A structural analysis of elementary school teachers' and children's utterances in Japanese classes

Toshiyuki Kishi, Eiichiro Nojima

    Research output: Contribution to journalArticle

    5 Citations (Scopus)

    Abstract

    The goal of the present study was to clarify the characteristics of teachers' utterances in actual classroom situations. A category analysis was done of teachers' and children's utterances in 54 elementary school Japanese classes (first to sixth grades). Correlational analysis of the teachers' utterances in the same class by school day showed very high correlations in all classes. Within-class correlations were not significant, using an equivalence test. These results suggest that the individual teachers' class stability and teaching strategy did not change. Moreover, cluster analysis showed that the teachers' utterances depended on their individual styles, rather than on the grade level that they were teaching. Finally, cluster analysis based on categories of the children's utterances suggested that the children's utterances could be classified in terms of their grade level.

    Original languageEnglish
    Pages (from-to)322-333
    Number of pages12
    JournalJapanese Journal of Educational Psychology
    Volume54
    Issue number3
    Publication statusPublished - 2006 Sep

    Fingerprint

    elementary school teacher
    structural analysis
    Cluster Analysis
    Teaching
    teacher
    school grade
    cluster analysis
    teaching strategy
    equivalence
    elementary school
    School Teachers
    classroom
    school

    Keywords

    • Classroom practice
    • Correlational analysis
    • Elementary school children's utterances
    • Elementary school teachers and children
    • Elementary school teachers' utterances

    ASJC Scopus subject areas

    • Psychology(all)
    • Developmental and Educational Psychology

    Cite this

    A structural analysis of elementary school teachers' and children's utterances in Japanese classes. / Kishi, Toshiyuki; Nojima, Eiichiro.

    In: Japanese Journal of Educational Psychology, Vol. 54, No. 3, 09.2006, p. 322-333.

    Research output: Contribution to journalArticle

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