1991K) -
Strategies of Representation of Non-Visual QualitiesHARUNA TACHIBANA2007 Volume 55 Issue 4 Pages 469-479
Published: December 30, 2007
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated developmental changes in children's drawings made in order to communicate non-visual information to others. Participants, 63 children (22 preschoolers, 20second-graders, 21 fourth-graders), did the following: (1) they drew 2 objects freely after determining the weight of the objects, which, on visual inspection, had appeared to be the same (free task); (2) they drew the 2 objects again with the intention of communicating to others about the difference in the weights of the objects (communicative task). On the basis of the children's drawings and verbal reports, their representation strategies were compared by age group. Whereas in the free task, age differences in strategies were not significant, in the communication task, age differences were found. Preschoolers communicated the weight difference through their original story and a verbal explanation (successive integration strategy); second-graders communicated the weight difference through a difference in the size of the drawings of the objects (simultaneous differentiation strategy); fourth-graders communicated the weight difference by drawing the medium (e. g., seesaw or scale;simultaneous integration strategy). These results suggest that there is a qualitative developmental change in representation when communicating information to others through drawings.View full abstractDownload PDF (4007K) -
Correlation With Psychological Stress ResponseMUNEHIRO OHTANI2007 Volume 55 Issue 4 Pages 480-490
Published: December 30, 2007
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSHigh school and university students' relations with friends have been previously described in terms of the dimensions of depth and extent. The present study re-examined those relationships. Participants completed a questionnaire developed from the viewpoint of changeovers according to situations, which was expected to reveal a new perspective on their relations with friends. Factor analysis showed that this new viewpoint could be distinguished from the existing factor as another dimension, and that, in that context, a two-dimensional explanation using only depth and extent is not appropriate. Furthermore, multiple regression analysis revealed that the viewpoint of changeovers according to situations enabled improved adjusted Rsquared predictions of the psychological stress response. A large number of different partial correlation coefficients between before and after were obtained, adding the new factor scores as explanatory variables.View full abstractDownload PDF (1680K) -
AKIRA NAKAMURA, TAKAAKI SHINTO, MANA TAGUCHI, TOSHIHISA NISHIMORI, JUN ...2007 Volume 55 Issue 4 Pages 491-500
Published: December 30, 2007
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purposes of the present research were to examine the structure of the concerns of junior faculty members at universities, and to analyze the relationship of their concerns, social supports, and job satisfaction. To measure their concerns, a scale of educational concerns of junior faculty members was prepared. Using this scale, the interactions among their concerns, social supports, and feelings of satisfaction toward their job were analyzed. Factor analysis of the scale resulted in the extraction of 3 factors: “concerns about teaching abilities,”“concerns about students,” and “concerns about organization and logistics.” Support from senior faculty member increased the satisfaction of the junior members of the faculty who had a high level of educational concerns. In addition, lack of support from colleagues decreased the satisfaction of those junior members of the faculty who had a high level of concern about organization and logistics. These results suggest that supports in the workplace are especially important in increasing feelings of job satisfaction of those junior faculty members who have a high level of concern.View full abstractDownload PDF (1585K) -
Communication Facet of Self-Evaluation and ImportanceMAKI OTA2007 Volume 55 Issue 4 Pages 501-513
Published: December 30, 2007
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to examine whether the self-esteem of children who stutter is related to the communication domain. This is based on a model that holds that self-esteem for individuals is more strongly related to domains considered important for oneself, and less strongly related to domains considered less important for oneself. A self-perception scale was administered to 338 third-through sixth-grade children who stutter and who were enrolled in special speech classes in public elementary schools (CWS), and 692 children who do not stutter. The results were as follows: (1) There were 5 significant predictor variables of the self-esteem of the children who stutter: self-evaluation of physical appearance, social acceptance, behavioral conduct, relations-with-parents domain, and the importance of the communication domain for oneself.(2) The self-esteem of the children who evaluated stuttering negatively was more strongly related to the variables of the communication domain than was that of children who did not evaluate stuttering negatively.(3) The children who evaluated stuttering negatively attached a higher value to the communication domain than did the children who did not evaluate it negatively.View full abstractDownload PDF (2310K) -
