総合教育系

Kazuki Niwayama

  (庭山 和貴)

Profile Information

Affiliation
Associate Professor, Osaka Kyoiku University
Degree
Bachelor(Arts)(Kwansei Gakuin University)
学士(文学)(関西学院大学)
MA (Psychology)(Kwansei Gakuin University)
修士(心理科学)(関西学院大学)
Ph.D. (Psychology)(Kwansei Gakuin University)
博士(心理学)(関西学院大学)

Contact information
niwayamacc.osaka-kyoiku.ac.jp
Researcher number
80805987
J-GLOBAL ID
201801013954448978
researchmap Member ID
B000320875

Major Papers

 18
  • 庭山和貴
    行動分析学研究, 34(2) 178-197, Mar, 2020  Peer-reviewedLead author
    印刷中
  • Kazuki Niwayama, Junko Tanaka-Matsumi
    Japanese Journal of Educational Psychology, 64(4) 598-609, 2016  Peer-reviewed
    The present study examined effects of teachers' self-recording of behavior-specific praise on children's academic engagement in their classroom. The study was conducted in 3 general education classrooms in a Japanese elementary school,using a multiple baseline design across classes. The participants were the teachers of the 3 classes and a total of 85 children (2 first-grade classes, N = 28 and 27 students 1 third-grade class, N = 30 students). In the baseline periods, the teachers' use of behavior-specific praise and the children's academic engagement during one 45-minute class was recorded several times a week for periods varying from 1 to 2 months. Next, in one 45-minute class per day, a self-recording procedure was implemented in which the teacher used behavior-specific praise while conducting class. The intervention continued for from 1 month to six weeks. During the intervention period, the trainer verbally praised the teachers 1 or 2 times a week when the recorded number of instances of behavior-specific praise had increased. After the intervention, the trainer's feedback was terminated follow-up data were collected from 2 to 4 times per classroom during a 12-day period. All 3 teachers' self-recordings indicated that their use of behavior-specific praise increased during the intervention period, compared to the baseline, and that the percentage of the children's academic engagement increased during the intervention. The follow-up data showed that the teachers' use of behavior-specific praise and the improvement in the children's academic engagement were maintained after the end of the intervention. Individual or small-group intervention programs may be necessary for children who do not show an increase in academic engagement.

Misc.

 7

Books and Other Publications

 4

Research Projects

 8