{"_buckets": {"deposit": "f10578c0-7336-43b8-8a88-9e709a3cce12"}, "_deposit": {"id": "18683", "owners": [], "pid": {"revision_id": 0, "type": "depid", "value": "18683"}, "status": "published"}, "_oai": {"id": "oai:soar-ir.repo.nii.ac.jp:00018683", "sets": ["150:151"]}, "author_link": ["103070"], "item_1628147817048": {"attribute_name": "\u51fa\u7248\u30bf\u30a4\u30d7", "attribute_value_mlt": [{"subitem_version_resource": "http://purl.org/coar/version/c_970fb48d4fbd8a85", "subitem_version_type": "VoR"}]}, "item_6_alternative_title_1": {"attribute_name": "\u305d\u306e\u4ed6\uff08\u5225\u8a00\u8a9e\u7b49\uff09\u306e\u30bf\u30a4\u30c8\u30eb", "attribute_value_mlt": [{"subitem_alternative_title": "Distinguishing features of teachers\u0027 meetings with guardians and related issues : Considering encouragement of cooperation from the perspectives of the distinguishing features of teachers\u0027 speech and their specialized abilities"}]}, "item_6_biblio_info_6": {"attribute_name": "\u66f8\u8a8c\u60c5\u5831", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2015", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "15", "bibliographicPageStart": "5", "bibliographicVolumeNumber": "7", "bibliographic_titles": [{"bibliographic_title": "\u65e5\u672c\u5b66\u6821\u5fc3\u7406\u58eb\u4f1a\u5e74\u5831"}]}]}, "item_6_description_20": {"attribute_name": "\u6284\u9332", "attribute_value_mlt": [{"subitem_description": "\u672c\u7a3f\u306f\uff0c\u4fdd\u8b77\u8005\u9762\u8ac7\u306b\u304a\u3051\u308b\u6559\u5e2b\u306e\u767a\u8a71\u69cb\u9020\u304a\u3088\u3073\u767a\u8a71\u7279\u5fb4\u3092\u660e\u3089\u304b\u306b\u3057\u9762\u8ac7\u3067\u306e\u6559\u5e2b\u306e\u5c02\u9580\u6027\u306e\u6d3b\u304b\u3057\u65b9\u3068\u8ab2\u984c\u3092\u691c\u8a0e\u3059\u308b\u3053\u3068\u306b\u3088\u308a\u4fdd\u8b77\u8005\u3068\u306e\u9023\u643a\u3092\u4fc3\u9032\u3059\u308b\u6559\u5e2b\u306e\u5bfe\u5fdc\u306b\u3064\u3044\u3066\u63d0\u8a00\u3059\u308b\u3053\u3068\u3092\u76ee\u7684\u3068\u3057\u305f\u3082\u306e\u3067\u3042\u308b\u3002\u4fdd\u8b77\u8005\u9762\u8ac7\u306b\u304a\u3051\u308b\u6559\u5e2b\u306e\u767a\u8a71\u306b\u306f\u9762\u8ac7\u76ee\u7684\u306e\u78ba\u8a8d\u304c\u3042\u3044\u307e\u3044\u3067\u3042\u308a\uff0c\u81ea\u3089\u306e\u5bfe\u5fdc\u3092\u632f\u308a\u8fd4\u3063\u305f\u308a\uff0c\u4eca\u5f8c\u306e\u5bfe\u5fdc\u7b56\u3092\u7a4d\u6975\u7684\u306b\u63d0\u6848\u3057\u305f\u308a\u3059\u308b\u7279\u5fb4\u304c\u898b\u53d7\u3051\u3089\u308c\u305f\u3002\u7279\u306b\uff0c\u81ea\u3089\u306e\u5bfe\u5fdc\u3092\u632f\u308a\u8fd4\u308b\u767a\u8a71\u306f\uff0c\u76f4\u63a5\u7684\u63f4\u52a9\u8005\u3068\u3057\u3066\u306e\u7279\u5fb4\u3092\u6d3b\u304b\u3057\u305f\u767a\u8a71\u3067\u3042\u308a\uff0c\u4fdd\u8b77\u8005\u3068\u306e\u5bfe\u7b49\u306a\u95a2\u4fc2\u3092\u5177\u73fe\u5316\u3059\u308b\u767a\u8a71\u306b\u306a\u308a\u3048\u308b\u3068\u8003\u3048\u3089\u308c\u305f\u3002\u3057\