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This paper aims at describing the meaning of ambience (group atmosphere or climate) in a school where the classroom group assessment (e.g. Q-U) has been adopted. For this purpose, teachers’ utterances... and doings with regard to atmosphere and the assessment were collected as episodes and interpreted, through the participation in an elementary school. The hermeneutic phenomenology on these episodes disclosed the following: 1) the teachers took ambience as “subjective” experience, which was situated in the “objectivity-subjectivity” framework that was peculiar to school culture, and 2) the meaning was structured more rigid within the school situations. These qualities were interpreted as possible background conditions for teachers to estimate their own experiences and their words less valid and groundless. Finally, the role of the classroom group assessment was discussed.続きを見る
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