アメリカ教育改革が内蔵するジレンマ
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概要
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After the publication of A Nation at Risk in 1983 which urged the nation to improve the American schools drastically, hundreds of reports and recommendations of reform programs came out in the decade. The present author tries to pick up among them the programs initiated by federal and state governments as well as by those professional individivuals and oganizations whom F.Pincu named "The centrist conservatives" and to see how revisions in school curricula and teaching materials have been made and to what extent these revisions have resulted in the possible raise of test scores. The second wave of reform can be summarized as efforts for tangible "results, " by putting more stress upon three C's I.e.content, character and choice and three A's I.e. achievement, assessment and accountability than the early 80's reform movement. However, recent reform initiatives are confronted with various problems or dilemmas, three of which will be discussed : (1) The revision of school curricula including more "solid" subject matters, increased graduation requirements, longer school hours and days and more homeworks do not necessarily bring about a rise in students' test scores. Recent test scores seem to be rather "stagnant" accordig to the Secretary of Education. What problems intervene between the revised curricula and the academic outcomes? Can schools make a difference to students with disadvantaged family backgrounds? What should be done for the school to help these students overcome their disadvantages? Can mandated revision of curricula and standards effectively improve the climate or ethos of the school so that the students are better motivated to study harder and more willingly? (2) Leaders and officials of education encourage (often with directives) each school to be more. Responsible for such educational outcomes as higher test scores and decreased dropout rates, and advise each school to create some unique programs which may attract. Students and parents. In this way, good schools will have students entering from outside the school districts and be praised as "(national) merit schools, " while bad schools will be declared bankruptcy and placed under the official supervision. Will this emphasis on "accountability. " work out well so that teachers and students are willing to teach and learn on their own account? (3) While the educational reforms in the 50's can be chararcterized with their concern about the nation's military power, those in the 80's are more interested in the recovery of economic competitiveness and openly. Demand schools to train their students suitable for the changing workplaces in the future. The students are advised to learn the "new basics" including computer science and to develop Such high-order abilities as problem-solving and adaptability to technolegical changes. They are requested to become employable, and"employability" will also be an important principle of any educational reforms in high schools through colleges. Can the students thus trained expect to get jobs fit for their abilities and aspirations? Are they sufficiently motivated to prepare themselves for the future? This article deals with the first of these problems and leaves the rest to the next article.
- 岐阜聖徳学園大学の論文
- 1990-09-30
岐阜聖徳学園大学 | 論文
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