高等学校における習熟度別学級編成の背景と効果 : 社会学的パースペクティブから

概要

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Since the end of the 1970s, ability grouping (Syujukudobetsu-gakkyuhensei) has been increasingly prevalent in Japanese senior high schools. The purpose of this paper is to examine the causes and consequences of ability grouping from sociological viewpoints. Both theoretical and empirical considerations are under-taken. Firstly, reviewing existing studies, the causal relations among some relevant variables are clarified. And also the processes through which ability grouping is formed are explored. They are lack in an attempt to synthesize such two perspectives in a systematic way. In the latter half of this article, we try to overcome the weakness of ability grouping studies. Two kinds of school surveys lead some remarkable findings as follows: (1) Ability-range of student body cannot explain the prevalence of ability grouping practices. (2) Ability grouping is comprised of two major subcategories (ie. banding vs setting), and each has different background. (3) On the whole, banding is more popular in "second-best" schools, which are oriented to improve the academic excellence. (4) But the expectation for banding is not fulfilled at least in the first grade. (5) Rather, banding functions as a "sorting device" which differentiate students' educational expectations. These findings need to be verified and modified through more intensive ethnographic studies.
日本教育経営学会の論文
1988-06-01