The Characteristics of Differences between a Teacher’s and Students’ Recognition of “Classroom Rules”: Focusing on “importance”, “priority”, and “purpose”

Kodama Keiichi, Sasaya Takayoshi, Kawashima Satoshi

doi:10.20590/jaehd.18.0_1

Bibliographic Information

Other Title

教師と児童の“授業ルール”認識におけるズレの特徴
―「重要度」「優先度」「目的」に着目して―

Description

The purpose of this study was to investigate the characteristics of the differences between a teacher’s and his classroom students’ recognition of “classroom rules” from the viewpoints of “importance”, “priority”, and “purpose”. We surveyed a teacher and the students of his fifth grade classroom with following tasks: for “importance”, a scale to measure the recognition of the classroom rules’ importance; for “priority”, a hypothetical scenarios task showing some situations of classroom rules’ conflict; and for “purpose”, an open ended question asking the purpose of the classroom rules. The results indicated that both the teacher and students scored high on the “importance” of classroom rules. However, for “priority” and “purpose”, there were differences between the teacher’s and students’ recognition of “rules to respect their friends” and “rules to keep their class in order”. These findings suggest that the differences between a teacher’s and students’ recognition of classroom rules may be explained not by the unawareness of the importance of the rules, but by the differences in the rules that they prioritize and the understanding of the purpose of the classroom rules.

Journal

Japan Bulletin of Educators for Human Development

Japan Bulletin of Educators for Human Development 18 (0), 1-11, 2016

Japan Association for Research on Educator Transformation

Keywords

Details 詳細情報について

CRID: 1390282680791898368

NII Article ID: 130005403689

DOI: 10.20590/jaehd.18.0_1

ISSN: 24241598; 13497391

Text Lang: ja

Data Source

JaLC
CiNii Articles

Abstract License Flag: Disallowed

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