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English version Last updated 4. Nov. 2015
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NEWS

About this page

This is a page for providing with information on SCAT. SCAT is an abreviation of Steps for Coding And Theorization.  It is an analysis method for qualitative data (mainly interview transscripts or observation field notes).

This page is for the ones who have alredy started using SCAT, who wish to start using SCAT, who have not decided whether to use it or not but wish to know about SCAT, or who doesn't intend to use SCAT at all but wish to know about it.

What is SCAT ?

In qualitative reseraches, reserachers usually collect data through observation or interviews and analyze them.  Then although it is pleasant experience to analyze them and write theories, it is often a very hard process for norvice reserchers.  That is because there is not a fixed universal procedure in qualitaive reseraches unlike statistical analysis method in quantitative researches.

Therefore many researchers put "codes" to their data and try theorization from the codes.  However some say it is hard for them to put codes.  And some say it is much harder for them to write theories even if they completed coding.  Such difficulties in data analysis may be background for the fact that there are lots of reserachers who are interested in qualitative research but who hesitate to start it.

SCAT is developed in order to "overcome" such difficulties of anaysis.

SCAT consists of two procedures.

The first procedure is "four steps coding".

You write segented data first at the left most column of SCAT matrix Form and put following codes  consecutively.

<1> Noteworthy words or phrases from the text
<2> paraphrazes of <1>
<3> concepts from out of the text that account for <2>
<4> themes, constructs in considerations of context

The second procedure is writing story-line and theory.  After competion of <1> through <4>, you write story-line using <4>.  And finally you write theory from your story-line.

SCAT is usable and suitable even for small scale data.   And it is easy-startable for beginners.

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Articles that explain SCAT

Please read following both <article 1> and <article 2> before you use SCAT.(It is not appropriate that you read <article1> but don't read <article2>.  If you have least time to read only one article, please read <article 2> first.  And please read <article1> when you have time.

<ariticle 1>

Takashi Otani. (2008). "SCAT" A Qualitative Data Analysis Method by Four-Step Coding : Easy Startable and Small Scale Data-Applicable Process of Theorization. Bulletine of the Graduate School of Education, Nagoya University (Educational Sciences). v.54, n.2, 27-44 (in Japanese with English abstract)

This article shows examples of analyses.

Key words: Qualitative Research Method, Qualitative Data, Qualitative Data Analysis, Coding, Qualitative Matrix, THeorization, Small Scale Data

Abstract: In this paper, the author introduces an easily accessible qualitative data analysis method, "SCAT" (Step Coding and Theorization). This method of qualitative analysis has been examined and proved effective through its practical usage in graduate seminars. The author has also intro-duced it in workshops in order that participants could utilize it in their own research. The analysis method consists of a four-step coding process in which the researcher edits segmented text, putting <1> focused words from within the text, <2> words outside of the text that are replaceable with the words from 1, <3> words which explain the words in 1 and 2, and <4> themes and constructs, including a process of writing a story-line and offering theories that weave together the themes and constructs. This method is applicable for analyses of small scale data as represented by one case or in the example of open-ended questionnaire responses. The detailed process of the method is shown in the examples of the analyses. The significance of the method is suggested in its explicit process of analysis, its smooth guidance towards the steps of analysis, the enhancement of the reflective quality of critique and falsifiability, and the integration of theoretical coding and qualitative data analysis.


Downloading this article

You can dowload this article from Nagoya Repository.  Read  Downloadings for SCAT.

This article has been downloaded by lots of people since April 2008.  (Information is provided by Nagoya University Library.)

(See the graph of number of brousing and dowloading of this particle.)


<article 2>
Takashi Otani. (2011).  SCAT: Steps for Coding and Theorization -Qualitative Data Analysis Method with Explicit Procedure, Easy to Set About, and Suitable for Small Scale Data.Kansei Engineering . Vol.10 No.3 pp.155-160 (in Japanese)

 It is a tutorial article of SCAT requested by Japan Society of Kansei (sensitivity) Engineering.  I wrote a new analysis example so taht it would be a model for future reference of SCAT analysis for researchers who start with SCAT.  It is evaluated as a very clear tutorial for SCAT.  I'd suggest to refer this when you analyze your data using SCAT.

Downloading this article

You can also dowload this article from Nagoya Repository.  Read  Downloadings for SCAT.

This article has been downloaded by lots of people since July 2011.  (Information is provided by Nagoya University Library.)

This graph is not monthly but every two monts unlike the graph of Otani(2008) .)

(See the graph of number of brousing and dowloading of this particle.)


Seminars & Workshops for SCAT

These are the list of past and future semnars & workshops of SCAT.   The list includes intensive courses on qualitative research methodology at universities.


  • Date to be determined: Seminar & Workshop on Qualitative Research & SCAT at "hcdvalue"(a study group on Human Centered Design)

  • 30th(Sat)-31th(Sun) May 2015 Seminar & Workshop on Qualitative Research & SCAT at Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Science.  Instructors: Takashi Otani, Takeshi Hida

  • 9th(Sat) May 2015 Department of Family Medicine and Department of Comunity Medicine, Mie University School of Medicine & Graduate School of Medicine. Instructors: Takashi Otani, Rika Ando

  • 16th(Mon)-17th(Tue) Mar 2015 Seminar & Workshop on Qualitative Research & SCAT at Graduate School of Education, Horpshma University. Instructors: Takashi Otani, Takeshi Hida

  • 9th(Mon) - 10th(Tue) Mar 2015. Seminar & Workshop on Qualitative Research & SCAT at Fukushima Medical University. Instructors: Takashi Otani, Takeshi Hida

  • 21th(Sat)-22th(Sun) Feb 2015. Seminar & Workshop on Qualitative Research & SCAT at Sugiyama Jogakuen University & Graduate School. Instructors: Takashi Otani, Rika Ando

  • 8th(Sun) Feb 2015. SCAT workshop in the 3rd Workshop for the 2014 cohort of "Jikei University Clinical Research Program for Primary Care" (limited to the cohort)  at The Jikei University School of Medicine

  • international 4th-5th Feb 2015. (Wed)-(Thu) at 12th APMEC(Asia Pacific Medical Education Conference) & 3th ICFDSP(International Conference on Faclty Developmet in the Health Professions) . Instructors Hiroshi Nishigori, Takashi Otani, Muneyoshi Aomatsu

  • 11th(Sun) Jan 2015. Seminar & Workshop on Qualitative Research & SCAT at Department of of General Medicine / Family & Community Medicine, Nagoya University Graduate School of Medicine. (closed for the departments) Instructors: Muneyoshi Aomatsu, Noriyuki Takahashi, Takashi Otani

  • 31st (Sun) Aug 2014. Seminar & Workshop on Qualitative Research & SCAT for Kitazato University School of Pharmacy. Instructors: Takashi Otani (& Takeshi Hida)

  • 26th (Sat) - 27th (Sun) July 2014. Seminar & Workshop on Qualitative Research at The University of Tokyo Interfaculty Initiative in Information Studies, Graduate School of Interdisciplinary Information Studies. Closed for the institute. Instructors: Takashi Otani, Takeshi Hida

  • International 3rd  (Thu) July 2014. SCAT workshop in Krabi, Thailand for  RIME(Research In Medical Education ) 2nd (Wed) - 4th (Fri) of ECME 2013(Essential Course for Medical Education) by CPIRD (Collaboration Project for Increasing Rural Doctors).  Instructors: Hiroshi Nishigori, Junko Iida, Takashi Otani

  • 25th (Sun) May 2014. SCAT Seminar & Workshop for a Second Language Teaching Research group. (Closed for the group) at Niigata university Tokyo Office

  • 29th (Sat) Mar 2014. Seminar & Workshop on Qualitative Research & SCAT at Tokyo Medical and Dental University (closed for the institute). Instructors: Takashi Otani & Takeshi Hida

  • 22nd (Sat) - 23rd (Sun) Mar 2014. <Open> Seminar & Workshop on Qualitative Research & SCAT at Japan Advanced Institute of Science and Technology.  Instructors: Takashi Otani, Takeshi Hida Download PDF for this Seminar & Worksoip

  • 9th (Sun) Feb 2014  SCAT workshop in the 3rd Workshop for the 2014 cohort of "Jikei University Clinical Research Program for Primary Care" (limited to the cohort)  at The Jikei University School of Medicine

  • 11th (Sat) - 12th (Sun) Jan 2014. Seminar & Workshop on Qualitative Research & SCAT at Hiroshima University Graduate School of Biomedical & Health Sciences / School of Medicine.   Instructors: Takashi Otani, Takeshi Hida

  • 21st (Sat) Dec 2013. Seminar on Qualitative Research at Tsuda College Institute for Research in Language and Culture.  Instructor: Takashi Otani

  • 4th (Fri) Oct 2013. Department of Community-based Medical Education / Department of General Medicine / Family & Community Medicine, Nagoya University Graduate School of Medicine. (closed for the departments) Instructors: Muneyoshi Aomatsu, Takashi Otani

  • 10th (Sat) - 11th (Sun) Aug 2013.  Seminar & Workshop on Qualitative Research & SCAT at 2013 Teachers Training Program "Summer Intensive Training Program" The Society for Teaching Japanese as a Foreign Language. Instructors: Takashi Otani, Takeshi Hida

  • 8th (Thu) Aug 2013. SCAT Workshop at Center for Medical Education, Kyoto University.  Closed for the institute and Otowa Hospital. Instructor: Hiroshi Nishigori

  • 6th (Tue) - 9th (Fri) Aug 2013. Intensive Course "Qualitative Resarch Seminar" at Department of Applied Japanese Institute, Ochanomizu University.  Instructor: Takashi Otani

  • 22nd (Sat) - 23rd (Sun) June 2013. Workshop on Qualitative Research and SCAT at Kyoto University School of Public Hearth. (Closed for the Institute) Instructor: Hitoshi Nishigori

  • 8th (Sat) - 9th (Sun) June 2013.  "Medical Education Research and Clinical Research using Quaitative Reserach Method" at The 48th Medical Education Seminars & Workshops by Collaborative Center for Medical Education "The Medical Education Development Center" (MEDC) ( at Kyoto University ). Instructors: Takashi Otani, Hiroshi Nishigori, Muneyoshi Aomatsu

  • 10th (Sun) Feb 2013  SCAT workshop in the 3rd Workshop for the 2012 cohort of "Jikei University Clinical Research Program for Primary Care" (limited to the cohort)  at The Jikei University School of Medicine

  • 8th (Sat) - 9th (Sun) Dec 2012. Workshop on Qualitative Research and SCAT at  The Hokkaido Center for Family Medicine  (limited for the Fellows of the Institute) Instructor: Hiroshi Nishigori

  • 30th (Fri) Nov - 2nd (Sun) Dec 2012. Seminar & Workshop on Qualitative Research & SCAT at Research Institute of Early Childhood Education, Hiroshima University Funded by Reserach Office of the Graduate School of Education. Instructors: Takashi Otani, Takeshi Hida

  • 12th (Fri) Oct 2012. Seminar & Workshop on Qualitative Research & SCAT for the Department of General Medicine / Family & Community Medicine, and  Department of Public Health and Health Systems, Nagoya University Graduate School of Medicine. (closed for the departments) . Instructor Takashi Otani, Muneyoshi Aomatsu

  • 22nd (Sat) - 23rd (Sun) Sep 2012. Seminar & Workshop on Qualitative Research & SCAT for Researches Teaching Japanese as Second Language at International Student Center, University of RyuKyus. Instructors: Takashi Otani, Takeshi Hida

  • 30th (Tue) Oct 2012. Mini-workshop for five professors from Kyoto University of Education. "Teaching Practice Super School Plan of Affiliated Schools coping with Enhancement of Teacher Training". Instructor : Takashi Otani

  • 17th (Fri) - 19th (Sun) Aug 2012.  "Medical Education Research and Clinical Research using Quaitative Reserach Method" at The 45th Medical Education Seminars & Workshops by Collaborative Center for Medical Education "The Medical Education Development Center" (MEDC) at Gifu University
    17th Seminar on Qualitative Research Methodology
    Lecturer: Takashi Otani
    18th - 19th CAT Workshop Instructors: Takashi Otani, Hiroshi Nishigori

  • 22nd (Sat) Oct 2011. Seminar & Workshop on Qualitative Research & SCAT for  Doctors from Hokkaido Inki-kyo Hospital PUblic Interest Association for Workers.

