Updated on 2021/05/06

写真b

 
ISHIGURO Hiroaki
 
*Items subject to periodic update by Rikkyo University (The rest are reprinted from information registered on researchmap.)
Affiliation*
College of Arts Department of Education
Graduate School of Arts Field of Study: Education
Graduate School of Arts Field of Study: Education
Title*
Professor
Research Theme*
  • 乳幼児から学齢期の子ども達を中心に、人間の発達と学習の過程を社会文化歴史的アプローチに立つ心理学の立場から研究している。家庭、就学前施設、学校、障害者施設など、多様な生態学的環境における人々の日常生活実践を継続的に観察し、視聴覚データから相互行為分析や談話分析を行う。人々の発達支援のための理論的、介入的研究も行っている。

  • Research Interests
  • Early Childhood Education and Care

  • Learning Practice Research for Children with Linguistically Culturally Diversity

  • Arts-Based Educational Research to Human Development

  • Posthumanist Approach to Learning

  • Sociocultural Approach to Human Development

  • Aesthetics of Play

  • Developmental Psychology

  • Sociohistorical Approach to Learning and Development

  • Campus Career*
    • 4 2006 - Present 
      College of Arts   Department of Education   Professor
    • 4 2006 - Present 
      Graduate School of Arts   Field of Study: Education   Professor
    • 4 2006 - Present 
      Graduate School of Arts   Field of Study: Education   Professor
     

    Research Areas

    • Humanities & Social Sciences / Educational psychology

    Research History

    • 4 2006 - Present 
      Rikkyo University   College of Arts   Professor

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    • 4 2016 - 9 2016 
      Jönköping University,   Högskolan för lärande och kommunikation   Visiting Scholar

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      Country:Sweden

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    • 9 2012 - 3 2013 
      University of California, San Diego   Department of Communication   Visiting Scholar

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      Country:United States

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    • 4 2012 - 9 2012 
      University of Massachusetts at Amherst   School of Education   Visiting Scholar

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      Country:United States

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    • 3 2011 
      University of Toronto   Ontario Institute for Studies in Education   Visiting Scholar

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      Country:Canada

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    • 4 1998 - 3 2006 
      Hokkaido University   Graduate School of Education   Associate Professor

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    • 4 1991 - 3 1998 
      Miyagi University of Education   Faculty of Education   Associate Professor

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    Committee Memberships

    • 1 2020 - Present 
      Japanese Association of Educational Psychology   Research Committee

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      Committee type:Academic society

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    • 7 2017 - 6 2018 
      Japan Society for the Promotion of Science   Judging committee member of child studies

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      Committee type:Other

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    • 1 2006 - 1 2007 
      Japan Society of Developmental Psychology   Editorial board chairman of the Japanese Journal of Developmental Psychology

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      Committee type:Academic society

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    • 1 2005 - 1 2006 
      Japan Society of Developmental Psychology   Editorial board member of the Japanese journal of developmental psychology

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      Committee type:Academic society

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    • 1 2003 - 12 2004 
      Japan Society of Developmental Psychology   Editorial board member of the Japanese journal of developmental psychology

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      Committee type:Academic society

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    • 1 1999 - 12 2001 
      Japanese Association of Educational Psychology   Editorial board member of the Japanese journal of educational psychology

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      Committee type:Academic society

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    • 1 1992 - 12 1995 
      Japan Society of Developmental Psychology   Editorial board member of the Japanese journal of developmental psychology

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      Committee type:Academic society

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    Awards

    • 4 1993  
      Center of Developmental Education and Research  Center of Developmental Education and Research Award 

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      Country:Japan

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    Papers

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    Misc.

    Books and Other Publications

    • 質的心理学辞典

      石黒広昭( Role: Contributor)

      新曜社  11 2018  ( ISBN:9784788516014

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      Total pages:ix, 419p   Language:Japanese

      CiNii Books

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    • 街に出る劇場 : 社会的包摂活動としての演劇と教育

      石黒, 広昭( Role: Edit)

      新曜社  7 2018  ( ISBN:9784788515888

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      Total pages:viii, 219p   Language:Japanese

      CiNii Books

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    • 公共日本語教育学 : 社会をつくる日本語教育

      石黒広昭( Role: Contributor)

