Kawashima Satoshi

• Kawashima Satoshi. Making adjustment Strategies from Politeness Theory to apply to Teacher's Directions in Primary School : Focusing on Face-support in Classroom Discourse. 2017. 56. 231-240
• Kawashima Satoshi. Definition and Structure about Teacher Authority. 2012. 52. 367-374

• 川島哲. 教師の指示の仕方に対する小学生の認識-小学1年生とその担任教師に対する質問紙調査と授業観察から-. 第61回総会発表論文集. 2019. 61. 372
• 川島哲. メトニミーを利用した指示に関する探索的な 教室談話分析 -教師による児童へ配慮と児童による指示理解. 日本教育心理学会第 59 回総会発表論文集. 2017. 421
• Kodama Keiichi, Sasaya Takayoshi, Kawashima Satoshi. The Characteristics of Differences between a Teacher's and Students' Recognition of "Classroom Rules": Focusing on "importance", "priority", and "purpose". Japan Bulletin of Educators for Human Development. 2016. 18. 0. 1-11
• Takayoshi Sasaya, Satoshi Kawashima, Keiichi Kodama. Difference between teacher’s and children’s recognition to classroom rules. WALS International Conference 2015. 2015
• 川島 哲. PB024 小学校授業における授業進行のための発話とフェイス配慮 : 教師による発話着目してポライトネス理論の視点から(教授・学習・認知,ポスター発表B). 日本教育心理学会総会発表論文集. 2015. 57. 0

ｍore...

• The relationship between teachers’ directions for all students and advices for deviating students from rules of activities: Discourse analysis in a first-grade classroom
  (World Association of Lesson Study 2019)
• The relationship between how teachers’ directions are uttered and what they aim to achieve: Discourse analysis in a first-grade classroom
  (World Association of Lesson Study 2017)

THE JAPANESE PSYCHOLOGICAL ASSOCIATION ,  World Association of Lesson Study ,  Japan Association of Educators for Human Development ,  JAPANESE EDUCATIONAL RESEARCH ASSOCIATION ,  NATIONAL ASSOCIATION FOR THE STUDY OF EDUCATIONAL METHODS ,  JAPANESE ASSOCIATION OF QUALITATIVE PSYCHOLOGY ,  THE JAPANESE ASSOCIATION OF EDUCATIONAL PSYCHOLOGY