アメリカ教育行政学の再構築 : その背景および経過を中心にして(V 研究報告)

スポンサーリンク

概要

• 論文の詳細を見る

• Educational administration as a field of study in the U.S.A. was reorganized as an empirical social science by the so-called theory movement after World War II. Since then, many conceptual frameworks that this theory movement created provided scholars with theoretical and methodological base for studying educational administration. However, after 1975 circa, many kinds of critiques against the theory movement and its paradigm appeared and educational administration as a discipline is now in the period of academic restructuring. New trends are being formed. It should be said that the study of educational administration is now in the stage of a post-'theory movement'. New trends include newly developed frameworks, such as contingency theory, organized anarchy-garbage can model, institutional 'myth and symbol' approach and educational policy analysis. Qualitative and fieldwork methods are adopted by many researchers. There are seen new academic interests into, the consequences of educational administration on educational practice, value problems, and epistemological issues. In this paper, author tries to make sense of these intellectual trends in the theory and research on educational administration in the U.S.A. Especially, the focus is on their backgrounds and origins, that is, what has been promoted, and who initiated the restructuring of the field and how? As for their backgrounds, it was pointed out that critical consciousness and revisionist thinking were caused among scholars by their recognition of a theory-practice gap in the study of educational administration, which was promoted by challenging developments and turbulent environments surrounding public schools after 1970, such as increasing numbers of underachievers, school vandalism, increasing educational costs, taxpayers' revolt, call for equity school finance policy, public demand for access to school policy making, and demand for school accountability. And under the influence of new study in history of science and philosophy of science that criticized positivism, radical social sciences appeared which began to attack theory and research based on a positivistic concept of science. This trend led to severe critiques against, and critical reassessment of the theory movement paradigm that is basically founded on positivism. Who initiated the restructuring of the field? Was it the Canadian scholar T. Greenfield? Surely, we must not underestimate the importance of his challenge, but, it was self-critical reassessment of its paradigm by leaders of the theory movement themselves that played a leading role in the making of new trends. First of all, critical reassessment had begun before Greenfield's challenge to the theory movement paradigm, though it was sporadic. Secondly, at almost the same time, seminars were held, by scholars who led theory movement, that took a serious look into problems inherent in the theory movement paradigm.

• 日本教育行政学会の論文
• 1993-10-09

著者

• 堀 和郎

  宮崎大学

関連論文

• 大学入学試験に関する調査研究 : 入学者選抜をめぐる大学教官の意識を中心として
• 米国における教育政治学の動向
• 卒業生による大学生活の評価に関する調査研究
• 「現代アメリカ教育行政学の研究」の書評に対する河野和清会員の反論について
• 校長職論の再検討
• 学習指導要領の改訂と学校の対応 : 小学校における対応の規定要因の分析を中心に(II 共同研究)
• 教育委員会の活性化を支える教育委員像 : 市町村教育委員会の全国調査から(教育改革と行政機構の再編,I 論説)
• アメリカ教育行政学の再構築 : その背景および経過を中心にして(V 研究報告)
• 市町村教育委員会に関する調査研究 : 「教育行政の住民統制」の理念と現実(V 研究報告,第1部 教育改革と行政課題,創立20周年記念号)
• 教職の質的向上と教育指導行政の課題 : 指導主事調査の分析を中心に(II 共同研究)
• アメリカ教育委員会制度の理念と現実(V 研究ノート)
• 新学習指導要領に対する教育委員会の対応の実態とその類型化 : 都道府県と市町村の教育委員会の対応パターンの特色とその連関を中心に(II 共同研究)
• 宮川公男著, 『政策科学の基礎』, 東洋経済新報社, 1994年, 4300円(VI 書評・図書紹介)

もっと見る 閉じる

スポンサーリンク