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 language | English |
|---|---|
| Pages (from-to) | 322-333 |
| Number of pages | 12 |
| Journal | Japanese Journal of Educational Psychology |
| Volume | 54 |
| Issue number | 3 |
| Publication status | Published - 2006 Sep |
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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 journal › Article
}
TY - JOUR
T1 - A structural analysis of elementary school teachers' and children's utterances in Japanese classes
AU - Kishi, Toshiyuki
AU - Nojima, Eiichiro
PY - 2006/9
Y1 - 2006/9
N2 - 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.
AB - 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.
KW - Classroom practice
KW - Correlational analysis
KW - Elementary school children's utterances
KW - Elementary school teachers and children
KW - Elementary school teachers' utterances
UR - http://www.scopus.com/inward/record.url?scp=33846372633&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33846372633&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:33846372633
VL - 54
SP - 322
EP - 333
JO - Japanese Journal of Educational Psychology
JF - Japanese Journal of Educational Psychology
SN - 0021-5015
IS - 3
ER -