  • 19th (Sun) Feb 2012  SCAT workshop in the 3rd Workshop for the 2011 cohort of "Jikei University Clinical Research Program for Primary Care" (limited to the cohort)  at The Jikei University School of Medicine

  • 6th (Sat) - 7th (Sun) Aug 2011.  Seminar & Workshop on Qualitative Research & SCAT at 2011 Teachers Training Program "Summer Intensive Training Program" The Society for Teaching Japanese as a Foreign Language. (Open for Teachers of Japanese as Second language) . Instructors: Takashi Otani, Takeshi Hida

  • 26th (Tue) - 29th (Fri) July 2011. Intensive Course at Graduate School of Education, University of Tokyo "Qualitative Research in Educational Study" Deapartment of Reserach Method for Lifelong Learning. Instructor: Takashi Otani

  • 1th (Sun) May 2011  SCAT workshop in the 3rd Workshop for the 2010 cohort of "Jikei University Clinical Research Program for Primary Care" (limited to the cohort)  at The Jikei University School of Medicine

  • 26th (Sat) - 27th (Sun) Feb 2011. 「Medical Education Reserach Seminar & workshop in Qualitative Reserach. (Open) at Osak Prefecture University Nakanoshima Sattelite. Instructors: Hiroshi Nishigori, Takashi Otani

  • 19th (Sat) - 20th (Sun) Feb 2011. Japan Society of Educational Technology  <Winter Research Camp>"Let's Analyze Qualitative Data!: Beggining Qualitative Data Analysis in Qualitative Research"

  • 29th (Sat) Jan 2011. Seminar & Workshop on Qualitative Research & SCAT for Department of Primary Care and Medical Education,  Majors of Medical Sciences, Graduate School of Comprehensive Human Sciences,University of Tsukuba. Instructor: Takashi Otani

  • 22nd (Sat) - 23rd (Sun) Jan 2011. Seminar & Workshop on Qualitative Research & SCAT  for Music Therapists of Graduate Students at  Sapporo Sattelite of Health Science University of Hokkaido. Instructor: Takashi Otani

  • 28th (Sun) Nov 2010Japanese Association of Qualitative Psycholoty The 7th Anuual Conference.  "Development of Qualitative Data Analysis: A Primor of SCAT " at Ibakaki University. Instructor: Takashi Otani

  • 2nd (Tue) - 5th (Fri) Aug 2010.  "Research Method for Psychology" Intensive Course at Department of School Clinical Psychology, Graduate School of Education, Ehime Univeristy

  • 26th (Tue) - 29th (Fri) July 2011. Intensive Course at Graduate School of Education, University of Tokyo "Qualitative Research in Educational Study" Deapartment of Reserach Method for Lifelong Learning.

  • 30 (Mon) May, 14th (Mon) Jun,  12th (Mon),  and 29th (Thu) July 2010. Intensive Course at Graduate School of Education, University of Tokyo "Qualitative Research in Educational Study" Deapartment of Reserach Method for Lifelong Learning. Instructor: Takashi Otani
     
  • 7th (Sun) Feb 2010 SCAT workshop in the 3rd Workshop for the 2009 cohort of "Jikei University Clinical Research Program for Primary Care" (limited to the cohort)  at The Jikei University School of Medicine

  • 23rd Dec 2009. Seminar & Workshop on Qualitative Research & SCAT for Department of General Medicine, Nagoya University Hospital

  • 19th (Sat) - 20th (Sun) 2009. "Seminar on Medical Education Research in Qualitative Approach" (Open) a Meijo University Mei-Eki Sattelite Office MSAT. Instructors: Hiroshi Nishigori, Takashi Otani

  • 13th Sep 2009. A Challenge to Qualitative Data Analysis: Coding and Theorization using SCAT.Workshop for the 2008 cohort of "Jikei University Clinical Research Program for Primary Care" at Seminar House Cross Wabe Nakano (limited to the cohort). Instructor: Takashi Otani

  • 27th (Mon) - 30th (Thu) July 2009. Intensive Course at Graduate School of Education, University of Tokyo "Qualitative Research in Educational Study" Deapartment of Reserach Method for Lifelong Learning. Instructor: Takashi Otani

  • 1st (Sun) Feb 2009. A Challenge to Qualitative Data Analysis: Coding and Theorization using SCAT.Workshop for the 2007 cohort of "Jikei University Clinical Research Program for Primary Care" at Seminar House Cross Wabe Nakano (limited to the cohort). Instructor: Takashi Otani

  • 31st May 2008. Work shop "Let's Start Qualitative Research!" Annual Conference of Japan Society of Family Medicine at University of Tokyo. Instructors: Hiroshi Nishigori, Tkashi Otani

  • 31st Mar 2008. Published Otani(2008).  The Original name "SCAT" has been used since then.

  • 10th (Sat) - 11th (Sun) Nov 2007. The Third Workshop for Medical Education Reserach Method by Research and Development Committee of Japan Medical Education Society at Centennial Hall, Kyushu University School of Medicine

  • 24th (Sat) Feb 2007. Seminar "How Qualitative Reserach Method changes Educational Research" at Kinjo Gakuin University co-cordinated by Japan Association of Qualitative Psyochology and Japan Society of Educational Technology. Instructors: Takashi Otani, Yoshiaki Shibata, Masanobu Sakamoto

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PUblished Researches using SCAT

Almost five-hundreds of researches using SCAT have been published.  So latter half of this section still remains in Japanese.  English speakers may skip the section and proceed to the next infomation.

Followings are Oral & Poster Presentations, Researdch articles, Master's Theses, and Phd Dissertations.

SCAT is used in really variety of reserach areas e.g. Sociology in Education, Educational Informatics, School Nursing, Medical Science, Dental Science, Medical Education, Social Medicine, Nurse Science, Pharmacy, Pharmaceutical Education, Teaching Second Language, Teaching Japanese as a Second Language, Career Education, Legal Education, Death Education, Business Administration, Sports Science, etc.

It is quite amazing to me and very much appreciated that lots of reserachers who don't even know me are using SCAT in their various specialities.  Nothing could give me more pleasure as the developer of SCAT.

And following list includes quite interesting two reseraches by a couple with totally different specialties.  The wife whose speciality is Teaching Japanese as a Second Language participated in a SCAT workshop and started using it in her resarch.  Then the husband whose speciality is Engineering was interested in SCAT and learned it from his wife and used it in hie reserach.  SCAT could be propagated like that within a family!  I was deeply inpressed with that as  the developer of SCAT.

The number of Original Articles in domestic and Internaitional academic journals are increasing.  There are also resraches using SCAT in progress.  So it is expected a lot more reseraches are coming.

And SCAT is recently used PhD disertations, Master's Theses, Graduation Theses (Graduation Reseraches).  As far as I know, at this moment, PhD Diseertations = 9, Master's Theses = 22, Under Graduates' Graduation Theses/ Reseraches = 8.  Among them I am so touched to know SCAT is used in Under Graduates' Graduation Theses/Researches.   It reminds me of the days of almost forty years ago when I was writing my own Graduation Thesis.  Imagining that young undergraduate students like me of forty years ago are making thier all-out effort to write their own Graduation Theses using SCAT makes tears come in my eyes!

I'd really appreciate it if you could inform me about your own or other researchers' reserches using SCAT, so that we can share that information here!

  • NEW Yuki Kono.(2015).Teaching Strategies for Multicultural Education in Japanese Music Education. -Incorporating the Use of an Empirical Study in an Elementary School-.The 10th East Asia International Symposium on Teacher Education, Nagoya, 2015 International Consortium for Universities of Education in East Asia (ICUE).

  • NEW Carolina SHIKIYA.(2015).THE ROLE OF JAPANESE LANGUAGE EDUCATION BY IMMIGRANTS: QUALITATIVE ANALYSIS OF SEMI STRUCTURED INTERVIEW TO FOREIGN SUPPORTER. 2015 CAJLE Annual Conference Proceedings. 302-309.  PDF in Japanese

  • NEW Masayo Kojima, TAkeo Nakayama, Mieko Hasegawa, et.al.(2015).A Mixed method approach to capture patients’ values and Rheumatoid arthritis management in Japan.Mixed Methods International Research Association Asia regional Conference 2015 & Japan Society for Mixed Methods Research Inaugural Conference.(p83 in the Proceedings)

  • NEW Wallapa Bunpromma, Khon Kaen.(2015).Proper Breaking Bad News Practice for Medical Students; A Qualitative Research. AMEE 2015 #8AA12 (25010). Glasgow, 7-9, Sep, 2015. (addied here 2015.9.18)  

  • NEW Patrinee Thamsriswadi, Wongsakorn Charoenpol.(2015).Trend about being the rural doctor of the fourth generation medical students of Walailak medical school in CPIRD of Thailand. AMEE 2015. #8CC12 (25163). Glasgow, 7-9, Sep, 2015. (addied here 2015.9.18)

  • NEW Maytinee Konkaew.(2015).Community psychology as “Door to community” can help medical students in Inter‐professional skill: A qualitative research. AMEE 2015. #9CC13 (26306). Glasgow, 7-9, Sep, 2015. (addied here 2015.9.18)

  • NEW Noriyuki Takahashi, Muneyoshi Aomatsu, Takuya Saiki, Takashi Otani, Nobutaro Ban.(2015). Exploring the effect of using real patients’ cases in peer role‐play in undergraduate medical interview education: a qualitative study. AMEE 2015. #8AA05 (26059). Glasgow, 7-9, Sep, 2015. (addied here 2015.9.18)

  • NEW Hirokazu Noritake, Keiko Abe, Mina Suematsu, Hiroki Yasui, Kazumasa Uemura.(2015).Cross‐sectional study of teamwork ability among students in seven healthcare disciplines. AMEE 2015. #3FF12 (27386). Glasgow, 7-9, Sep, 2015. (addied here 2015.9.18)

  • NEW Harutomo UEDA. (2015).The study on development and maintenance process of early childhood teachers’ teaching styles. PhD dissertation at Graduate School of Education, Hiroshima University, Japan

  • NEW Harutomo UEDA. (2014).How does novice teacher Satomi acquired “I got it” belief in Day care center? -- Focus on teacher’s belief and teaching styles --. Research on early childhood care and education in Japan. 52(2). 88-98

  • NEW Harutomo UEDA. (2014).The study of daycare teachers’ teaching styles on group activity. The Journal of education research. 15. 1-9

  • NEW Harutomo UEDA. (2013).Daycare teachers’ behavior and children’s troubles: focusing on teaching styles based on the three layers model of genesis. The Japanese Journal for the education of young children. 22. 19-29.

  • NEW Harutomo UEDA. (2011). A study on the reflection process of kindergarten teachers: focusing on different teaching styles. The Japanese Journal for the education of young children. 20. 47-58.

