Using Class Evaluation Sheets in a School-Wide Project: Changes in Teachers' Prompts and Students' Spontaneous Behavior

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  • 知的障害特別支援学校における「授業評価シート」を用いた授業改善の試み ―教師の援助行動と児童生徒の自発行動の変容に対する検討―
  • チテキ ショウガイ トクベツ シエン ガッコウ ニ オケル 「 ジュギョウ ヒョウカ シート 」 オ モチイタ ジュギョウ カイゼン ノ ココロミ : キョウシ ノ エンジョ コウドウ ト ジドウ セイト ノ ジハツ コウドウ ノ ヘンヨウ ニ タイスル ケントウ

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Abstract

The present study was a school-wide project that examined effectiveness for class improvement, including the use of prompts by teachers and the students' spontaneous behavior, of class evaluation sheets. The project was conducted at a special needs school for students with intellectual disabilities. When results from two of the classes were examined in detail, it was found that the teachers' prompting behavior and the students' spontaneous behavior had been modified. Analysis of the practical reports revealed that all 10 teams implemented the planned procedures, and that in 9 of those teams, improvement was found. These results suggest that this attempt to improve students' behavior through using class evaluation sheets may have been an effective way to change the teachers' prompting behavior and the spontaneous behavior of the students. Further research should examine how their behavior was modified and factors other than teachers' prompts that may lead to class improvement.

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