      くろしお出版  6 2017  ( ISBN:9784874247334

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      Total pages:vii, 251p   Language:Japanese

      CiNii Books

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    • Arts-based methods in education around the world

      Hiroaki Ishiguro( Role: Contributor)

      River Publisher, Denmark.  2017  ( ISBN:9788793609389

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      Total pages:xix, 294 p.   Language:English

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    • The Routledge international handbook of early childhood play

      Hiroaki Ishiguro( Role: Contributor)

      Routledge  2017  ( ISBN:9781138833715

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      Total pages:xv, 422 p.   Language:English

      CiNii Books

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    • 質的研究におけるビジュアルデータの使用

      Banks, Marcus, 石黒, 広昭, Flick, Uwe( Role: Translator/Editor)

      新曜社  11 2016  ( ISBN:9784788514980

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      Total pages:xi, 206p   Language:Japanese

      CiNii Books

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    • 新・発達心理学ハンドブック

      石黒広昭( Role: Contributor)

      福村出版  7 2016  ( ISBN:9784571230547

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      Total pages:xxi, 979p   Language:Japanese

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    • 子どもたちは教室で何を学ぶのか : 教育実践論から学習実践論へ

      石黒, 広昭( Role: Sole author)

      東京大学出版会  2 2016  ( ISBN:9784130530880

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      Total pages:vi, 248p   Language:Japanese

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    • 知の生態学的転回3 倫理 人類のアフォーダンス

      石黒広昭( Role: Contributor)

      8 2013  ( ISBN:9784130141338

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    • 教育心理学 : 教育の科学的解明をめざして

      石黒広昭( Role: Contributor)

      慶應義塾大学出版会  5 2013  ( ISBN:9784766420357

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      Total pages:xii, 350p   Language:Japanese

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    • 発達に対する社会歴史的アプローチの適用事例

      石黒 広昭( Role: Contributor)

      現代理論心理学「事例」事典 朝倉書店  4 2012 

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    • 状況と活動の心理学

      石黒 広昭( Role: Contributor)

      新曜社  2012 

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    • 文化と実践 : 心の本質的社会性を問う

      石黒, 広昭, 亀田, 達也( Role: Joint editor)

      新曜社  1 2010  ( ISBN:9784788511866

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      Total pages:ix, 248, 26p   Language:Japanese

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    • 保育心理学の基底

      石黒, 広昭( Role: Edit)

      萌文書林  5 2008  ( ISBN:9784893471062

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      Total pages:xv, 285p   Language:Japanese

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    • 文化心理学

      石黒広昭( Role: Contributor)

      朝倉書店  2 2008 

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    • 教育心理学の新しい形

      石黒広昭( Role: Contributor)

      誠信書房  4 2005 

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    • 社会文化的アプローチの実際 : 学習活動の理解と変革のエスノグラフィー

      石黒, 広昭( Role: Edit)

      北大路書房  8 2004  ( ISBN:9784762823893

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      Total pages:vii, 230p   Language:Japanese

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    • ワードマップ「質的心理学」

      ( Role: Contributor)

      新曜社  1 2004 

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    • 日本語教育年鑑 2002年版 (国立国語研究所編)

      石黒広昭( Role: Contributor)

      くろしお出版  4 2002 

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    • 実践のエスノグラフィ

      石黒, 広昭( Role: Contributor)

      金子書房  10 2001  ( ISBN:4760892834

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      Total pages:vii, 255p   Language:Japanese

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    • AV機器をもってフィールドへ : 保育・教育・社会的実践の理解と研究のために

      石黒, 広昭( Role: Edit)

      新曜社  9 2001  ( ISBN:4788507773

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      Total pages:viii, 199p   Language:Japanese

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    • 発達に対する社会歴史的アプローチ

      現代心理学〔理論〕事典 朝倉書店  1 2001 

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    • 心理学と教育実践の間で

      佐伯, 胖, 佐藤, 学, 宮崎, 清孝, 石黒, 広昭( Role: Joint editor)

      東京大学出版会  9 1998  ( ISBN:4130111094

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      Total pages:iv, 275, 7p   Language:Japanese

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    • シンポジアム:「学校」教育の心理学

      石黒広昭( Role: Contributor)

      川島書店  4 1998 

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    • New Educational Values 7 : Cultural Models of schools

      ( Role: Contributor)

