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Title: <論文>教育施策の効果検証のための質的測定方法の開発に関する研究 --教員が実感した変化に注目して--
Other Titles: <Articles>Research on Development of Qualitative Measurement Method for Effectiveness of Educational Activities: Focusing on Improvements Recognized by Teachers
Authors: 服部, 憲児  kyouindb  KAKEN_id  orcid https://orcid.org/0000-0002-8901-0197 (unconfirmed)
郭, 暁博  KAKEN_name
西川, 潤  KAKEN_name
Author's alias: HATTORI, Kenji
GUO, Xiaobo
NISHIKAWA, Jun
Issue Date: 30-Sep-2017
Publisher: 京都大学学際融合教育研究推進センター地域連携教育研究推進ユニット
Journal title: 地域連携教育研究
Volume: 1
Start page: 23
End page: 39
Abstract: In recent years, due to the difficult economy, the demand for implementation of policy evaluation and accountability is getting stronger. Based on this social situation, the final goal of this research is to develop a method for qualitatively measuring the effectiveness of educational activities which the results are difficult to display with numbers. Therefore, we focused on the improvements recognized by teachers who interact with children every day. This paper aims to obtain basic knowledge for developing qualitative measurement methods of educational activities by analyzing the initial field survey conducted with the cooperation of schools and the board of education. Analysis of the interview and questionnaire survey for teachers showed that reasons for improvements among children recognized by teachers are divided into the following three groups: First, what is easily recognized in relation with educational measures. Second, what is recognized as a combined effect of educational measures and individual practices of the teachers. And third, the reason for the effect, which was unclear. As a result of the first, there has been a change in how the teacher interacts with the child, and as a result of this, the faculty may feel that the child has improved. In this way, there are two routes of educational measures to be effective: direct effect and indirect effect, and in schools, the effect of educational measures often appears as a combination of practices of the teachers and educational measures.
DOI: 10.14989/JERRA_1_23
URI: http://hdl.handle.net/2433/233640
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