米国連邦教育局と教育行政の専門化 : 初期改革運動との関連において(IV 研究報告)

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The purpose of this study is to re-examine the early activities of the United States Bureau of Education in relation to the professionalization of educational administration. Educational administration in the United States was professionalized by the reform movement in the Progressive Era. A major question is why a nation-wide reform movement developed and a professionalized, so-called "American system of educational administration" was created, given the fact that local autonomy was a principle of American education. What substitute forces were at work, given the fact that the Federal government was not enforcing reform through its policy? In 1867 the Bureau of Education was created with only the limited role of collecting and diffusing educational information. As prior studies have pointed out, a centralized system of educational administration, including the Federal level, was not established in the United States. However, this dose not mean that the Federal government was not involved in the professionalization or centralization of educational administration. Given the lack of Federal control over education, nation-wide voluntary associations were organized to advance the cause of education and educational reforms. These organizations, especially the National Association of School Superintendents (later, the Department of School Superintendence of the National Educational Association; DSSNEA), played a major role in creating the Bureau, and thereafter established an intimate relationship with it. It was the professionalized and centralized State system of educational administration that both the Bureau and the DSSNEA presented as a principle of reform via their information activities. This means that movement for the professionalization of educational administration in the United States was promoted in a unique way through the co-operative system of voluntary associations and a governmental agency at the Federal level. In the tradition of local autonomy of education, the professional leadership of voluntary associations was required, and their reform plans were supported by the Bureau. This system itself did not have any governmental powers of control. However, its main actors were State, city, and county school superintendents, and, by working this system, they oriented reform to professionalize educational administration, and to secure their own autonomy in the early stages of the movement. Thus, in the process of its professionalization, educational administration in the United States had a substitute system at the Federal level which was different from a system of direct control by a central government. This shows that studying the history of educational administration in the United States can not be limited to governmental agencies. Without analyses of the broad activities of nation-wide voluntary organizations as well as their relationship with governmental agencies, it is difficult to understand the real aspects of professionalization or even the issues of centralization and decentralization of educational administration in the United States.
日本教育行政学会の論文
1992-10-05

著者

大桃敏行
東北大学

米国連邦教育局と教育行政の専門化 : 初期改革運動との関連において(IV 研究報告)

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