      ИННОВАТОР-BENNETT COLLEGE  4 1997 

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    • AIと社会

      石黒広昭( Role: Joint translator)

      同文舘  4 1995 

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    • AIと社会

      石黒広昭( Role: Contributor)

      同文舘  4 1995 

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    • アクティブマインド

      ( Role: Contributor)

      東京大学出版会  4 1990 

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    Presentations

    • Scaffolding the development of children with linguistically culturally diversity Invited

      Hiroaki Ishiguro

      9th Forum for Multicultural symbiosis  1 2 2020 

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      Presentation type:Public lecture, seminar, tutorial, course, or other speech  

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    • Re-mediation of Everyday Literacy Assets through Making Fantasy Stories for Japanese Brazilian Children in Japan Invited

      Hiroaki Ishiguro

      Invited special seminar of University of Massachusetts, Amherst, USA  10 2019 

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      Presentation type:Public lecture, seminar, tutorial, course, or other speech  

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    • アートと教育―日本における 日本における Arts -based educational research の展開 ―

      石黒広昭, 岡田 猛, 小松佳代子, 髙木紀久子

      日本教育心理学会総会  9 2019 

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      Presentation type:Symposium, workshop panel (public)  

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    • Play with Making Fantasy Stories to Recognize Self and Reconnect to Others for Linguistically Culturally Diverse Children.

      Hiroaki Ishiguro

      European Early Childhood Education Research Association  9 2019 

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      Presentation type:Oral presentation (general)  

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    • Diversity, Human Development and Opportunity to Learn: International Perspectives

      Carol D Lee, Kris Gutierrez, Nai'lah Suad Nasir, Megan Bang, Miwa Aoki Takeuchi, Hiroaki Ishiguro

      World Educational Research Association  8 2019 

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      Presentation type:Symposium, workshop panel (public)  

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    • The Power of Diversity Project: Arts-based outreach program for transnational children. In University-Community Links 2019 International Conference, Linking Voices: Co-Constructing University-Community Engagement

      Hiroaki Ishiguro

      University-Community Links 2019 International Conference, UC Berkley, USA  3 2019 

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      Presentation type:Oral presentation (general)  

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    • アートは学校を変えるか

      石黒広昭, 岡田 猛, 池内慈朗, 小林由利子, 内田祥子, 真壁宏幹, 高木光太郎

      日本教育心理学会総会  9 2018 

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      Presentation type:Symposium, workshop panel (public)  

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    • What happens when kindergarten students draw together: Horizontal mutual appropriation among peers on learning cultural artifacts

      Hiroaki Ishiguro

      European Early Childhood Education Research Association  8 2018 

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      Presentation type:Oral presentation (general)  

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    • Issues on public and private domains in language learning Invited

      Hiroaki Ishiguro

      Waseda University Graduate School of Japanese Language Education 15th Anniversary Lecture Series "Public Japanese Language Education"  18 9 2016 

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      Presentation type:Public lecture, seminar, tutorial, course, or other speech  

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    • Dramatization with scriptwriting to hear and advocate children's voices Invited

      Hiroaki Ishiguro

      Invited talk in Jönköping University, Sweden  7 9 2016 

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      Presentation type:Public lecture, seminar, tutorial, course, or other speech  

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    • “Kamishibai” (Theatrical performance by picture cards) as mediating artifacts for imaginative literacy learning

      Hiroaki Ishiguro

      European Early Childhood Education Research Association  9 2016 

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      Presentation type:Oral presentation (general)  

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    • Collective Reflection of Classroom Learning Through Improvisational Drama Play for Linguistically /Culturally Diverse Children

      Hiroaki Ishiguro

      European Educational Research Association  8 2016 

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      Presentation type:Oral presentation (general)  

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    • Speech genres for disciplining young children in Japanese nursery schools

      Hiroaki Ishiguro

      European Early Childhood Education Research Association  8 2009 

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      Presentation type:Oral presentation (general)  

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    • Speech Genres Used During Lunchtime Conversations of Young Children

      Hiroaki Ishiguro

      The Proceedings of The Second International Interdisciplinary Conference on Perspectives and Limits of Dialogism in Mikhail Bakhtin  6 2009 

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      Presentation type:Oral presentation (general)  

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    • Zone of Proximal Development as negotiating space: Microanalysis of the activity of disciplining in child care. Invited International conference

      ISHIGURO Hiroaki

      International congress of ISCAR, San Diego: UCSD, USA.  10 9 2008 

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      Language:English   Presentation type:Oral presentation (keynote)  

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    • Children’s mind in dramatization: How do cognition and emotion meet through drama play activity?

