Rchr
J-GLOBAL ID:201801016712406110   Update date: Oct. 19, 2020

Kawashima Satoshi

カワシマ サトシ | Kawashima Satoshi
Affiliation and department:
Research field  (1): Educational psychology
Papers (2):
  • 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
MISC (14):
  • 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...
Lectures and oral presentations  (2):
  • 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)
Association Membership(s) (7):
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
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