学校組織改革への教育経営研究の寄与(<特集>教育経営研究のフロンティア)
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概要
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Recently there are mainly four impacts on the changes the school organizations and those studies. 1. Relationships between schools and school boards. As in the report of the Central Council for Education in 1998 many researchers insist that schools have more authorities to make decisions for themselves. As we observe in foreign countries, schools can decide themselves how they spend their budget and whom they recruit as new teachers. In Japan the authorities in schools concentrate on principals. 2. Decision-making Process in schools. After World War II it was discussed which authorities teacher conferences should have. Some insist that they should be determination organizations, others consultation organizations. The Revision of the regulation in 2000 showed clearly that teacher conferences were not the determination organizations but the consultation organizations. But to make good relationships between teachers in schools the opinions of teachers should give the effects to the process of decision-making. Some researches show the representative teacher conferences have important functions to make decisions in schools. 3. Changing the instruction forms. The Course of Study 1998/99 tells elementary, lower and upper secondary schools to give pupils not only subject-based instructions but also the "Period for Integrated Study", which requires teachers to teach not only contents but also how to learn. It's a new request for teachers to teach together with other teachers and to teach in new methods. In order to develop new teaching methods middle managers in schools (Shunin) support. 4. Emphasis of the school management cycle, especially school evaluations. In 1999 schools are entitled to ask school advisers to give them advices. With the revision of the regulations in 2002 schools are required/allowed to evaluate their own activities in school. Schools can evaluate their activities, and the results should be shown to pupils and the parents. Many surveys on school management and school development show how schools should be organized or how teachers should teach the pupils, but researches have not shown how they can do actually. Researchers should analyze the realities with more detailed methods.
- 2003-05-30
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