      Fujino, Y, Ishiguro, H

      the 2nd international conference of ISCAR  9 2008 

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      Presentation type:Oral presentation (general)  

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    • Rethinking the notion of ‘cure’ and ‘support’ for mental disability through the reciprocal supporting community of 'Urakawa Bethel House'

      Ishiwatari, M, Ishiguro, H

      the 2nd international conference of ISCAR  9 2008 

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      Presentation type:Oral presentation (general)  

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    • The self and others in ZPD: From the perspective of classroom learning

      Takeuchi,M, Ishiguro, H

      The Proceedings of Thirteenth International Mikhaïl Bakhtin Conference  8 2008 

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      Event date: 8 2008

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    • How does a three year-old child learn to participate in a lunchtime discourse about invisible contents?

      Hiroaki Ishiguro

      The Proceedings of 17th EECERA Annual Conference  8 2007 

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      Event date: 8 2007

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    • Conceptualizing classroom reading as a socio-historically heterogeneous activity

      Takeuchi, M, Ishiguro, H

      The Proceedings of nternational Society for Theoretical Psychology conference  6 2007 

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      Event date: 6 2007

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    • Developmental transition of environmental resources for child’s feeding action in Japanese nursery school

      Hiroaki Ishiguro

      The Proceedings of The 35th annual congress of Nordic Educational Research Association  3 2007 

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      Event date: 3 2007

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    • Dramatization in play for preschoolers in Play-shop of KODOMO project

      Hiroaki Ishiguro

      The Proceedings of The 35th annual congress of Nordic Educational Research Association  3 2007 

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      Event date: 3 2007

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    • Socio-Historical Approach Applied to Interactions between a Feeding Infant and Nursery Teachers in a Day Care Nursery

      Hiroaki Ishiguro

      The Proceedings of the first International congress of ISCAR  9 2005 

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      Event date: 9 2005

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    • 2005.7.2 「乳幼児の「食べ」の成立:社会歴史的アプローチからみた保育と育ち」 Invited

      石黒 広昭

      日本赤ちゃん学会 第五回学術集会教育講演  2 7 2005 

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      Presentation type:Oral presentation (invited, special)  

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    • Play-shop Report in KODOMO Project Invited International conference

      ISHIGURO Hiroaki

      “Let’s play”  29 10 2004 

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      Language:English   Presentation type:Oral presentation (keynote)  

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    • “When does a zone of proximal development extend?: Nurse takes a ‘sharing voice’ to imitate the voice of a child’s future”

      Hiroaki Ishiguro

      The Proceedings of 5th ISCRAT congress  6 2002 

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      Event date: 6 2002

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    • An Extra Lesson for Language Minority in Japanese Elementary School.

      Hiroaki Ishiguro

      The Proceedings of 23rd Annual ethnography in education research forum  3 2002 

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      Event date: 3 2002

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    • New curriculum for the schools of Russia: Proposals for development, implementation, and researh from an international context Invited

      Stone, L, Kbutorkoy,A.V, Kniazeza,M.M, Kryov,N.B, Ishiguro,H, Oser,F, Lucier,R

      American eduational researh association, Annual meeting. (San Diego, USA)  4 1998 

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      Presentation type:Symposium, workshop panel (nominated)  

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    • On the relation between new voices and old voices: What does a newcomer appropriate?

      Second conference for socio-cultural approach, Geneva, Switzerland.  1996 

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      Presentation type:Oral presentation (general)  

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    • Cultural beliefs about children's language acquisition in Japan

      Kozue Saito, Hiroaki Ishiguro

      The Proceedings of The 48th International Council of Psychologists  7 1990 

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      Event date: 7 1990

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    • Japanese beliefs about language usage

      Hiroaki Ishiguro, Kozue Saito

      The Proceedings of The 48th International Council of Psychologists  7 1990 

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      Event date: 7 1990

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    • How to “unlearn” self, others and the world in writing.

      Hiroaki Ishiguro

      World Education Research Association (WERA) Focal Meeting, National Sun Yat-sen University (NSYSU), Kaohsiung, Taiwan. 