YUUKO TANAKA, TAKASHI KUSUMI2007 Volume 55 Issue 4 Pages 514-525
Published: December 30, 2007
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSIn the present research, 3 studies examined whether situational factors such as purpose andcontext can affect metacognitive judgments related to critical thinking. In Studies 1 and 2, characteristics of 2 kinds of contexts related to thinking critically (effective and ineffective contexts) were collected, categorized, and examined. Study 3 examined effects of 2 kinds of purposes (“making correct judgments” and “enjoying things”) on students' metacognitive judgments when exerting critical thinking in effective and ineffective contexts. The results showed that the students' metacognitive judgments when exerting critical thinking were higher when they had “making correct judgments” as their purpose, compared to when their purpose was “enjoying things.” Moreover, even with the same purpose, the students' judgments changed according to the context in which they were made. The students could be classified into 3 types according to their use of critical thinking: (1) those who made judgments that exerted critical thinking in general,(2) those who made judgments that exerted critical thinking especially in the effective contexts, and (3) those who usually did not make judgments that exerted critical thinking.View full abstractDownload PDF (1875K) -
MASAYASU ISHIKAWA, YOSHIKAZU HAMAGUCHI2007 Volume 55 Issue 4 Pages 526-537
Published: December 30, 2007
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSOutside of Japan, over the last decade, an increasing amount of empirical research has been done on the topic of forgiveness. The purposes of the present study were to develop a dispositional Forgiveness Scale, and to investigate the relations among dispositional forgiveness and externalizing and internalizing problems in junior and senior high school students in Japan. In Study 1, in which the participants were 574 junior and senior high school students, the dispositional Forgiveness Scale was developed. Factor analysis revealed that the dispositional Forgiveness Scale consisted of 3 factors: “forgiveness of others,” “negative forgiveness of self,” and “positive forgiveness of self.” In Study 2, in which the participants were 553 junior and senior high school students, the reliability and validity of the dispositional Forgiveness Scale were investigated. The results confirmed that the dispositional Forgiveness Scale had high reliability and validity. In Study 3, in which 556 junior and senior high school students participated, the relations among dispositional forgiveness, externalizing problems (physical aggression and relational aggression) and internationalizing problems (depression and anxiety) were investigated. Correlational and multiple regression analyses indicated that dispositional forgiveness was negatively related to both externalizing and internalizing problems. These results suggest that forgiveness leads to a reduction in part of externalizing and internalizing problems.View full abstractDownload PDF (1979K) -
Role of Attentional Resources and Phonological EncodingMAIKO TAKAHASHI2007 Volume 55 Issue 4 Pages 538-549
Published: December 30, 2007
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated the difference in sentence comprehension after silent and oral reading in terms of the use of attentional resources and phonological encoding. Through examining the effect of tapping on sentence comprehension, the influence of the use of attentional resources was examined; phonological encoding was examined through the effect of articulatory suppression. Participants (32 adults) were asked to read sentences under 5 concurrent task conditions: silent/no-tapping, silent/tapping, oral/no-tapping, oral/tapping, and articulatory-suppression. Tapping decreased comprehension scores in the silent reading tasks, but not in the oral reading tasks. This result suggests that differences in sentence comprehension after silent and oral reading depend on the amount of the reader's available resources. Articulatory suppression also decreased reading performance. Although the performances in the silent/no-tapping and oral/no-tapping conditions were not significantly different, the performances in the articulatory-suppression condition were lower than those in the silent/no-tapping condition, indicating that differences in silent and oral reading processes might result from whether or not readers encode sentences phonologically during silent reading. This suggests how inconclusive phenomena in silent and oral reading comprehension might be integrated.View full abstractDownload PDF (2180K) -
SEIICHI OKUNO, MASAYUKI KOBAYASHI2007 Volume 55 Issue 4 Pages 550-559
Published: December 30, 2007
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study reports construction of scales for assessing psychological stress responses in junior high school students. The relation between stress responses and independent/interdependent self-construal was examined. Junior high school students (N=1,112) answered 2 questionnaires: a Psychological Stress Responses Scale, and an Independent and Interdependent Self-Construal Scale. The results were as follows: (1) a high score on assertiveness was related to a low score on almost all stress measures ; (2) a high score on fear of negative evaluation was related to a high score on stress responses,(3) based on a cluster analysis, students could be categorized into 4 groups, and (4) the interdependence-predominant group had higher stress response scores than the other groups.View full abstractDownload PDF (1511K) -
