How Do Elementary School Teachers Promote Positive Changes in Children? Hypothetical Models Generated by the Modified Grounded Theory Approach

SUNAMI NAOMI

doi:10.5926/jjep.61.323

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Other Title

子どもに肯定的変化を促す教師の関わりの特徴
子どもに肯定的変化を促す教師の関わりの特徴 : 修正版グラウンデッド・セオリー・アプローチによる仮説モデルの生成
コドモニコウテイテキヘンカオウナガスキョウシノカカワリノトクチョウ : シュウセイバングラウンデッド・セオリー・アプローチニヨルカセツモデルノセイセイ
—修正版グラウンデッド・セオリー・アプローチによる仮説モデルの生成—

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Description

The purpose of the present study was to examine how teachers promote positive changes in children. First, semi-structured interviewed conducted with 34 elementary school teachers were analyzed using the Modified Grounded Theory Approach, resulting in 5 categories : (a) problem solving, (b) instruction, (c) receptive attitude, (d) requests to other people for support, and (e) making a place to stay and concern in the classroom. Next, the method of approach of the teachers in problem situations was classified into 3 types : (a) teacher-centered solution strategies, (b) child-centered solution strategies, and (c) receptive attitudes, and scenes of relationships were organized. From a summary of the results, hypothetical models were generated that assumed (a) a functional structure according to the scene and the subject of the problems, and (b) a connection between the graded progress of time and problems, placed in two-dimensions. Finally, the possibility of complementary involvement in instruction and receptive attitudes of teachers, and also approach factors promoting positive changes in children, were examined.

Journal

The Japanese Journal of Educational Psychology

The Japanese Journal of Educational Psychology 61 (3), 323-339, 2013

The Japanese Association of Educational Psychology

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