  • NEW Yasushi Abe, Atsushi Horigome, Minori Utijima, and Tatsuya Morita. (2014). Care Cafe® effects on local integration : using mixed method. Palliat Care Res 2015; 10(1): 134‒40. (Original Research)

  • NEW Yuko ISHIKAWA, Satoko SHIBATA, Masayoshi FUKUSHIMA(2015)The subject of professional tooth cleaning and self-care ―qualitative analysis by SCAT― . JJSDH The Journal of Japan Society for Dental Hygiene) 9(2), 51-60.(in Japanese with English Abstract) (Original Article) (As far as seen in the example of SCAT, <4> are combined into two, and the story-line of this article is not written using <4>.  You can not fully utilize SCAT in this manner.  Kids don't do that at home.)

  • NEW Rika Ando(2015) A quest for significance of frequent job changes in the present age: Construction of Zenzai-doji (Sudhana) Career Model.  PhD dissertation at Graduate School of Education and Human Development, Nagoya University (in Japanese)

  • NEW Tsuyoshi MATSNOBE, Taku KOUSOKABE, Ayaka ANETAI, Shohei HAYASHI (2015) Study on Color Standards and Preference of Nursery Teacher's Clothing. COMMUE,(22),1-10,2015
     
  • NEW Taku KOUSOKABE, Hanae AIZAWA, Shina INOUE, Takahiro TOGASE(2014) Research on Psychological Scale for the Impression Evaluation of the Font's Color in Nursery Room. COMMUE,(21),3-10,2014

  • NEW Yoshie HONDA. Mayako UNNO. Tomoshi NAKAMURA. Tsuyoshi MATSUNOBE(2014) Assessment on the Psychological change of nursery school and kindergarten teachers during the play. The bulletin of Musashino Gakuin University. Vol.11 pp.1-10

  • NEW Fuminori Nakatsubo.(2014). The Space Between Early Childhood Education and Care and School Education Based on the Emotional Expression and Suppression of Early Childhood and School Teachers. The Japnaese Journal of Educational Research. 81.4 436-447

  • NEW Fuminori Nakatsubo and Motoyoshi Nakamaru(December 2014) "The Role of Teachers in Promoting Collaboration and Creativity of Young Children"ARNEC (Asia-Pasific Regional Network for Early Childhood) ECD Conference, (Manyla, Philipine)

  • NEW Fuminori Nakatsubo, Harutomo Ueda, Kanako Tsyuchiya and Takako Yoshida (Nobember 2014) "Promoting the Problem Solving by Young Children, Do You Intervene Immediately or No?: Japanese Mimamoru Approach as the Teachers' Professionalism"NAEYC(National Association for the Education of Young Children) ANNUAL CONFERENCE and Expo, (Dallas, TX)

  • NEW Fuminori Nakatsubo, Harutomo Ueda and Misa Kayama (June 2014) "Why Do Japanese Teachers Control Their Emotions in Facilitating Young Children's Problem Solving?: Amazing Japanese Mimamoru Approach as the Early Childhood Teachers' Professionalism" NAEYC (National Association for the Education of Young Children) for Early Childhood Professional Development, (Minneapolis, Minnesota USA)

  • NEW Fuminori Nakatsubo Harutomo Ueda Takako Yoshida and Kanako Tsyuchiya (November, 2013) "How Do You Intervene in Conflict Situation of Young Children?: Amazing Japanese Mimamoru Approach as the Teachers' Professionalism" NAEYC(National Association for the Education of Young Children) ANNUAL CONFERENCE and Expo, (Washington, D.C., District of Columbia)

  • NEW Harutomo Ueda and Fuminori Nakatsubo (August, 2013) "How do the Foreign Teachers Recognize the Japanese Mimamoru Approach?" 23th EECERA(European Early Childhood Education Research Association) ANNUAL CONFERENCE, (Tallinn, ESTONIA)

  • NEW Fuminori Nakatsubo (July 2013) "Japanese Early Childhood Teachers Professionalism as Emotional Practitioner: Focus on the Japanese Mimamoru Approach" OMEP(World Ogranization for Early Childhood Education) XXVI World Congress, (Shanghai, China)

  • NEW Fuminori Nakatsubo Harutomo Ueda and Mariko Inoue (November, 2012) "How Do the US Teachers Recognize the Japanese Teachers' Professionalism?: Japanese Mimamoru Approach in Early Childhood Education and Care" NAEYC(National Association for the Education of Young Children) ANNUAL CONFERENCE and Expo, (Atlanta, Georgia)

  • NEW Fuminori Nakatsubo, and Harutomo Ueda (August, 2012) "Why do Japanese Early Childhood Teachers Not Intervene for Young Children Even Though They Have the Educational Intention? -Theory and Practice of Japanese Mimamoru Approach-" 22th EECERA(European Early Childhood Education Research Association) ANNUAL CONFERENCE, (Oporto, PORTUGAL)

  • NEW Fuminori Nakatsubo Harutomo Ueda, Takako Yoshida and Mariko Inoue (November, 2011) "Why do Japanese Early Childhood Teachers Lead or Intervene with Young Children Differently from American Teachers?: The Mimamoru Methodology and Professionalism in Early Childhood Education and Care in Japan" NAEYC(National Association for the Education of Young Children) ANNUAL CONFERENCE and Expo, (Orlando, FLORIDA)

  • NEW Shingo Matsumoto,Fuminori Nakatsubo,Shinichiro Sugimura,Miyuki Kaneoka,Yuki Kuhara,Nami Hori,Chisuzu Ogamo,Michihiko Sekiguchi,Ruriko Shouda,Keiko Tanaka,Miwa Tamaki,Ai-ichiro Sakai,Takafumi Hokii and Kiyoshi Hamana.(2014). Types of Messages to Outside Teachers from the Early Childhood Education and Care Conferences: Examination of the Possibilities of Network Construction with the Hiroshima University Attached Kindergarten and Neighboring Areas. THE ANNALS OF EDUCATIONAL RESEARCH

  • NEW Makoto Ise, Aiichiro Sakai, Takafumi Hokii and Kiyoshi Hamana.(2014).What is the Meaning of the Early Childhood Education and Care Conference for the Teacher Transferred Child Care Center to Kindergarten? : Reducing Pressure Through Teacher Communication. Japan Society of Research on Early Childhood Care and Education

  • NEW Makoto Ise, Aiichiro Sakai, Takafumi Hokii, Kiyoshi Hamana and Fuminori Nakatsubo . (2014).Factors Which Promote Dialog at Early Childhood Education and Care Conference : With a Focus on the Characteristics of Teachers’ Remarks. the 25th Annual Meeting for the Japan Society of Developmental Psychology

  • NEW Takafumi Hokii, Kiyoshi Hamana and Fuminori Nakatsubo.(2013).Dialog as a Learning Tool for Early Childhood Teachers : With a Focus on “Visual Thinking”. Japan Society of Research on Early Childhood Care and Education

  • NEW Kiyoshi Hamana, Takafumi Hokii, Aiichiro Sakai and Fuminori Nakatsubo.(2013).Early Childhood Education and Care Conference Trials on “Visual Thinking” : Focusing on Pleasure as Expressed by Teachers. The Japan Society for Child Study

  • NEW Aiichiro Sakai, Takafumi Hokii, Kiyoshi Hamana and Fuminori Nakatsubo.(2013). Pressure on Early Childhood Teachers Regarding “Practical Qualitative Research”. Japanese Association of Qualitative Psychology Domestic Conference 10th

  • NEW Takafumi Hokii, Kiyoshi Hamana and Aiichiro Sakai.(2013).Research Relating to “Visual Thinking” at Early Childhood Education and Care Conference : Focusing on Teachers’ Ease and Discomfort with Remarks. National Association for the Study of Educational Methods

  • Rachawan Suksathien (2014) Medical studentsû attitude toward fairness of assessment tools. 12th RMJ VOL. 25 No.3 September - December 2014  link to the article  (Original article in Thai with English abstract)

  • SUMI Atsushi.(2014).Effectiveness and Issues on the Organization of Lesson Study in "Art and Handicraft"
    -from Qualitative Analysis "SCAT" of Interviews to Teachers-. Memoirs of the Faculty of Human Development University of Toyama, 9(1): 79-92. Link to the article (Story-line of this article is not written using <4>.  You can not fully utilize SCAT in this manner.  Kids don't do that at home.)

  • MIYAJIMA, Ryoko, KANAMURA, Kumi, SATO, Aya, LENG, Yukiyo, MATSUO, Noriaki, KAYAMOTO, Yuriko.(2014). Effectiveness of Video Conferencing for Japanese Language Teachers. Journal of the International Education & Exchange Center (IEEC), Nagoya University) . Link to the article
  • NEW SEN Hanako, SUN Xuejiao, DENJO Satomi, FENG Shiyi, FURUYA Noriakia.(2014). Support for the Realization of Learners Autonomy in Japanese Learning: Based on Interviews with Users of “Waseda Nihongo Support”. Japanese Education Practice Forum, WEB version 2014. Link to the article

  • Tomohiro Asakawa, Hidenobu Kawabata, Kengo Kisa, Sumiko Oshima, Takayoshi Terashita, Keishu Onodera, Junji Otaki.(2014). The feelings of residents in the face of the large-scale rationalization of medical resurces : A qualitative study on the way of streaming community medicine, examining a local erea of Hokkaido as an example. Journal of the Japan Primary Care Association. nol. 37, no. 3, p. 249-257. (Original Article in Japanese with English Abstarct). Link to the article. (It is not explicit how SCAT was utilized in this study.  It is assumed that SCAT was used partially only for getting codes.  That is not what the developer is sugesting to do.  Kids do't do that at home! :-) )

  • Kato Tomotaka, sugiyama Seiichi, Makino Michiko, Nito Toru. (2014).Qualitative Research on the Background of Long-term Maintenance Patients. :THE JAPANESE JOURNAL OF CONSERVATIVE DENTISTRY. 57. (3). 268-275 (Original Article in Japanese with English Abstarct) Link to the article (In this article, SCAT is missused e.g. sentences are written in <4>, Story-line is not written using <4>.  You can not utilize SCAT fully in this manner.  Kids don't do taht at home! :-))

  • Sachiko Ozone, Ayumi Takayashiki, Takami Maeno, Tetsuhiro Maeno. (2014). Patients' impressions about physicians working short‑term in community clinics:A qualitative analysis of individual patient interviews.  Journal of the Japan Primary Care Association. nol. 37, no. 3, p. 219-224. (Original Article in Japanese with English Abstarct) Link to the article

  • Sayaka Saito,  Kei Mukohara, Yasushi Miyata.(2014) Chronological Changes in Japanese Physicians' Attitude and Behavior Concerning Relationships with Pharmaceutical Representatives: A Qualitative Study. PLoS ONE 9(9): e106586. doi:10.1371/journal.pone.0106586 Link to the article

  • Takako Mizutani .(2014).Mother's parenting role and stress in stepfamily. Journal of Japanese Clinical Psychology. 32(2), 238-249.

  • KATO Toshiko. (2014). Development and problem of Living together-type care in Saga prefecture: From interviews of “”Saga prefecture’s community living together station”. Research Journal of Care and Welfare. 21(1). 16-26. (Original Article
    )
    (in Japanese with English Abstract)

  • TO Kayoko, ISHIGAKI Aya (2013). Cooperation among the Care Workers of the Downsizing Living Unit in Child Foster Care Institutions : Focusing on the Relationship between the Independence of the Living Unit and the Satisfaction of the Care Worker. Japanese Journal of Social Welfare. 54(1). 3-13. (Original Article in Japanese with English Abstract)

  • Kato Tomotaka, Sugiyama Seiichi, Makino Michiko, Naito Toru.(2014).Qualitative Research on the Background of Long-term Maintenance Patients. THE JAPANESE JOURNAL OF CONSERVATIVE DENTISTRY(Jpn J Conserv Dent).57-3.268-275. (Original Article)(in Japanese with English Abstract) PDF

  • 山内薫(2014)生涯教育としての日本語教育― 元学習者に対するインタビュー調査.言語文化教育研究会2013年度研究集会大会「実践研究の新しい地平」予稿集.85-91(in Japanese only) PDF

  • Mai Kanda. (2014). Interprofessional students’ empathic talking can change behavior of patients and their families. 12th International Conference on Communication in Healthcare (ICCH) . Amsterdam. 2014.9.30 (Poster presentation in English)

  • Aya Goto, Rima E Rudd, Alden Y Lai, Kazuki Yoshida, Yuu Suzuki, Donald D Halstead, Hiromi Yoshida-Komiya and Michael R Reich. (2014). Leveraging public health nurses for disaster risk communication in Fukushima City: a qualitative analysis of nurses' written records of parenting counseling and peer discussions. BMC Health Services Research 2014, 14:129   (Research Article) doi:10.1186/1472-6963-14-129 (Link to this article )

  • Mai Kanda. (2014). Interprofessional students’ empathic talking can change behavior of patients and their families. Basic Medical Science Seminar, Nagoya University School of Medicine. (Awarded the Most Excellent Award.)