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      Event date: 16 12 2011 - 18 12 2011

      Language:English   Presentation type:Oral presentation (general)  

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    • Writing to unlearn understandings of self, others, and the world

      Hiroaki Ishiguro

      Third ISCAR Congress Website Rome, Italy. 

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      Event date: 5 9 2011 - 10 9 2011

      Language:English   Presentation type:Oral presentation (general)  

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    Teaching Experience

    •  
      Contemporary society and humans

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      Developmental psychology

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      Educational psychology

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      Graduate seminar of developmental psychology

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      Graduate seminar of educational psychology

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      Research method for educational research

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      Research method for psychological research

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      Undergraduate seminar of developmental psychology

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      Undergraduate seminar of educational psychology

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    Professional Memberships

    •  
      American Educational Research Association

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      Japan Society of Developmental Psychology

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      Japanese Cognitive Science Society

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      The Japanese Association of Educational Psychology

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      The Japanese Psychological Association

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    Works

    Research Projects

    • A study on the practice of early childhood education and care to listen to children's voices:to ensure children's rights through the pedagogical documentation

      Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B) 

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      4 2020 - 3 2025

      Grant number:20H01662

      Grant amount:\14430000 ( Direct Cost: \11100000 、 Indirect Cost:\3330000 )

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    • The research on learning through performace art for lingistically culturally diverse children

      Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B) 

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      4 2017 - 3 2022

      Grant number:17H02710

      Grant amount:\17420000 ( Direct Cost: \13400000 、 Indirect Cost:\4020000 )

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    • An ecological turn of knowledge: an ecological phenomenology for the restoration of human environment

      Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (A) 

      KONO Tetsuya, KASHIWABATA Tatsuya, SAKO Hitoshi, KOKURYO Yoshiki, MIYAHARA Katsunori, GALLAGHER Shaun, ROY Jean Michel

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      4 2012 - 3 2017

      Grant number:24242001

      Grant amount:\52130000 ( Direct Cost: \40100000 、 Indirect Cost:\12030000 )

      This research aims at understanding from the viewpoint of the ecological phenomenology all human activity as circulative interactions between body-subject and the environment and trying to establish philosophical and theoretical ground for a comprehensive human environmental science. We have focused on the issue of how to construct a middle-scale human environment that is suitable for human wellbeing and environmental sustainability. During our 5 years research, we have achieved many splendid results, for examples a series of anthology, papers, presentations, symposiums, workshops, and invited lectures, as shown in “study results” and largely contributed to the formation of a new field of positivistic phenomenology of the environment.

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    • The research of learning communities centered on expression activities for linguistically culturally diverse children who have some roots in overseas

      Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B) 

      Hiroaki ISHIGURO, MATSUI Kaori, FUJINO Yuki, TATEOKA Yoko, MIYAZAKI Takashi, UCHIDA Sachiko, Y. AUSTIN Theresa, VASQUEZ Olga, TAKEUCHI Miwa

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      4 2012 - 3 2016

      Grant number:24330223

      Authorship:Principal investigator  Grant type:Competitive

      Grant amount:\14300000 ( Direct Cost: \11000000 、 Indirect Cost:\3300000 )

      The project addressed issues on the learning community for linguistically culturally diverse children who have some roots in overseas. The research focused on expression activities which motivate children`s learning. The researches on the learning communities were conducted mainly in Japan besides United States of America and Canada. It shows theoretical perspective on the management of the supporting activities and their tasks. The issue of collaborative research was addressed too.

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    • Ecological Details on Environment as the Foundation for Developing Language and Communication Skills

      Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C) 

      SUZUKI Kentaro, ISHIGURO Hiroaki, ASAO Takeshi, SASAKI Masato, SATO Yuki, MARUYAMA Shin, AOYAMA Kei, YAMAZAKI Hiroe, HASUMI Eri

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      4 2011 - 3 2015

      Grant number:23601020

      Grant amount:\5590000 ( Direct Cost: \4300000 、 Indirect Cost:\1290000 )

      With the objective of discussing how language ability emerges in infants through everyday interaction with parents playing with toys together, we analyzed video recordings of toy-based interactions between an infant-mother pair made over a 6 - 24 month period. The analysis focused on "supportive interactions by the parent with the infant," and "exploratory and performatory interaction with objects by the infant." We observed the interactive process between mother and child with toys by firstly recording the continuous progression of actions and speech by both the mother and infant. Secondly, we described the interactive development accompanying changes in the position of objects, and thirdly, we described the development of cooperative activities between both mother and infant.

