@article{oai:nagoya.repo.nii.ac.jp:00002374,
 author = {梶田, 正巳 and KAJITA, Masami and 石田, 勢津子 and ISHIDA, Setsuko and 伊藤, 篤 and ITO, Atsushi and 水野, りか and MIZUNO, Rika and 杉村, 伸一郎 and SUGIMURA, Shinichiro and 中野, 靖彦 and 石田, 裕久},
 journal = {名古屋大學教育學部紀要. 教育心理学科},
 month = {Dec},
 note = {A cross-cultural point of view needs not only describing characteristics of the teaching styles in each country but also comparing them through the common structures. Factor analysis with Procrustes Orthogonal Rotation and Coefficient of Congruence were used to produce scales capable of comparing the teaching styles among the three countries. As for the class management it was found that Japanese and Korean teachers attach importance to the group-based responsibiliy, while teachers in Australia are liable to regulate their pupils their own way. Concerning instructional aspects, teachers among the three countries seemed to have a common and strong belief of motivating their pupils and Australian teachers appeared to put it into practice most clearly. It was shown, moreover, that both the notion of individual guidance and the execution of it were the definite features in elementary school teachers in Australia., 国立情報学研究所で電子化したコンテンツを使用している。},
 pages = {83--98},
 title = {<原著>学習指導様式の国際比較 (II) : 日本・オーストラリア・韓国の構造比較},
 volume = {36},
 year = {1989}
}