アメリカにおける教育アカウンタビリティ政策の特質 : 1970年代を中心に(V 研究報告)

概要

論文の詳細を見る
In the late 1960s, tax payers worried about the rising cost of education and students' declining scores on achievement tests in America. They began to claim that professional educators should be accountable for educational outcomes. Faced with this educational accountability movement, state legisalatures enacted various laws and state boards of education implemented various programs. This paper intends to clarify the following matters: 1) trends of these educational accountability legislations and programs. 2) contents of the minimum competency testing and teacher evaluation policies 3) problems of these policies As a brief summary, the educational accountability policy in the 1970s converged around testing policies for students and teachers. But there are serious problems associated with use of test results as a principal mechanism of educational reform. These testing policies lead learning to be centralized, bureaucratized and regulated world.
日本教育行政学会の論文
1990-10-05