  • TSURUKO YAMAGUCHI, YOSHIO YAMAJI, EIJI MARUI. (2013).  HOW HOME CARE PHYSICIANS MAKE DIAGNOSIS AT THE ELDERLY END- OF- LIFE:IMPOSSIBILITY OF END- OF- LIFE DIAGNOSIS AND SIGNIFICANCE OF CAREGIVING UNDER END- OF- LIFE DECISION- MAKING. Juntendo Medical Journal. Vol.59.No.6. 474-479. (Original Article)(the First Author's PhD Dissertation)(in Japanese wih English Abstract)

  •  Mukae, Katsuhiko,  Kijima, Tappei,  Yamamoto, Naoe. (2014). Analysis of the discussion process, and the viewpoint to teaching-materials : Qualitative analisis of discussion activities which used SCAT. Joetsu University of Education Repository, Joetsu University of Education. 33, 191-204 (in Japanese wih English Abstract)

  • Naomi Yasubayashi. (2012). Role of Yogo Teachers at the Intersection of Public Health and Education : Findings from an Interview Survey of School Administration Officials. Japanese Journal of Health and Medical Sociology. 23(1), 74-84 (in Japanse wih English Abstract)

  • Kousokabe Taku. (2013).The Narrative study of Self-Forming Process at the Turning Points for NurserySchool and Kindergarten Teachers : The formation and sharing of their future time perspective(Part I Free Topic Articles). The Research on Early Childhood Care and Education in Japan. 51(1), 117-130. (in Japanse wih English Abstract)

  • Yuka Matsuba, Satoko Yamamoto. (2012). A study of the nursery teachers' understanding for difficult children kindergarten and Day care. Studies in Humanities and Cultures. Graduate School of Humanities and Social Sciences. Nagoya City University. (18), 109-118 (in Japanse wih English Abstract)

  • Kousokabe Taku. (2013).Proposal of the childcare conference using TEM.:Kindergarten teachers pay his attention to the emotion sharing process and its strategy. Bulletin of Miyagi University of Education. 48, 159-166 (in Japanse wih English Abstract)

  • Takumi Nagai.(2013)A study on the continuation of volunteer activity in urban community: Attempt of text data analysis by SCAT method. Journal of Health Sciences,Nihon Fukushi University. 16, 47-53. (in Japanse wih English Abstract)

  • Kei Fukushima, Kouta Ochiai. (2013).A qualitative analysis of characteristics and problems of residency programs in community hospitals in Japan. Medical Education. 44(6), 407-413. (Original Article) (in Japanse wih English Abstract)

  • TAKENOSHITA Noriyoshi, MAMITUKA Tamao. (2011). The qualitative study on the psychological aspect of the students who joined parenting support in communities-Trying to produce the theoretical hypothesis on the process of students experience by the SCAT method. Bulletine of kyoto Bunkyo Junior College. 50, 70-81(in Japanse wih English Abstract)

  • Yui Suzuki. (2013) Transformation of Autonomy and Motivation in Learning Process: Modeling Autonomy Support in Japanese Language Education. IEICE technical report 113(354), 13-18 (in Japanese with English Abstract )

  • MATSUI Kazumi,ITABASHI Tamiko,YOSHISATO Sachiko. (2013). What is Required for Japanese Language Learners in Local Society : SCAT Analysis of Semi-structural Interviews Given to Japanese Co-workers in Learners' Working Place. Japanese Language Education Method. 20(2), 12-13. (in Japanese with English Abstract )

  • TAKAO Mariko, INOUE Yoshiko, TERAJIMA Hiromichi, TOSAKA Yasumi. (2013). An investigation of learners' preferences towards classroom visitors in visitor sessions : The case of Ritsumeikan Asia Pacific University. Japanese Language Education Method. 20(2), 24-25. (in Japanese with English Abstract )

  • M. Kawata. (2014). The ambiguity in Christian worship dance: focus on the inner experience of dancers and the interaction between them.Department of Comparative Studies of Societies and Cultures. Graduate School of Humanities and Sciences. Ochanomizu University (PhD Dissertation)(in Japanese with English Abstract )

  • 古屋朝映子・田村元延・鈴木 王香・長谷川聖修.(2014).乳幼児を持つ母親における子どもの運動遊びに関する危険認識についての一考察.日本コーチング学会第25回大会(兼)第 7回日本体育学会体育方法専門領域研究会 in 筑波大学。演題番号 POS-01.2014.3.16-17.筑波大学 (Poster presentation in Japanese)(Japanese abstract)

  • 霜山祥子.(2014).母親を亡くした子どもが辿る喪失体験過程の質的検討.名古屋大学大学院教育発達科学研究科博士課程前期課程.修士学 位論文(指導教員:森田美弥子教授)(Master's Thesis in Japanese)

  • 山内薫.(2014).生涯教育としての日本 語教育― 元学習者に対するインタビュー調査.言語文化教育研究会2013年度研究集会大会「実践研究の新しい地平」予稿集.(言語文化教育研究会 2013年度研究集会大会「実践研究の新しい地平」2014.3.15. 早稲田大学早稲田キャンパス)(in Japanese)

  • 石原貴代・鈴木薫・浅田知恵・五十嵐利恵・石 田妙美・今野洋子・北村米子・下村淳子・阪野きよみ・松原紀子・山崎隆恵・後藤ひとみ.(2014).学会共同研究:健康相談活動を生かして行う『自然災 害』に遭遇した子どもへの対応について.日本健康相談活動学会第10回学術集会.2014.3.1. 岡山大学創立五十周年記念館 (in Japanese)

  • Yukari Kato. (2014). The Role of Faculty Developer in the Lesson Study Project with Utilizing the Peer Review System. Transactions of Japanese Society for Information and Systems in Education. Vol. 31. No. 1. 110-118 (PDF) (in Japanese with English Abstract)

  • 小田原名歩・榊原佳子・渡邊祥子・阿部まゆみ・安藤詳子.(2014).術前化学療法を受ける乳がん患者の意思決定プロセスと気がかり. 第28回日本がん看護学会学術集会. 一般演題(示説). P65-390. 2014.2.9 (Poster Presentaion in Japanese)

  • 白岩千恵子・岡本宣雄・竹田恵子・小薮智子・實金栄太・湯 好子.(2013).高齢患者のスピリチュアルケアをチームで意図的に 行う際の看護師の関わり.日本看護研究学会第39回学術集会.一般演題(示説). 日本看護研究学会雑誌. Vol.36. No.3. p.29 (Poster Presentation in Japanese)

  • 西留美子・野崎百合子・矢野章永. (2013).看護学生が外来実習で学びとれた外来の看護に求められる能力の検討.日本看護研究学会第39回学術集会.一般演題(示説.日本看護研究学会 雑誌. Vol.36. No.3. p.77

  • 岩松直明 ・共田圭吾・穴井太郎・木谷庸二・藤戸幹雄.(2013).経験価値におけるロイヤルカスタマー醸成に関する研究(Research for nurturing the loyal customer based on the experience value).日本デザイン学会研究発表大会概要集 (ポスター発 表.8A-19)(Poster Presentation in Japanese)

  • 西川あかね.(2012).児童虐待遭遇場面 における大学生の心的様相に関する研究 −場面想定法を用いた質的調査から−.兵庫教育大学人間発達教育専攻臨床心理学コース.修士学位論文(主任指導教 員:市井雅哉.指導教員:海野千畝子)(Master's Thesis in Japanse) (PDF of Japanese Abstract)

  • OKA Hiroko, UDIJANTO Tedjosasongko, UDIJANTO Tedjosasongko, OGAWA Tetsuji. (2013). Assessment of a Pilot Collaboration of Trainee Dentists and Undergraduate International Exchange Programs. Journal of Japanese Dental Education Association. 28(3). 175-183 (in Japanese with English Abstract)

  • 岡 広子,ケテゥットスアルディタ,内田  隆,高田 隆.(2013). 短期国際交流プログラムとdual linguistic education systemを用いた正規プログラムのコラボレーションに関する検討. —㈵. 歯学部実習への短期国際交流プログラム外国人学生参加の試み—. 日本歯科医学教育学会雑誌. 2(3).  214-223.(研究報 告)

  • 田中文昭・矢野 真. (2013). 異年齢交流場面での幼稚園児の育ちが未就園児親子に与える影響-参加者感想の SCAT による質的分析-. 日本保育学会第66回大会 PA-102. (Poster Presentation in Japanese)

  • OHYAMA Atsushi et.al. (2011).Evaluation of a Clinical Experience Program for Educating Dental Hygienists Using a Qualitative Research Method.  Journal of Japanese Association for Dental Education. 27(1). 13-18. (Original Article) (in Japanese with English Abstract)

  • Yoshino Yamamoto. (2013). A Study of the Japanese "Verbal Character" among Learners of Japanese : Exploratory Research about the Formative Process, Function and Signification of the "Verbal Character" by Narrative Analysis of one Learner of Japanese. Scripsimus. University of ryukyus. No.22,57-73 (in Japanese with English Abstract)

  • 山元淑乃・金城尚美.(2013).サマープログラムに対するニーズと評価 ― 受講生と指導者に対する調査の質的分析から ―.『琉球大学大学教育センター報』No.16,147-163 (2013.10.30にここに追加)

  • Kimura Takuma, Imanaga Teruhiko, Kawai Mituru.(2013). A qualitative study investigating desirable communication methods used during home medical care visits of patients with intractable neurological disorders who are unable to use any communication tools. General Medicine, Japan Primary Care Association. Vol. 36. No. 3.  166-174 (Original Article) (PDF)
    https://www.jstage.jst.go.jp/article/generalist/36/3/36_166/_pdf

  • 肥田武・小嶋雅代・鈴木貞夫.(2013).リウマチ患者とリウマチ専門医を対象としたインタビューの比較分析.東海公衆衛生雑誌 巻:1 号: p50 (Poster Presentation in Japanese)

  • 肥田武・小嶋雅代・鈴木貞夫.(2012).リウマチ専門医の職務遂行プロセスの構造的理解―医師に対するフォーカスグループの探索的分析か ら―.東海公衆衛生学会学術大会講演集 巻:58th. p68(Poster Presentation in Japanese)

  • 小嶋雅代 ・肥田武・鈴木貞夫.(2012).長期罹患者はリウマチ治療の変化をどのように感じているか―フォーカスグループによる質的研究―.東海公衆衛生学会学 術大会講演集 巻:58th. p69 (Poster Presentation in Japanese)

  • 片野洋平・髙木裕子.(2013)「教育実習研究」における実習生の成長に関する一考察 -SCAT法を用いた分析とストーリーラインの図式化による成長過程の検証-.2013年度日本語教育学会秋季大会.関西外国語大学.

