Action Research for Narrowing the Gap of Academic Achievement : Focusing on Language, Academic Achievement and Classroom.

ガクリョクカクサ　ノ　ゼセイ　ニ　ムケタ　アクションリサーチ　ゲンゴ　ガクリョク　カイソウ　ニ　チュウモク　シタ　キョウドウテキ　ジッセンケンキュウ

イトウ, シュン

Ito, Shun

数実, 浩佑

カズミ, コウスケ

Kazumi, Kosuke

山口, 真美

ヤマグチ, マナミ

Yamaguchi, Manami

岡田, 拓郎

オカダ, タクロウ

Okada, Takuro

オオサカ ダイガク ミライ センリャク キコウ ダイゴ ブモン ミライ キョウセイ イノベーター ハクシ カテイ プログラム

臨床教育社会学

言語コード

the gap in academic achievement

clinical sociology of education

linguistic code.

In this research note, we report on the progress and results of our research, which aims to narrow the gap of academic achievement in elementary schools. We obtained our data from elementary school surveys and analyzed it from an educational, sociological perspective. We have been conducting action research to improve children’s writing skills as a possible way of closing the gap in academic achievement in Elementary School “B” located in western Japan. This research note is an interim progress report of our findings. We analyzed students’ essays using both quantitative and qualitative methods such as KH coder, regression analysis and participant observation. As a result, we uncovered a language gap between different social classes, similar to that described by Basil Bernstein in his English case studies There is a significant difference between students’ academic achievement and their use of Chinese characters acquired in or out of school. Another finding was that teachers did not put much emphasis on the quantitative aspects of writing such as the number of words and sentences. In addition, we observed a tendency on the part of teachers to over evaluate essays, which diverts from their general impression of the author’s behavior in the classroom and school. We are going to continue to collect data to improve the appropriateness and credibility of our quantitative research and analysis of children’s essays. We also plan to continue our participant observation to evaluate the change in children’s attitude towards writing, as well as teachers’ methods of teaching essay writing.

数実, 浩佑

山口, 真美

岡田, 拓郎