キョウイク プログラム スイシン ト チイキ レンケイ カツドウ ノ アリカタ ニカンスル ケントウ 3 ルーブリック オ モチイタ ガクセイ ノ マナビ ノ スガタ

研究は、大学の授業を活用した子育て支援活動に携わった学生の学びの姿について、学生評定によるルーブリックを用いた検討を行い、学生の学びの深化について可視化することを目的とした。その結果、活動目的を理解し、効果的な活動実践に向けて積極的に取り組む姿勢や自らのリサーチ・クエスチョンを明確にした上で事前課題に取り組むといった観点において、学生自身が成長を自覚している様子が明らかになった

親子の相互作用に関する観察評定マニュアル日本語版の作成 : 親の評価的フィードバックと子どもの自尊感情の関連から

The purpose of this study was to construct a Japanese version of Kelley et al.’s (1998) evaluation criteria of observed parent-child interaction. Participants were 30 children (14 boys, 16 girls), mean age-41months, and their mother and father. Parent’s and children’s behaviors were examined while parents taught their children the block-making task. Based on the original criteria (Kelley, et.al, 1998), we created a parent-child interaction coding manual for the Japanese researchers. Parental control attitude had 5 codes, " Intrusive control" , “Control", " Gentle Guidance " and "No Reaction " were taken from Kelley.et.al,(1998), to which we added "Take Before the task ".Parent evaluative feedback remained unchanged with 5 codes, “Positive feedback of Person" "Negative feedback of Person" "Positive feedback of Product/Action", "Negative feedback of Product/Action" and "Corrective Feedback" . Moreover, “Goal Directed “and “Teaching Style “were also rated. Child attitude assessed　5 codes, for “Change Task”,” Verbal Negative” ” Positive Affect” ” Verbal Positive ” and ”Persistence”. Also, this study reexamined the relationship between parental control / evaluative feedback and children’s self-esteem after one year using survey data. Results showed that “Parental positive feedback of Product/Action” predicted children’s highly self-esteem