  • Ghislain Mouton・山元淑乃.(2013).「ちょっと面白い話」のフランス語訳をめぐって.日本語音声コミュニケーション教育研究会.2013年度秋の宵山 研「日本人の「ちょっと面白い話」は外国語に訳せるか? ―日本語・翻訳・会話・面白さ―」.TKP大阪梅田ビジネスセンター. (Presentation in Japanese)

  • Mari Oyama. (2013). The Impact of 90 Minutes of Death Education on Foreign Students' Sub-conscience: A Qualitative Analysis. Bulletine of Bunka Gakuen University. 21, 17-30 (PDF)

  • SUZUKI Tomomi. (2013). Improving Japanese Language Learners’Skills in Dictionary Use: A Qualitative Inquiry Applying“SCAT” to an Analysis of the Survey of Foreign Students Dictionary Use. Area and culture studies, Tokyo University of Foreign Studies (86), 131-158, (PDF)

  • Takumi Nagai. (2013). A study on the continuation of volunteer activity in urban community: Attempt of text data analysis by SCAT method. Journal of Health Sciences,Nihon Fukushi University. 16, 47-53 (PDF)

  • Mayumi FUKUTAKE, Hatsue OKADA and Yoshiko FUTOYU.(2013). Research on the Consciousness of and Preparation for Death among Elderly Couples. (PDF)
    福武 まゆみ・岡田 初恵・太湯 好子.(2013).高齢者夫婦の死に対する意識と準備状況に関する研究.川崎医療福祉学会誌 22(2). 174-184(原著)

  • 山本 聡子・松葉 百香.(2012).子どもの登園における保育者の配慮に関する研究.名古屋市立大学大学院人間文化研究科人間文化研究 (18). 97-108. 2012-12-00

  • 野口靖浩・松澤芳昭・島 聰司・塩見彰睦.(2012).組込み人材育成研修後の上司による「行動変容」評価の実践とSCATによる分析.工学教育 60(3). 86-91. 2012-05-20

  • 山木照子・塩崎麻里子.(2013).予後告知に関する終末期がん患者家族の心理的過程−患者との関係性の変化に着目して−.第26回日本サ イコオンコロジー学会.2013.9.20. 大阪国際交流センター

  • Yukiko Nagatani, Kayo Kajitani, Taiji Obayashi, Miyuki Nakaoka, Toshinobu Takemoto, Tetsuji Ogawa.(2013).Professionalism of Dental Hygienist in Japan. An International Association for Medical Education (AMEE 2013), Praque

  • 梶谷佳世.(2013).歯科衛生士のケアリング面接のためのコミュニケーションに関する研究(平成24年度 広島大学 大学院医歯薬学総合研究科 修士課程 医歯科学専攻 修士学位論文

  • 長谷由紀子.(2013).歯科衛生士のプロフェッショナリズムに関する研究(平成24年度 広島大学 大学院医歯薬学総合研究科 修士課程 医歯科学専攻 修士学位論文

  • 小倉早妃.(2013).「話しやすさ」と「話しにくさ」を決定する因子についての研究 −本学口腔保健(衛生)学専攻3、4年生、歯科衛生士への質問紙調査から−(平成24年度 広島大学 歯学部 口腔健康科学科 口腔保健衛生学専攻 卒業論文

  • 小嶋雅代・小嶋俊久・難波大夫・茂木七香・大谷 尚他.(2013).関節リウマチ患者は薬物治療の変化をどのように感じているか−フォーカスグループによる質的研究−.中部リウマチ.43(1).17 -20

  • Keiko Abe, Manako Hanya, Yukihiro Noda, et. al.(2013). How do student's perceptions of interprofessional collaboration change among medical, pharmacy, nursing, physical therapy and occupational therapy students by a pilot study in interprofessional education? 第45回日本医学教育学会大会予稿集 p67. ISP-2

  • Noriyuki Takahashi, Takuya Saiki, Muneyoshi Aomatsu, et. al.(2013). Does the spontaneous role-play based on real patient interview have an impact on medical students’ understanding of patients’ perspectives? 第45回日本医学教育学会大会予稿集 p71. ISO-3

  • 孫大輔,大西弘高,喜瀨守人,角泰人.(2013). 災害慢性期におけるプライマリ・ケア医のための被災地研修プログラムの開発と評価.第45回日本医学教育学会大会予稿集 p92.O12-2

  • 佐々木那津.(2013). 学士入学経験者が男性医師のキャリア形成に与える影響-東大医学部のケーススタディ-. 第45回日本医学教育学会大会予稿集 p101. O17-1

  • 中桶了太,浜田久之,平澤晃,他.(2013). 医師臨床研修制度における地域保健・医療研修の長期効果の検討.第45回日本医学教育学会大会予稿集 p119. O25-6

  • 梶谷佳世,長谷川由起子,大林泰二,他.(2013).職種連携の口腔ケアを担う歯科医衛生士のコミュニケーション能力について.第45回日 本医学教育学会大会予稿集 p166. P10-7

  • 大谷尚.(2013).医療コミュニケーションへのアプローチと質的研究手法の機能と意義(石崎雅人・野呂幾久子・監「これからの医療コミュ ニケーションへ向けて」篠原出版新社. I-第3章.32-51.

  • Aomatsu, M., Abe, K., Yasui, H., Ban, N.Uemura, K.(2013).Residents' comceptual structure of breaking bad news: do they understand it enough?.第4回日本プライマリ・ケア連合学会学術大会.インターナショナルセッション.(2013.5.29にここに追加)

  •  井階 友貴・鈴木富雄・大島民旗・日下幸則(2013).特徴的な地域の住民の理想とする医療に関する探索的研究−目指すべき医療の本質的理解のために−.第4 回日本プライマリ・ケア連合学会学術大会.O-032(2013.5.29にここに追加)

  •  小曽根早知子・高屋敷明由美・河村由吏可・ 石丸直人・前野貴美・中澤義明・前野哲博(2013).地域診療所に短期間勤務する医師による診療・研修は,患者にどう思われているか?.第4回日本プラ イマリ・ケア連合学会学術大会.P-028(2013.5.29にここに追加)

  • 山内 薫・古屋憲章(2013).学習者は「レポート検討」をどのように体験していたか:「振り返り」談話データ,およびインタビューデータの質的分析から.言 語文化教育研究.11.「言語文化教育の思想」特集号.
    早稲田大学日本語教育研究センター 言語文化教育研究会. 190-203(2013.5.24にここに追加)

  • 松井孝浩(2013).就労時における「日本 語の問題」の一般化と実践への応用に対する批判的考察:タイ・バンコクで働く元学生へのインタビュー調査から.言語文化教育研究.11.「言語文化教育の 思想」特集号.早稲田大学日本語教育研究センター 言語文化教育研究会. 352-368(2013.5.24にここに追加)

  • 赤木浩文(2013)日本語コースにおけるビジターセッションの学習効果と課題.専修大学外国語教育論集.41(根間弘海教授退職記念号). 87-104.(2013.5.20にここに追加)

  • 鈴木智美(2013).学習者辞書の開発とそ の活用に向けて―調査・研究事例から見える文章作成時の学習者の辞書の使い方―.「汎用的日本語学習者辞書開発データベース構築とその基盤形成のための研 究」日本語学習辞書科研 第4回全体研究集会.国際会議「汎用的日本語学習者辞書開発データベース構築とその基盤形成のための研究」.(2013.5.20にここに追加)

  • 西留美子・伊丹英智子・野崎百合子・矢野章永(2013).継続看護を学ぶ外来実習場面の研究 : 継続看護実践モデルを用いて.共立女子短期大学看護学科紀要.39–52. (2013.5.20にここに追加)

  • 高橋彩(2013).転職経験における心理的変化の検討.日本発達心理学会第24回大会.2013.5.21(2013.5.20にここに追 加)

  • 山本泰寛(2013).算数科の学習が自己効力感に与える影響の一考察 ―小学校4年「わり算の筆算」の単元を通して―.創大教育研究.第21号.129-146. (2013.5.20にここに追加)

  • 藤原博史(2013).シニアの生涯学習における協調学習の有用性 ―神戸市シルバーカレッジをケーススタディとした研究―.佛教大学大学院 教育学研究科生涯教育専攻.修士学位論文. (2013.5.20にここに追加)

  • 安藤りか(2014)「頻回転職の意味の再検討ー12回の転職を経たある男性の語りの分析を通して」質的心理学研究.第13号.特集「『個 性』の質的研究〜個をとらえる、個をくらべる、個とかかわる〜」. 6-23(原 著)

  • 増永悦子・大谷 尚・久保 昭仁・恒川典子・間瀬隆弘(2013)「地域がん診療連携拠点病院の医療者が支援する乳がんサロン会の機能と課題」第18回緩和医療学会. 2013.6.22. パシフィコ横浜(演題採択)

  •  Muneyoshi Aomatsu, Takashi Otani, Ai Kuwahata, Nobutaro Ban, J van Dalen (2013) Medical Students’ and Residents’ Conceptual Structure of Empathy: a Qualitative Study. Education for Health. 26(1), 4-8. Link to this article

  • 増永悦子・大谷 尚(2013)「がん患者遺族ボランティアによる語りの分析-緩和ケア病棟でボランティアをする意味の解明」日本緩和医療学会 オンラインジャーナル Palliative Care Research. 8(2). 351-360.

  • 山木照子(2013)「予後告知に際するがん患者家族の心理的体験に関する研究—家族の意思決定にともなう患者との関係性に関わる心理的変化 に着目して—」大阪大学大学院人間科学研究科(人間科学専攻)修士学位論文(指 導教員:佐藤眞一教授)

  • 山田恭子・平岩明美(2013)「愛知県安城 市療育システムの中での作業療法士の位置づけ -SCATによる分析-」佛教大学保険医療技術学部論集 第7号. 1-11(この論文には分析に用いたSCATの表が呈示されていますが、ストーリー ラインと理論記述の欄が省略されています.また、<2>-<4>に、ワークショップでもそうしないように説明していて、本ページ のPitfallsにも示している「文」が書かれています.さらに、この論文の日本語タイトルでは、SCATがSACTと誤記されています.(英文タイト ルと本文では正しくSCATと記されています.))