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    • Developing community empowerment model for supporting practice of transition

      Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B) 

      MIYAZAKI Takashi, ISHIGURO Hiroaki, OHTAKA Kendo, TAKEDA Ruiko, MUKAIYACHI Ikuyoshi, HUJII Atsushi, FUZINO Yuki, YOKOI Toshirio, HIOKI Masayo, NAKA Makiko

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      4 2010 - 3 2014

      Grant number:22330208

      Grant amount:\18460000 ( Direct Cost: \14200000 、 Indirect Cost:\4260000 )

      The purpose of this research was to clarify the nature of community that enables the self-independence of its members. What we have found are the followings:
      1) A community that can emancipate participants is one with a loose coupling among participants and between participants and community. We can call this function Non-determined zone. 2) Essential moments of this function are dispersibility and homology. Dispersibility refers to distributed processes organizing learning, and homology those that provide for the possibilities of sympathizing and synchronizing among independent participating agents. The conditions of making homology relate to the following: reversing dominant values, creating a new culture and the compounded structure of communities of practice. 3) The role of support staff in this space is that of 'editor' rather than designer. Each participant can become a designer of their own life story under such an editor.

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    • 移行支援実践におけるコミュニティ・エンパワメントモデルの開発ー若者支援を中心に

      文部科学省:画角研究費補助金(基盤研究(B)) 

      宮崎 隆志

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      4 2010 - 3 2012

      Grant type:Competitive

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    • Experimental and philosophical researches on ecological communication and social affordances

      Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B) 

      KONO Tetsuya, ISHIGURO Hiroaki, OKADA Michio, KASHIWABATA Tatsuya, SOMEYA Masayoshi, MISHIMA Hiroyuki, KAYANO Toshihito, YANAGISAWA Tami, MORI Naohisa, MARUYAMA Shin

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      2009 - 2011

      Grant number:21320010

      Authorship:Collaborating Investigator(s) (not designated on Grant-in-Aid)  Grant type:Competitive

      Grant amount:\12870000 ( Direct Cost: \9900000 、 Indirect Cost:\2970000 )

      In applying the approach of ecological psychology to the domain of communication and social interaction, We have conducted experimental and philosophical researches on how communication by human bodies which are filled with affordances for interaction is transformed into conventional and normative social interactions. As shown in the below accomplishment list, we have achieved more results(papers, books, presentations, lecture series, and symposium) than expected in the original plan, and contributed to the development of this new domain.

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    • Meaning of Social Capital for Supporting Self-relience of the Excluded Youth

      Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B) 

      MIYAZAKI Takashi

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      2007 - 2009

      Grant number:19330165

      Authorship:Collaborating Investigator(s) (not designated on Grant-in-Aid)  Grant type:Competitive

      Grant amount:\18850000 ( Direct Cost: \14500000 、 Indirect Cost:\4350000 )

      We have focused on the following issues in this research.
      (1) What are behind difficulties the excluded youth are facing?
      (2) How should we design a support system for the excluded youth?
      By intensive analyses on support activities and system, we have concluded followings:
      (1) In the cases of the excluded youth, almost all cases, communities of which his/her life-world consists are fragmented.
      (2) To recover from such structure, a flexible and diverse community produced by supporting organization is essential. It works as a mediation to change his/her life-world and self-schema.
      (3) To design supporting system, it is important to begin not from the view points of institution, but totality of his/her life-world. In this way, we can improve "Capability"(A.Sen) in their communities

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    • The study on developmental transition of child's feeding action and its support in Japanese nursery daycare

      Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C) 

      ISHIGURO Hiroaki

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      2006 - 2008

      Grant number:18500619

      Authorship:Principal investigator  Grant type:Competitive

      Grant amount:\4200000 ( Direct Cost: \3600000 、 Indirect Cost:\600000 )

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    • 心の文化・生態学的基盤

      日本学術振興会  21世紀COE 

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      4 2002 - 3 2006

      Authorship:Coinvestigator(s) 

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    • 相互支援コミュニティ(作業所)発達プロジェクト

      その他の研究制度 

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      4 2001 - 3 2006

      Authorship:Principal investigator  Grant type:Competitive

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    • Study on the infant's feeding action in the nursery activity.

      Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C) 

      ISHIGURO Hiroaki

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      2004 - 2005

      Grant number:16500501

      Authorship:Principal investigator  Grant type:Competitive

      Grant amount:\1700000 ( Direct Cost: \1700000 )

      The aim of this study is to investigate the developmental transition of infant's feeding action in the day care center. It is the main task to analyze the social resources or the surrounding environment for the feeding infants. There are two goals in this study. One goal of this study is to clarify the developmental transition for the feeding infant under their specific environment such as the local day care center. There are big differences between home and day care centers. For example, one nursery teacher supports some children simultaneously at the lunch time there. A mother or a father usually supports only one child in the home. It is important to define what the social resources to help the infants' feeding action are in the day care center and how the nursery teachers want to support their children's feeding action at the lunch time. To clarify the way to support the feeding infants is the second goal of the study. Data analysis on zero and one-year-old-infants was done in the first year of the study project. I gathered zero-year and one-year infants' data which includes field notes and video tapes in the preliminary investigation held in the previous year. They have been investigated under this study in the first year. In the second year of the study project, the data for two-year-old infants are analyzed. The general discussion was done on the infants' feeding action and the nursery teacher's interventional or supportive action for them during the first two years of infants.
      The results indicate that the goal of nursery teachers were to promote infants' intention to eat by themselves rather than their nutritional achievement. The nursery teachers changed the food condition in front of infants. For example, when the infant could not grasp the big bread, the nursery teachers break it into small pieces and set them in the front table for the infant. The teacher's indirect support functioned as the guidance for infants as the way which was expected by the teacher. For example, when the infant did not eat one food, the teacher moved it in the front of the infant. The nursery teachers modified a table arrangement for infants.
      The modification was based on their estimation of the infant's feeding ability and their expectance for the infants' action. The teachers' support functioned as the device to orient children to their expected action as well as the device which promotes child's intention to eat by him/her-self.

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    • Developmental Psychological Research for Language Interaction in daycare and Educational Settings.

      Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C) 

      ISHIGURO Hiroaki

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      1998 - 2001

      Grant number:10831001

      Authorship:Principal investigator  Grant type:Competitive

      Grant amount:\3300000 ( Direct Cost: \3300000 )

      The purpose of this study is to consider the characteristics of classroom discourse in multilingual classes. It is said that there is an asymmetrical relationship between language majorities and minorities there. This study focus a developmental differences in different age-groups. The fields to be investigated are a day care center, an elementary school, and university. The first field is a one-or-two-years children's class. The second one is a special lesson class for non native Japanese (Japanese Brazilian) children. The third one is a university class for second language learners. The research method is called as a microethnography or "a field research with microanalysis." The researcher went to the fields with a pen, a notebook, and a video camera.
      The main focused interactions were decided by the field notes and the videotapes. As the main results, the one-or-two years old children depends on the motor-physical aspect of language rather than semantic one so that non native Japanese is not emergent as a children with strange actions for the teacher's guidance. The teachers in the elementary school did not regulate Japanese Brazilian children to do something but tried to manage their self-regulated action. The professor in the second language class managed a group discussion rather than one-to-one personal communication. He replied to student's answers not for him or her but learners in the floor. In sum, the asymmetrical relation was generated by teachers' instructional method to manage the classroom discourse specific for a group.

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    • Reforming The Curriculum-Teacgere College and Liberal Arts College

      Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for international Scientific Research 

      TAKEMOTO Hideo, BRESSOUD David, TAKEUCHI Hiroshi, URYU Hitoshi, FURIYA Miyako, YASUE Masaharu

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      1996 - 1998

      Grant number:08045002

      Authorship:Collaborating Investigator(s) (not designated on Grant-in-Aid)  Grant type:Competitive

      Grant amount:\7000000 ( Direct Cost: \7000000 )