u304b\u3057\u306a\u304c\u3089\uff0c\u632f\u308a\u8fd4\u308a\u306e\u767a\u8a71\u306f\uff0c\u6559\u5e2b\u304c\u305d\u306e\u5c02\u9580\u6027\u3092\u6d3b\u304b\u3057\u306b\u304f\u304f\u5c02\u9580\u6027\u304c\u5371\u6a5f\u306b\u3055\u3089\u3055\u308c\u308b\u5834\u9762\u3067\u3082\u3042\u308b\u3002\u4e00\u822c\u7684\u306a\u5bfe\u4eba\u63f4\u52a9\u30e2\u30c7\u30eb\u306b\u304a\u3044\u3066\u7a4d\u307f\u91cd\u306d\u3089\u308c\u3066\u304d\u305f\u5bfe\u5fdc\u3084\u6280\u6cd5\u3092\u53c2\u8003\u306b\u3057\u72b6\u6cc1\u306b\u5fdc\u3058\u3066\u81ea\u3089\u304c\u62e0\u308a\u6240\u3068\u3059\u308b\u5c02\u9580\u6027\u3068\u306e\u8ddd\u96e2\u3092\u5909\u5bb9\u3055\u305b\u308b\u3088\u3046\u306a\u67d4\u8edf\u6027\u3092\u8eab\u306b\u3064\u3051\u3066\u3044\u304f\u3053\u3068\u304c\u9023\u643a\u306e\u9375\u306b\u306a\u308b\u3068\u8003\u3048\u3089\u308c\u305f\u3002 / This paper is intended to offer opinions on the interactions of teachers who encourage cooperation with students\u0027 guardians, through elucidation of the structure and characteristics of teachers\u0027 speech in meetings with guardians, and examined ways of putting teachers\u0027 expertise to use in such meetings. A look at the speech teachers used in meetings with guardians showed that confirmation of the purpose of the meeting was often not clearly carried out, while teachers focused more on reviewing their own actions or proposing future measures for interaction. In particular, speech that reviews the teacher\u0027s own actions is thought to serve to foster a relationship based on an equal footing with the guardians because it utilizes the feature that both teachers and guardians are direct supporters of the students. However, such reflective speech also endangers the teacher\u0027s status as an expert because it is difficult to speak with an air of professionalism in such speech. It is our belief that the key to cooperation is for teachers to, through experience and techniques that they have gained from general support services, acquire flexibility in adjusting their positions as a specialists or as a supporter when they speak with guardians.", "subitem_description_type": "Abstract"}]}, "item_6_description_30": {"attribute_name": "\u8cc7\u6e90\u30bf\u30a4\u30d7\uff08\u30b3\u30f3\u30c6\u30f3\u30c4\u306e\u7a2e\u985e\uff09", "attribute_value_mlt": [{"subitem_description": "Article", "subitem_description_type": "Other"}]}, "item_6_description_5": {"attribute_name": "\u5f15\u7528", "attribute_value_mlt": [{"subitem_description": "\u65e5\u672c\u5b66\u6821\u5fc3\u7406\u58eb\u4f1a\u5e74\u5831. 7:5-15 (2015)", "subitem_description_type": "Other"}]}, "item_6_link_3": {"attribute_name": "\u4fe1\u5dde\u5927\u5b66\u7814\u7a76\u8005\u7dcf\u89a7\u3078\u306e\u30ea\u30f3\u30af", "attribute_value_mlt": [{"subitem_link_text": "\u4e0a\u6751, \u60e0\u6d25\u5b50", 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