  • 増永悦子、恒川典子(2013)「同病者の支援に関する乳がん患者会リーダーの語りの分析」第27回日本がん看護学会学術集会.示設演題. 2013.2.17(プログラム

  • 小田原名歩、榊原佳子、渡邊祥子、阿部まゆみ、安藤詳子(2013)「妊娠後期に乳がんを告知され出産を待って治療を開始した患者の体験」 第27回日本がん看護学会学術集会.示設演題.2013.2.17(プ ログラム

  • Takami Maeno,Ayumi Takayashiki,Tokie Anme,Eriko Tohno,Akira Hara (2013) Japanese students' perception of their learning from an interprofessional education program: a qualitative study. International Journal of Medical Education. Vol.4. 9-17,(論文のPDFへのリンク

  • 小田原名歩(2013)「術前化学療法を受ける乳がん患者の心理とQOL ―治療方針決定から初回治療まで―」名古屋大学大学院医学系研究科看護学専攻修士学 位論文(指導教員:安藤詳子教授)

  • 【NEW】松田彩奈(2013)世界8大学合同国際学生フォーラムが海外学生に与えた影響一海外学生の視点からフォーラムの効果を探る−.お 茶の水女子大学 文教育学部 言語文化学科 日本語・日本文学コース 卒業論文. 指導教員森山新教授

  • 松浦とも子・佐藤 修(2012).中国大学日本語教師のポートフォリオに対する認識調査―教師研修ポートフォリオ導入に向けて―. 国際交流基金日本語教育紀要. (8).71-86 (2013.5.24にここに追加)

  • 當銘美菜(2012).自らの「存在」を再認識する「ことば」のやりとりと「場」の生成―帰国した高校留学生の日本語実践から―.第9回国 際日本語教育・日本研究シンポジウム. (2013.5.20にここに追加)

  • 章志翔(2012).中国人日本語学習者の語彙学習ストラテジーの考察 ―上海の大学生を対象に―.桜美林大学言語教育研究科日本語教育専攻.修士学位論文(指 導教員.堀口純子教授). (2013.5.20にここに追加)

  • 工藤育子(2012).「書く」行為がもつ対話性 -日本語学習者の「書き直し」の背景を探る-.早稲田大学大学院日本語教育研究科.修士学位論文. (2013.5.20にここに追加)

  • 永井拓己(2013).都市コミュニティにおけるボランティア活動の継続に関する一考察 -SCAT 法によるテキストデータ分析の試み-.日本福祉大学健康科学論集.第16巻.47-53. (2013.5.20にここに追加)

  • 宮島良子・金村久美・佐藤綾・レイン幸代(2012)テレビ会議の活用がもたらす日本語教師への影響. (2013.5.20にここに追加)

  •  斎藤 拓真(2012).ゴール型でゲーム中にボールを受けられないのはなぜか-ゴール型競技経験のない女子学生を対象に-.平成24年度茨城大学教育学部保健 体育選修・スポーツコース・健康コース卒業研究発表. (指導教員.吉野聡准教授)(2013.5.20にここに追加)

  •  仲村將希(2012).初心者におけるインサイドキック習得上のつまずき.-静止したホボールを蹴る動作を対象にして-平成24 年度茨城大学教育学部保健 体育選修・スポーツコース・健康コース.卒業研究発表.(指導教員. 吉野聡准教授). (2013.5.20にここに追加)

  • 山梨八重子(2012).コラージュワークを組み込んだ心の教育プログラムの一考察 : 授業実践「へこんだ心を元気にしよう」.熊本大学教育実践研究 29.47-58. (2013.5.20にここに追加)

  • 手嶋千佳(2012).『依頼』行為における『依頼の負担度』の評価 ―日本語母語話者と日本語学習者の比較―.2012(平成 24)年度 第1回日本語教育学会研究集会. (2013.5.20にここに追加)

  • 大堀晴香(2012).就職活動における IT 業界志望から非 IT 業界志望への意識変化.千葉工業大学情報科学部情報ネットワーク学科.卒業論文(指 導教員:山崎治准教授).(2013.5.20にここに追加)

  • 田中典子(2012).第二言語における専門講義の理解-インタビューと受講ノートを通して-.第10回日本語教育研究集会. (2013.5.20にここに追加)

  • 二橋香代子・上田敏丈(2012).ままごとに対する保育者の遊び理解に関する研究.名古屋市立大学大学院人間文化研究科.人間文化研究.第 18号.85-95. (2013.5.20にここに追加)

  • 福士元春・名郷直樹(2012)「研修医は医療公使をすべきか悩み、誘導する −ポートフォリオ相談事例の質的分析から−」日本プライマリ・ケア連合学会誌.35-3 2012.9月.209-221(原著(研究))

  • 井上 祥(2012)「効果的な IPE を可能にする教育戦略の考察-コミュニケーション障壁の分析-」.日本ヘルスコミュニケーション学会 第4回学術集会.慶應義塾大学看護医療学部湘南藤沢校舎.2012.9.7(奨励賞(ベストポスター賞)受賞発表)

  • 東内祐広(2012)「自殺防止NPO相談員の実践共同体への参加動機と活動維持に関する研究」日本質的心理学会全国大会第9回大会.東京都 市大学環境情報学部.2012.9.2

  • 鈴木幸子・江村綾野(2012)「新任保育者はキリスト教保育をどう捉えているのか: 就職前のインタビューの分析から」日本質的心理学会全国大会第9回大会.東京都市大学環境情報学部.2012.9.2
  • 伊藤量吾(2012)「患者による医療機関選択に影響する要因の探索的研究-地域機関病院におけるインタビュー調査を通じて-」第3回日本プ ライマリ・ケア連合学会学術大会.福岡国際会議場.2012.9.2

  • 小林智子・錦織 宏・鈴木富雄「医師はなぜ被災地に医療支援に向かったのか?」第3回日本プライマリ・ケア連合学会学術大会.福岡国際会議場.2012.9.2

  • 金子一明・奥 知久・桧原史子・高木宏明・五十嵐素子・小林智子「慢性期被災地の復興支援活動が家庭医療後期研修医に与えた影響」第3回日本プライマリ・ケア連合学会学 術大会.福岡国際会議場.2012.9.1

  • 杉田周一・金子 惇・森 英毅・本村和久・島袋 彰・次呂久英太郎・内藤 祥「島医者の悩みどころー沖縄県立離島診療所における緊急ヘリコプター搬送の検討」第3回日本プライマリ・ケア連合学会学術大会.福岡国際会議場. 2012.9.1

  • 蓮間英希・大島民旗・鈴木昇平・石井大介・中山明子・花房徹郎・野口 愛・玉井友里子・長 哲太郎・松田 紫「笑いがとれる外来とは何か」第3回日本プライマリ・ケア連合学会学術大会.福岡国際会議場.2012.9.1
  • Sho Inoue, Keiko Abe, Muneyoshi Aomatsu, Hiroki Yasui, Kazumasa Uemura, Yukihio Noda, Manako Hanya, Nobuko Aida (2012) An IPE certainly prepares students to become a collaborative practitioner: The evaluation of Interprofessional education in a Japanese medical school. AMEE - An International Association for Medical Education 2012, Lyon, France, 2012.8.28
  • 野口靖浩・松澤芳昭・島 聰司・塩見彰睦(2012)「組込み人材育成研修後の上司による「行動変容」 評価の実践と SCAT による分析」工学教育(J.ofJSEE),60–3.80-85(この論文には分析に用いたSCATの表が呈示されています.ただしそのストーリー ラインの書き方には、開発者が提案しているものと異なる点があります.)

  • アプドゥハン恭子(2012)「工学系学部留学生の日本語学習プロセスの分析」第14回専門日本語教育学会研究討論会誌.5-6

  • 宮 島良子・金村久美・佐藤綾・レイン幸代 (2012) EFFECTIVENESS OF VIDEO CONFERENCING FOR JAPANESE LANGUAGE TEACHERS(テレビ会議の活用がもたらす日本語教師への影響).第5回「日本語教育とコンピュータ」国際会議(Castel/J) (Computer Technology and Japanese Language Education The Fifth International Conference On Computer Assisted Systems For Teaching & Learning Japanese).名古屋外国語大学

  • 李 芝菁 (2012)「国際スポーツイベントのレガシーに関する研究: 2009台湾・高雄ワールドゲームズを事例に 」.早稲田大学 大学院スポーツ科学研究科 スポーツ科学専攻 スポーツビジネス研究領域 2011年度修士論文(研究指導教員: 原田 宗彦 教授)

  • 舘 岡康雄 (2012) 戦略的創造研究推進事業 (社会技術研究開発) 平成23年度研究開発実施報告書 研究開発プログラム「問題解決型サービス科学研究開発プログラム」研究開発プロジェクト「やさしい社会の実現を目指したサービスにおける利他性 の研究;自殺防止相談員の事例を中心に」.社会技術研究開発研究開発プログラム「問題解決型サービス科学研究開発プログラム」 平成23年度「やさしい社会の実現を目指したサービスにおける利他性の研究」 研究開発プロジェクト年次報告書.1-14

  • 浅津嘉之・田中信之・中尾桂子(2012)「学習者の意識分析から考える日本語作文授業における非対面ピア: レスポンスの可能性」応用言語学研究論集, 5: 59-70

  • 北 村 大・本村和久・室林 治・吉村 学・福士元春・名郷直樹・金万和志(2012)「臨床研修指導医講習会を受講し,参加者は何を今後の課題としたか?」 第44回日本医学教育学会大会.P13-I-1.7/28(医学教育.第43巻補冊(第44回日本医学教育学会大会予稿集)p.165)

  • 福士元春・名郷直樹(2012)「患者の立場に立った行動が研修医の評価に影響する− 360度評価の質的分析」第44回日本医学教育学会大会.P15-II-3.7/28(医学教育.第43巻補冊(第44回日本医学教育学会大会予稿集) p.181)

  • 佐々木那津・錦織 宏・大西弘高・北村 聖(2012)「東京大学医学部医学科における女性学士入学者のアイデンティティの変遷」第44回日 本医学教育学会大会.O1-3.7/27(医学教育.第43巻補冊(第44回日本医学教育学会大会予稿集)p.56)

  • 増永悦子・大谷 尚(2012)「看取りをしたがん患者遺族が医療者に求める支援とがん患者家族支援の課題」日本緩和医療学会大会.6/22 (日本緩和医療学会学術大会プログラム・抄録集.vol.17. p455)

  • 増永悦子・大谷 尚(2012)「緩和ケア病棟でボランティアをするがん患者遺族によるボランティアに関する語りの分析」日本緩和医療学会大 会.6/22(日本緩和医療学会学術大会プログラム・抄録集.vol.17. p454)

  • 【NEW】山本佳南子(2012)国際交流を促す姿勢の追求−個として文化を捉えることの重要性.お茶の水女子大学 文教育学部 言語文化学科 日本語・日本文学コース 卒業論文.指導教員森山新 教授

  • 【NEW】松永彌有子(2012)韓国人青年男女の意識に見る、朝鮮半島の未来像.お茶の水女子大学 文教育学部 言語文化学科 日本語・日本文学コース 卒業論文.指導教員森山新教授

  • 【NEW】大石絵里佳(2012)韓国人がもつ日本のステレオタイプとその変化.お茶の水女子大学 文教育学部 言語文化学科 日本語・日本文学コース 卒業論文.指導教員森山新教授

  • 平畑奈美 (2011)「国際的人材としての日本語教師養成に向けて -母語話者 JFL 教師に望まれる資質の分析から-」早稲田大学 国際学術院 日本語教育研究科 博士学位論文 (2013.5.20にここに追加)

  • 河野俊之・庵功雄・迫田久美子・張麟声(2011).研究領域と研究手法の違いに見る文脈指示のコ・ソ・ア. 2011年度日本語教育学会秋季大会. (2013.5.20にここに追加)

  • 西川晶子(2011)保育者のどもの「体験」評価に関する研究―自由記述の質的検討―.信州豊南短期大学紀要28.73-93. (2013.5.20にここに追加)

  • 佐々木直基(2011)視覚的フィードバックが運動スキル獲得に与える影響. びわこ成蹊スポーツ大学研究紀要.8.121-127. (2013.5.20にここに追加)

  • 大林泰二・田中良治・小原勝・西裕美・佐々木友枝・梶谷佳世・長谷由紀子・田口則宏・小川哲次(2011).SCATを用いた歯科医師臨床研 修に対する質的研究の試み.第30回日本歯科医学教育学会. (2013.5.20にここに追加)

  • 市原明居子・小嶋雅代・永谷照男・鈴木貞夫 (2011) 「生物学的製剤時代における関節リウマチ患者をとりまく諸問題」第57回東海公衆衛生学会学術大会.あいち健康の森健康科学総合センター

  • 田村京子(2011)「小学校の日本語指導教室の事例に見る人材の効果的活用のあり方 -日本語教育経験者の有効的な活用-」創価大学大学院紀要 (33), 279-297, 2011

  • 黒田史彦・古屋憲章(2011)「日本語学習者の学習プロセスに関する質的分析」2011年度日本語教育学会秋季大会.米子コンベンションセ ンター.2011.10.9