      At the Macalester College, we had conferences and discussions on various issues of the project with the staff and professors who are in charge fo curriculums on the campus and educational programs out of the campus. Resources and materials related to the curriculums and educaationa programs were also collected.
      Through the conferences and observation on the education center, we could realize situations of multidimensional information education which is well developed int the United Sates of America, and related materials were collected. Additionally, the conference on music education with Asian musical instruments, and the conference on mathematics education and analysis were held, and through the duscussions and participations in the classes, goals and possibilities of revised curriculums in universities in the States were clarified, It was really informative for us to rethink about the curriculums of universities in Japan. Another conference focusing on environment education was also held.
      What me obtained through this visit was more than we had expected. The Macalester College puts special emphasis on African and Asian cuntries including Japan to promote internationalization education. It is very suggestisve for us, especiallly when we think about tertiary education in Japan for the twenty first century. More coopetative studies on this aspect from the same point of view will be needed.
      As for economics education, images of Japanese economic system from American point of view was discussed at the conference, and various opinions on curriculum as well as money market were exchanged. Cdomputer networking system at the Macaleter College has been more developed than our system, as we expected, and it was as if we saw further developed computer networking system at our university in the near future.

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    • 異文化コミュニティへの参加過程に見られる談話特性-多文化・単言語状況における教師と子どもの相互行為に対する談話分析-

      日本学術振興会  科学研究費助成事業 基盤研究(C) 

      石黒 広昭

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      1996 - 1997

      Grant number:08837001

      Authorship:Principal investigator  Grant type:Competitive

      Grant amount:\1700000 ( Direct Cost: \1700000 )

      本研究は日本語を母語としない異文化児が日本の保育所と小学校に参加する過程を参与観察することによって、その参加の過程で見られる子どもと教師の談話の特徴を明らかにすることを目的とする。そこで、本年度は小学校に日本語非母語児が参加する時、どのような言語的相互行為が展開するのか検討した。分析リソースとなるデータは宮城県仙台市内の小学校において参与観察を行うことによって得られた。観察フィールドは、就学前施設(保育所)で観察をしていたウクライナから来たロシア語を母語とする子どもが入学した小学校のクラスの国語の授業である。観察期間は日本語非母語児の入学から一年の間である。各学期に一度ビデオ記録を得た。ビデオ記録以外にも当該児、担当教師、当該児の親との接触を持ち、適宜インタビューなどを行った。ビデオカメラで記録された授業場面は、繰り返し視聴され、分析の焦点となる場面に関して詳細なトランスクリプトが作成された。教師は若手の男性教師。当該児は日本における保育所生活が長く、日常会話では日本語の発話には文法的な誤りはあるものの、理解にはほとんど支障がない。この小学校には、同じ学区にある保育所から入学した。教室は、伝統的な箱形教室で、生徒数も40名前後の標準的な数である。
      授業中の教師によるADに対する言語的な関わりのある出来事は、一学期4回、二学期4回、三学期5回であった。この内、参加促進談話は、一学期1回、二学期1回、三学期3回であった。これらはどれも教科書の内容に関して意見を求めるものであったが、手を挙げていないのに、教師から意見を求められる者はAD以外にはいなかった。三学期におけADに対する授業促進談話の特徴は次の二点であった。1)ADに個人的に発言を強要せず、「一回も答えてない人」と集団に命令している。2)集団への教師の命令は、実際には意見を発表することを要求しているのにも関わらず、そのことを直接指示せず、意見を発表する手段である「手を挙げること」を求めている。以上の特徴から、ここでの授業促進談話は、「教師の発表強要→子どもの発表」ではなく、「子どもが手を挙げる→教師が指名する→子どもが自分の意見を発表する」という子どもの側から「自主的に意見表明される」という談話を指向していることがわかる。ADのような日本語非母語児にとって、こうしたいわば「強制された能動的参加」が持つ意味が今後検討される必要がある。

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    • 科学博物館利用調査

      仙台市科学館 

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      4 1996

      Authorship:Principal investigator 

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    • 電子メ-ルシステムの学習過程に関する研究

      東北インターネット協議会 

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      4 1995 - 3 1996

      Authorship:Principal investigator 

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    • 保育場面における玩具を媒介とした異文化間コミュニケーションの実態

      佐藤玩具文化財団 

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      4 1993 - 3 1994

      Authorship:Principal investigator 

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    • 生活言語と学校言語の相互作用に関する研究-小学校一年生の授業適応過程について-

      財団法人発達科学研究教育センター 

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      4 1993 - 3 1994

      Authorship:Principal investigator 

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