教育経営学と学力の位置づけ(<特集>教育経営と学力)
スポンサーリンク
概要
- 論文の詳細を見る
Educational Administration Researchers have been kept negative attitude toward Academic Ability (Gakuryoku) policy and discourses. Why have they been so negative? The reason was varied time by time. In the 1950s, the disparities of academic achievement among schools were widely recognized as a problem to be overcome, but they had never been considered as the effect of school management. Resercher's believed that those disparities came from the differences of regional financial power. In the 1970s, the debate on the academic achievement disparities was to be taken up again accompanied by overheating competitive examination. Although regional financial disparities had seemingly been resolved by that time, almost all the researchers avoided to link 'Gakuryoku' to the effect of school administration. They didn't regard measurable 'Gakuryoku' as a 'true' evidence of achievement but only as a tool for the entrance examination. In Recent years, especially in the 2000's, another trend of 'Gakuryoku' has been emerging in and out of Japan. The trend is called as high-stakes accountability policy, which means introducing the high-stakes test-based accountability system into all areas of education. And there seems again less positive attitude in our field, because of the similar reasons in 1950's and 1970's. If we avoid exploring school effectiveness for test score, we won't be able to meet public expectations. But if we do so, it'll means pandering that kind of policy. We faces the dilemma again. In the last section of this paper, I'll prepare some modest solution for this 'Aporia'.
- 2011-05-30