  • 原やす江(2011)「言語力をどのように育成するか ―第二言語教育の観点とその学校教育環境への「翻訳」」城西国際大学紀要.19(2).81-105

  • 金澤智美・犬塚文雄(2011)児童の学級における居場所感に関する研究−フィードバックによる教師の指導行動変容に着目して−.横浜国立大 学教育人間科学部紀要. I (教育科学)Vol.13.1-16

  • 當銘美菜(2011)「学習材」としてのインタビュー -日本語学習者とともにつくる学びの場-.日本協同教育学会.千葉大学

  • Aomatsu, M., Abe, K., Yasui, H., Uemura, K .(2011 )The usefulness of feedback from simulated patient for medical students and their behavioural change: a qualitative analysis (Poster)AMEE - An International Association for Medical Education 2011, 29-31 August 2011, Vienna(予定)

  • 平畑奈美 (2011)「国際的人材としての日本語教師養成に向けて ー母語話者 JFL 教師に望まれる資質の分析からー」2011年日本語教育学会春季大会 予稿集 111-116

  • Aomatsu, M., Yasui, H., Uemura, K. (2011) Residents' conceptual structure of breaking bad news: analysis as cultural competency (Poster) 8th Asia Pacific Medical Education Conference (APMEC), 26-30 January 2011, Singapore

  • 福士元春・名郷直樹(2011) 「指導医は医師臨床研修制度と帰属意識のない研修医を受け入れられていない―指導医講習会における指導医のニーズ調査から―」医学教育 2011;42(2):65-73  (原著)

  • 【NEW】金澤 智美(2010).「教師のAD指導行動が児童の居場所感に与える影響に関する一研究 -フィードバック効果に着目して-」.4「フィードバックによる教師の指導行動の変容が子どもの学級における居場所感に及ぼす影響 -質的検討-」平成21年度一般派遣研究生研究概要.横浜市教育センター(横浜国立大学教育人間科学部派遣.指導教員.犬塚文雄教授). (2013.5.20にここに追加)

  • 松井孝浩・中井雅也(2010)「小規模実践研究グループにおける実践の振り返り―参加教師へのインタビュー調査分析から―」WEB 版『日本語教育実践研究フォーラム報告』 2010 年度日本語教育実践研究フォーラム.1-10

  • 舘岡洋子 (2010) 多様な価値づけの せめぎあいの場としての教室 ―授業のあり方を語り合う授業と 教師の実践研究―.早稲田日本語教育学.Vol.7.1-24(SCATはかなり変形されて用いられています.)

  • 中 西さやか・中坪文典・境愛一郎(2010)「『森の幼稚園カリキュラム』における幼児と自然との相互作用に関する研究 −他社とのかかわりにみる幼児の変容プロセス−」広島大学大学院教育学研究科紀要 第三部(教育人間科学関連領域). No.59, 167-174(この論文には分析に用いたSCATの表が呈示されています.ただしそのストーリーラインの書き方には、開発者が提案しているものと異なる 点があります.)

  • 中村純子・斎藤俊則 (2010)「モバイル・メディアを活用したメディア・リテラシーの学習方略 −携帯写真ワークショップの知見から−」日本教育メディア学会 教育メディア研究 Vol.16, No.2, 1-16(この論文には分析に用いたSCATの表が複数示されています.ただしそのストーリーラインの書き方には、開発者が提案しているものと異なる点が あります.)
  • 大竹 巌(2010) 「プロスポーツクラブにおける人的資源管理に関する研究―フロントスタッフの組織コミットメントおよび職務満足に着目して―」早稲田大学スポーツ科学研究 科 スポーツビジネス研究領域 修士学位論文 指導教員 原田宗彦 [論文概要のページへ]

  • 安藤りか(2010)「職業選択とアイデンティティ達成の関係をめぐる試論 −数回の転職経験がある小学校教師の語りの分析を通して−」金城学院大学心理臨床研究 第9号 (2009年度版). 26-38

  • 孫  大輔(2010)「ひとり親家庭の小児を急性疾患で受診させる際の親の不安・困難要因(中間報告)」第1回 家庭医療研修プログラム 関東レジデントフォーラム.【主催】日本プライマリ・ケア連合学会【主幹】筑波大学附属病院総合診療科.筑波メディカルセンター病院TMCホール 9/23

  • 福士元春・名郷直樹(2010b) 「研修医は医療者側の意向を受け入れされる行動に出ている ―ポートフォリオ作成支援のSCATによる質的分析 」第42回日本医学教育学会大会(東京・都市センターホテル)7/31

  • Daisuke Kaneko, Ayumu Arakawa, Ikuo Sugawara (2010) Factors Disturbing Online Discussion in a System that Supports Simulation for Professional Skills Education. ED-MEDIA 2010. June29 - July 2. Toronto, Canada.

  • Takashi Otani (2010) “Smiles of Gods”: Japanese Schoolteachers' Interpersonal Metamorphism of Technologies into Pre-technological Instructional Settings. ED-MEDIA 2010. June29 - July 2. Toronto, Canada.

  • 木村琢磨・今永光彦・筧孝太郎・清河宏倫・秋葉涼子・田邉肇・重山俊喜・中山可奈・鈴木幹也・尾方克久・田村拓久・川井 充(2010)「国 立病院機構東埼玉病院総合診療科における神経難病患者の遺族訪問で、遺族が語った内容の探索」第1回日本プライマリ・ケア連合学会学術大会 6/27 東京国際フォーラム

  • 森永 太輔・北山 周(2010)「診療所での子育てひろばが関係者に及ぼす影響について」第1回日本プライマリ・ケア連合学会学術大会 6/27 東京国際フォーラム

  • 福士元春・名郷直樹(2010a)「エビデンスは患者の不安を煽り『安心のための医療』に障害となる —EBMワークショップのSCATによる質的分析」第1回日本プライマリ・ケア連合学会学術大会 6/27 東京国際フォーラム

  • 平山陽子・大谷 尚(2010)「終末期医療と事前指示書に対する地域住民の意識について」第1回日本プライマリ・ケア連合学会学術大会 6/27 東京国際フォーラム

  • 高木彰子、大谷尚、勝野順子、白神誠、井手口直子(2010)「在宅医療に参入した薬剤師のキャリア開発に関する質的研究」日本薬学会第 130回年会 3/28-30 岡山市

  • 高木彰子(2010)「新たに在宅医療にとりくんだ薬剤師の機能発揮過程についての質的研究」日本大学大学院薬学研究科 修士学位論文.指導教員 白神誠(井手口直子)

  • 肥田 武(2010)「教師の「苦しみ」に関する社会学的研究 ―ライフストーリーの社会構成主義的分析―」名古屋大学大学院教育発達科学研究科(教育社会学専修)修士学位論文 指導教員 伊藤彰浩

  • Aomatsu M, van Dalen J, Kuwahata A, Otani T, Ban N (2010). "Qualitative research for medical students’ and residents’ perspectives about empathy". 7th Asia Pacific Medical Education Conference (APMEC). 2/4-8. Singapore [7th APMECのページへ]

  • 増永悦子(2009)「日本におけるがん患者を対象としたセルフヘルプグループに関する文献研究」愛知医科大学看護学部紀要. Vol.8. 75-83

  • 福士元春・名郷直樹(2009b) 「あなたが今、研修医・指導医に関して困っていることは何ですか? -指導医講習会アンケートのSCAT による質的分析-」第24回日本家庭医療学会 学術集会・総会〈合同大会〉(京都)8/22-23 [論文のページへ]

  • 福士元春・名郷直樹(2009a) 「あなたが今,初期研修プログラムに関して困っていることは何ですか?:指導医講習会アンケートの質的分析」第 41 回日本医学教育学会大会.大阪.7/24-25 [論 文のページへ]

  • 斎藤敏子(2009)「顧客満足および不満足の形成について-ヒューマンサービスにおける質的研究-」富山国際大学現代社会学部紀要、第1 巻、2009.3 [論 文のページへ]

  • 後藤恵子(2009)「薬学領域における質的研究の可能性」第2回日本ファーマシューティカルコミュニケーション学会・シンポジウム. 2009.1.11.東京理科大九段校舎 [プログラムのページへ]

  • 大谷 尚(2008)『質的心理学講座 第1巻』無藤隆・麻生武編.東大出版会.担当 第9章 <学校文化と「神神の微笑モデル」-テクノロジーと教授・学習文化とのコンフリクト->233-266

  • 大谷 尚(2008)「質的研究とは何か −教育テクノロジー研究のいっそうの拡張をめざして」教育システム情報学会誌.25(3) 340-354

  • 古屋憲章・古賀和恵(2008)「活動型日本語クラスを学びが実感できる場とするために ―学習者トニーの事例にもとづく段階的な振り返りの提案―」WEB 版『日本語教育実践研究フォーラム報告』[論 文のページへ]

  • 斎藤敏子(2008)「ヒューマンサービスにおける質的研究について」東海大学文明研究所社会科学部門研究会.2008 年 9 月 17-18 日

  • 安林奈緒美(2007)「健康相談活動」におけるナラティヴ・アプローチの教育的効果の検証『第50回東海学校保健学会総会講演集』21

  • 安林奈緒美(2007)「保健室における「ナラティヴ」の意味と教育的効果-質問紙の自由記述欄の質的分析から-」『名古屋市立大学大学院人 間文化研究科:人間文化研究』111-123

 

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FAQ for SCAT

Frequently Asked Questions

  • Do I need to get an approval or certification from somewhere to use SCAT for my reserach?

    No, you don't. Actually in the case of some other reserach methods, you are required to participate in its formal workshop and have to send in the task to get an assesment of your skill to use it. (e.g. RIAS: Roter Interaction Analysis System.)

    However SCAT is completely an open access method. You are quite welcome to use it freely.

  • Can I effectively use SCAT in my reserach even only learning it by myself?

    SCAT was developed as an analysis method which is easy accesible for the beginners.  Therefore there are lots of people who learned it by themselves and finally successfully used it in their reseraches.  Also, helpful infromation is provided in this page.

    However some feel difficulties when they start to use it alone.  Then I'd suggest to get pieces of advice by the person who used SCAT in his/her research or who wrote an article using SCAT.  I'd also suggest you to start using SCAT cooperating with your colleague at the beginning.  It would be beneficial and fun.

    But as I wrote it in Otani(2008), to do "checking the answers" is nonsense for SCAT like most other qualitative analysis method.  "As many reserachers, as many result."  This is also the different point from RIAS.  It is most important to get an valid and significant result for your research.

  • Is there a PC software application for SCAT?

    There are actually several qualitative reserach software applications for Grounded Theory.  And above mentioned RIAS also has an effective PC application.

    On the contrary SCAT can be done if you just have Excel or other spread sheet application and it doesn't requires any particular application.  So you can use Mac, Windows, Linux, etc.  Moreover, you can do SCAT paper-based.  That is you can SCAT not using PCs but just using paper and pencil.

  • Can I combine cells vertically or horizontally?

    You may sometime want to put same words in two or three cells.  Then you would like to combilne cells into one cell e.g. combine two <3>s vertically into one <3> or combine <2>-<4> horizontally into one long <2,3,4> .

    I have seen such trials by the participants at early workshops.  But please do not do that.  Even if you think to fill a same word to those cells, you may later find another words and want to put it in the cell as your analysis proceeds.  If you comgine your cells at the early stage of the analysis, you pull the buds of rich analysis off.
  • What is story-line?

    Story-line is the word which is often used in qualitative reseraches like Grounded Theory.  But it may be actually unfamiliar words to reserachers who is not engaged in qualitative reseraches.  I'd suggest you to read p32 of Otani(2008).  As it is written in it, story-line in SCAT is defined "something which is written using all the codes in <4> in order to express meanings and significances which lie in data".

    By the way, their is an often used explanatnation for "story".  That is "The king passed away and the Queen passed away later" is not a story but a description of facts.  But "The king passed away and the queen passed away with grief" is a story.   Yes, "story" express meaning.  I wish it hepls you to understand what story-line is?