Analysis of Teachers' Speech Based on a Grounded Theory ApproachETSUKO KAMIMURA, TOSHINORI ISHIKUMA2007 Volume 55 Issue 4 Pages 560-572
Published: December 30, 2007
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present research sought to clarify the process by which teachers build rapport with parents in parent-teacher conferences, and to identify the characteristics of that process. From an analysis of what elementary school teachers said in parent-teacher conferences, 8 categories were identified and then consolidated into 2 processes: “substantiating support” and “building relationships with parents.” While building relationships by collecting information from the parents by means of attentive comments and self-disclosing statements, the teachers substantiated their support by confirming the goals of the conference, providing information about current circumstances, analyzing situations, reflecting, examining steps to be taken, and constantly collecting information from the parents. A comparison with existing models suggested that although parent-teacher conferences are characterized by reflection upon the teacher's response and positive proposals regarding steps to take, there is a tendency for topic and goal-setting to become obscured. A process that seeks to create mutual understanding between teachers and parents is one in which the teachers modify their own understanding or policies while incorporating the parents' understanding and philosophy. Such a transformation by teachers is the key to building rapport with parents.View full abstractDownload PDF (2236K) -
Interference From the Japanese Particle(wa)ERIKO MIZUSHINA, KEIICHI MAGARA2007 Volume 55 Issue 4 Pages 573-583
Published: December 30, 2007
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSIn Japanese sentences, the particle (wa) is used not only to indicate the subject of a sentence, but also to mark the topic (e. g., in English,“as for...”). Words preceding (wa)I in a Japanese sentence do not, therefore, consistently correspond to the subject of that sentence when translated into English. Furthermore, in Japanese sentences, the subject is often unstated. As a result, when native speakers of Japanese are asked to translate into English sentences in Japanese in which the particle is used as a topic indicator, they may misidentify the topic as the subject of those sentences. In Study 1, junior high school students (N=57) and high school students (N=114) were presented with incorrect English sentences in which words preceding the particle (wa) were incorrectly translated as the subject of the sentence (e. g., Yesterday was a part-time job; January is my birthday; All my shirts bring to the laundry). The participants were asked to judge whether each sentence was correct. Incorrect sentences were judged to be correct by 40%-80% of the participants, suggesting that their knowledge of Japanese had interfered with their understanding of the concept of the subject in English sentences. In Study 2, high school students (N=89) read an instructional text which explained the difference between words preceding the particle (wa) in Japanese sentences and the subject of English sentences. After reading this material, the students correctly evaluated the incorrect sentences as incorrect.View full abstractDownload PDF (1864K) -
ATSUSHI SAKAMOTO2007 Volume 55 Issue 4 Pages 584-596
Published: December 30, 2007
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study reviewed research about in-service teacher learning that was published in the U. S. since 2000, as well as recent research published in Japan. In-service teacher learning was examined comprehensively from 3 perspectives: (1) learning from teaching experiences,(2) school-wide contexts that support teacher learning, and (3) the longitudinal process of teacher development. Seeing teachers as “reflective practitioners” means that reflecting on teaching experiences constitutes a central point of in-service teacher learning. The present review of studies about pre-service and new teachers revealed relationships between reflection and both teaching beliefs and knowledge construction. The present review of studies on the teacher community and lesson study suggested that teachers learn from their interactions and conflicts; they also learn how collective learning occurs through lesson study as part of their school-wide professional development. The present review of research on teacher development and expertise suggested that teachers personalize their teaching, and that teachers are “adaptive experts.” Further research is needed on the beliefs of in-service teachers, the development of empirical research methods for studying the development of collegiality, and teacher learning in Japan.View full abstractDownload PDF (2388K) -
2007 Volume 55 Issue 4 Pages 615-
Published: 2007
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESS -
2007 Volume 55 Issue 4 Pages 615a-
Published: 2007
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESS
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