Using the interview data obtained from 13 high school teachers, this study explored how Japanese high school teachers structure school events and interact with their students from the perspective of group socialization theory(Harris, 1995). Results indicate that, although all high school teachers were concerned to structure school events or interact with students with a view to facilitate students’ assimilation, only about a half of high school teachers did those to facilitate students’ differentiation. Also, in some cases, even though teachers had same intention, the methods seem to have been just the opposite. Future research should investigate which structure or interaction indeed facilitate students’ assimilation or differentiation.
雑誌名
東京大学大学院教育学研究科紀要
巻
57
ページ
115 - 123
発行年
2018-03-29
ISSN
13421050
書誌レコードID
AN10516641
著者版フラグ
publisher
出版者
東京大学大学院教育学研究科
出版者別名
The Graduate School of Education, University of Tokyo
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学校行事において生徒の活動集団内での同化・差異化を促し得る高校教師の関わりの質的検討
edu_57_10.pdf
(1.14MB)