  • I understood that Story-line is written using codes in <4>.  Then should codes in <4> appear in the story-line in the same order that appears in <4>?

    Remember the "a King and a Queen" story.  Based on the above mentioned definition,  not only "The king passed away and the queen passed away with grieaf" is a story, but also "The queen passed away. It was because of her grief since she lost the King." is a story.

    Now you must have understood that codes in <4> don't neccesarily appear in story-line in the same order that appeared in <4>.  Important point is that all the codes in <4> are connected in the story-line in a meaningful way.

  • Other important point when you write the story-line

    Story-line should be written using all the codes in <4> just like "drawing in a sigle stroke".   Of course it doen't mean the story-line have to be written in only one sentence.  It is OK if story-line is written in several sentences.  But the sentences should be connected so that they express a story.  And when you have written the story-line, you should check if all the codes in <4> are used in it.  For that, you may want to underliine all the codes from <4> in the story-line.  A story-line without using <4> is not a finding as a result of the analysis but it is something too simplistic that can be said without the analysis or arbitrary finding which is not derived from the data analysis but it jumped from the data.

    In well known KJ Method, you finally do "Narration" using the grouped cards.  That is you narrate including all the cards.  Then Prof. Jiro Kawakita who is the developer of KJ method was always telling not to leave a card even if it is hard to include it in your narration.  He tells to its users to see a card as a person.  The relationship of codes in <4> and story-line is same.

  • I need to analyze video data.  Can I use SCAT for that?

    It is recently often done in qualitative study to analyze video data.  But SCAT is a method to analyze Linguistic data.  Therefore, if you need to analyze video data with SCAT, you first make transcript of the video.  And then you can apply SCAT to the analysis of that linguistic data.  Then you can blend the field notes in the data if needed.


Tips & pitfalls when SCAT

In chapter VII of Otani(2008), I wrote twelve important points for the reserachers who actuallly analyze his/her data with SCAT.  Part of them are pitffalls and rest of them are the points that make your analysis effective.  But through experiences of lots of seminars and workshops for SCAT, I found more pitfalls that the beginners may likely be trapped and also the ways how to avoid that. You must have read  Otani(2008) and Otani(2011) before you start your analysis.  But please read followings before you start your own analysis.  And anytime you feel difficulties in your analysis or you are at the deadlock, also read followings again.

  • Tips

    • Read your whole text data very carefully and very deeply before you analyze them.

      You must never start your analysis before you read your whole text data deeply enough.  If you start <1> before you read the whole text data very well, you would excerpt almost all the wrods and phrases except for conjunctions.  Then your <1> becomes almost same as the text data.  That is an unfavorable "exhaustive coding".  You must always read the whole text data very well first.  That may make you a reseracher who can find words and phrases for <2> or <3> when just reading the text data in future.

    • How to read the text data

      When you read the text data, try to decode, decipher, or unveil internal reality, internal process, internal structure which lie behind the text.  When you read thet text data, always think "reality lies behind the text.", "unveiled meanings are hidden under the text."  And try to read them out of the text.

    • Codes are not always technical terms

      Analysis is one of the most sophisticated mental work. But that doesn't mean you always need to use technical terms or sophisticated phrases for <2> - <4>.  For example [jumping-up feeling] and [thrown-out feeling] are sometimes much more easy to understand, with more reality, more impactfull, and more effective and functional as codes than [feeling of upsurge] and [feeling of expulsion].

    • You could use metaphors or models flexibly

      When you analyze a certain part of your text, you sometime feel "it resembles to something. But what does it resemple to?". Or you may think "this is just the contrary of that thing!".  Then you find the "something" or "that thing" and you can use it as a metaphor.  It is quite effective to make your own construct.  Remember that lots of technical terms in various reserach area are construct using metaphor. ( e.g. "Eedipus Complex" in psychiatry, "Mathew Effect" in social economics, and "Rashomon Approach" in literature, "Threshold" and "Ceiling/Floor Effect" in measurement are metaphors.  And "Protean Career" in business administration is a metaphor, but "Career" itself is a metaphor.  And we use so many mataphors dailily including "framework", "network","unveiling" etc. )

    • Viewpoints for coding

      You can do coding from your own vewpoint and reserach interest.  But if you feel it is difficult, it would help you to see the text data from following viewpoints, "social", "cultural", "socio-cultural", "socio-economical", "socio-emotional", "psycho-social", "psycho-mental", "political", "socio-political", "process-oriented (non-product-oriented)", "gender", "power-relationship", "ethnicity", etc ...

    • Consider related tems or synonyms.

      When you find a code, search for the related terms and synonyms and consider them before you put the first one in SCAT form.  For example, suppose that you find a phenomenon is occuring between two different but close things, and you think of "border" as a code.  Then you should also consider about "bound/boundary", "margin/marginal/marginalization" as the optimal code. And you also check if those concepts are included in your text data.

    • Refer existing conceptual framework

      When you think of a word (concept), you should investigate the conceptual framework that includes the word or that includes the similar word.  For example, if you think of "border", it is meaningful for your analysis to check "borderline personality".  Then you consider "border" in "borderline personality" is 1) between what and what, 2) how it is descriminated if the patient is at the border or not, 3) whether one can cross the border or not in such a case.  And apply the result of the consideration to your own text data.  Thus you can think about your code in more "cubic" and structural way.  And through such a process, you could change "border" into "margin" at this stage if needed.

    • Check if you can put the same code to other parts, too.

      Check if you can put the same code to other parts once you put a code to somewhere.  That might make you find a very important meaning which lies throughout the text.  you might also clarify different meanings of each part.

    • Check if you can put the antonym of the code that you have put to other parts.

      Once you have put a code A to somewhere, check if you can put the code A to other parts.  But at the same time, you should also check if you can put the antonym of code A to other parts.  For example, if you put "irrational" to somewhere, you should serch for something "rational" in other part.  It makes you analyze how "rational" situation changed into "irrational", or how "irrational" situation was "rationalized".

    • Orientation of refining from <1> to <4>

      Sometimes the resracher can't see his/her analysis is not proceeding very well, even if you have put all <1> to <4>.   Then the problem might be the insufficient "refining" of codes from <1> to <4>.  Refer the following "axis" so that you can refine your codes from <1> to <4>.

         TEXT --- <1> --- <2> --- <3> --- <4>
      --------------------------------------------
            reading  -------------  interpretation
               fact  -------------  meaning
            surface  -------------  depth
           external  -------------  internal
              front  -------------  background
           explicit  -------------  inplicit
             result  -------------  reason
          objective  -------------  subjective
            objects  -------------  subject
      understanding  -------------  construction
            general  -------------  specific
               fact  -------------  story
              being  -------------  existence
            product  -------------  process
      ----------------------------------------------




  • Pitfalls

    Pitfalls that the beginners likely be traped.  Please don't do followings!

    • Putting codes of external or behavioral categories

      Codes are not the labels of external behaviors of the observee (the person observed). If you put such codes in SCAT, your SCAT becomes a "behavioral analysis" of the observee or the interviewee.  You should rather try to find and put codes as labels of latent (implicit) meanings, internal realities, process of phenomeda, covered structures.  (I'd sugges you to take another method for behavioral analysis.)

    • Aiming at generalization when coding

      You shouldn't put a general words as codes for <2>- <4>.  (For Example, when a patient ask a question to a doctor, you put the general code "question".) Such coding make your story-line just as an outline or a summary of the text which just consists of general concepts.  But you should put more specific and analytic concepts (e.g. "clarification", "confirmation", "uneasiness/anxiety", "desolution of anxiety", etc.) based on the content or the intention of the question) as codes.

    • Writing sentences in <2> - <4> as an interpreting of the text

      You should never write a sentence like "The student feels xxxxx strongly." in <4>.  If you write such a sentence in <4>, it means the conceptualization and refining has not yet completed enough and analysis is not proceeding.  It is just only the summariztion of the text.  And the story-line from <4> will also be something that you can write directly from the text.  Instead, you  should write codes that express the xxxxx which is strongly felt by the student or codes which express the reason why the students felt so.

    • Writing Story-line not using <4> or not fully using <4>

      Story-line of SCAT has definitely to be written using all codes of <4>.  It makes your great effort of coding and analysis from <1> to <4> totally meaningless, if you write your story-line without using codes of <4>.

    • Doing "Theory Writing" not from your story-line

      Your theory writing has to be done from your story-line.  If you write theories not from your story-line, you can not say your theories came from your analysis.

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Downloadings for SCAT

  • <article 1> The very first article that introduced SCAT (in Japanese with English abstract)

    OTANI Takashi. (2008a). "SCAT" a qualitative data analysis method by four-step coding: easy startable and small scale data-applicable process of theorization  [in Japanese with English Abstract]. Bulletin of the Graduate School of Education and Human Development. Educational sciences 54(2), 27-44

    Click the Link to the aricle .You can see the bibliographic data.  Then click View/Open and you'll get the  PDF.

  • <article 2> The second article which is written as a tutorial article on SCAT with an easier example of analysis (in Japanese)

    Takashi Otani. (2011).  SCAT: Steps for Coding and Theorization -Qualitative Data Analysis Method with Explicit Procedure, Easy to Set About, and Suitable for Small Scale Data.Kansei Engineering . Vol.10 No.3 pp.155-160 (in Japanese)

    Click the Link to the article. You can see the bibliographic data.  Then click View/Open and you'll get the  PDF.

  • Excel Form for SCAT

    You can get Empty for for SCAT as excell files. [English Excel Form for SCAT] [Japanese Excel Form for SCAT]

  • <article 3> An article on qualitative reseradch method.(in Japanese with English abstract)

    OTANI Takashi  (2008b) What is qualitative reserach: Toward further expansion of Educational Technology Research. Transactions of Japanese Society for Information and Systems in Education. 25(3) 340-354

    Click the Link to the article. You can see the bibliographic data.  Then click View/Open and you'll get the  PDF.

  • <article 4> Otani's article on Theoretical discussion on Information Technology Uses in Education based on M. Heidegger's "Question for Technology"

    OTANI Takashi (2006) A Discssion on Education and Information Technolgy: Based on Martin Heidegger's "Question Concerning Technology". The Japanese Journal of Educational Research. 73-2. 110-124

    The subject say nothing about qualitative research.  But this is written considering why I have been engaged in qualitative researches.  It is also a challenge to write something which can only considered through quailtative reserach method based on my research interest.  This IS Otani's original area. [Link to this article at Nagoya University Repository] [Link to this article at CiNii database]

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WEB pages that tells about SCAT

English version under construction.

  • 黒須正明氏「人間中心設計のためのインタビューで得たデータの分析法 - GTAとSCAT/HCD-Net通信 #18」

    人間中心設計推進機構(HCD-Net)機構長の黒須正明先生によるGTA(グラウンデッドセオリー)とSCATの解説です.[このページへ]

  • 高須修平氏(株式会社マーケティングスペース 代表取締役)の「質的調査分析と戦略立案」

    「本質構造分析」について解説し,近い方法的概念として川喜多次郎氏のKJ法とこのSCATを紹介なさっています.[このページへ]

  • NPO法人学習開発研究所

    東郷多津会員(京都ノートルダム女子大学)による「お茶しながら名古屋大学・大谷尚先生ご提案の質的データ分析手法SCATを使って分析してみる」.ここ では実際の分析をなさってみたそうです.[このページへ]

  • 青森民医連家庭医療学センター

    同センターの坂戸慶一郎先生が,2009.1.31-2.1 の慈恵医大の医療人GPのワークショップでSCATの体験をなさったときのことを書いていらっしゃいます.[このページへ]

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SCAT coffee break

English version under construction.

Others

English version under construction.