Process of Recovery After School Disruption :

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  • 学校の荒れの収束過程と生徒指導の変化
  • 学校の荒れの収束過程と生徒指導の変化--二者関係から三者関係に基づく指導へ
  • ガッコウ ノ アレ ノ シュウソク カテイ ト セイト シドウ ノ ヘンカ ニシャ カンケイ カラ サンシャ カンケイ ニ モトズク シドウ エ
  • —二者関係から三者関係に基づく指導へ—
  • A Change in Student Guidance

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Abstract

  In order to examine the process of recovery after school disruption, the present study investigated a junior high school that had had various problems with student guidance.  After 3 years, the problems had finally dissipated.  The research questions regarding the recovery from school disruption included how teachers’ student guidance changed, and effects on students’ images of school life, their teachers, and students with problem behavior.  Teachers (n=2) were interviewed, and students (n=1,055) completed a questionnaire.  The results suggested that the teachers’ double standard of student guidance had decreased.  Also, the students’ images of school life, their teachers, and students with problem behavior improved during the time the school was recovering from the disruption.  As a result of examining student guidance in detail, it appeared that, in the recovery from the school disruption, the teachers had taken care not only of the students with problem behavior, but also of the other students.  These results suggest that in order to prevent and resolve school disruptions, it would be important to focus not only on those students who have problem behavior, but also on the students without problem behavior.

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