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Practical Student Self-affirmation
https://doi.org/10.34443/00000150
https://doi.org/10.34443/0000015009fdb92c-5d07-495b-8957-93405e178638
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
2016-deadman.pdf (500.1 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| タイトル | ||||||||||
| タイトル | Practical Student Self-affirmation | |||||||||
| タイトル | ||||||||||
| タイトル | Practical Student Self-affirmation | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Self-affirmation | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | peer learning | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | critical pedagogy | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | sociolinguistics | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | student | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Self-affirmation | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | peer learning | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | critical pedagogy | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | sociolinguistics | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | student | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.34443/00000150 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| その他（別言語等）のタイトル | ||||||||||
| その他のタイトル | 実用的な生徒の自己肯定 | |||||||||
| 著者 |
デッドマン, マーク
× デッドマン, マーク
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| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | This research paper focuses on student peer interactional relationships in a tertiary level classroom setting in Japan. The research is based on the use of one piece of technology, Microsoft PowerPoint, to illustrate student peer interactional relationships during presentation tasks throughout the 2015 Spring Semester. The application of the particular software used in this research is of little importance, in that any piece of software could be used to investigate student interaction. The important findings of this research indicate that students can be made aware of their self-affirmation through an application of sociolinguistics and an introduction of critical pedagogy that encompasses a significant reduction in the influence of the traditional ‘teacher’ role to the benefit of student empowerment. The role of the student changes from being the passive object to that of a more active Subject role, as that of the ‘teacher,’ or better termed ‘facilitator,’ dispenses their traditional paternalistic, authoritative Subject position, in favor of being one that helps to bring about ‘…an outcome (as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision,’ on the part of the ‘facilitator,’ as it is defined in the Miriam-Webster dictionary (2015). For students to adopt a more active role requires a change in study habits, which requires more effort. However, this adheres perfectly to the Kyoai College motto; ‘You can develop your ability though it might be hard’ (Kyoai, 2015). | |||||||||
| 書誌情報 |
共愛学園前橋国際大学論集 en : Kyoai Gakuen University Journal 号 16, p. 45-67, 発行日 2016-03-31 |
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| 出版者 | ||||||||||
| 出版者 | 共愛学園前橋国際大学 | |||||||||
| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 2187-333X | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA11548903 | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
