公立学校改革における選択と参加の行動分析(II 研究報告)
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概要
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School choice has been one of the most important recent issues in public school reform at the stage of compulsory education, especially with its enforcement by several local governments the last few years. There have been many contentions concerning school choice, most of which have had a close relation to parental participation, so it is understandable that we can not discuss school choice without referring to parental participation. In referring to the relationship between school choice and parental participation, supporters of school choice regard it as a mutual supplement and critics of school choice regard it as an alternative. The purpose of this paper is to clarify the factors in behavior regarding school choice and parental participation and to test empirically the suppositions of their arguments by a quantitative survey. This paper adopts a micro-level analysis which focuses on individual behavior. Data are based on the author's survey which was conducted at public elementary schools of Shinagawa Ward Tokyo in July 2002 for parents having school-age children. Results show that dissatisfaction before entrance to a school in the ordinal district designated by the board of education makes parents either leave the school (exit) or complain/demand (voice) without actually opting out. This result coincides with the argument of Hirschman's negative feedback mechanism wherein the people advocating a mutual supplementary relationship suppose. The divide of collective characters of students among schools and their homogenization inside each school supposed by the people advocating an alternative relationship is not corroborated. We conclude that a mechanism for improving public school by choice and participation functions at the present time. The likelihood that parents with great dissatisfaction will take the exit option is higher than that of those who will take the voice option. 'Loyalty' (attachment to the ordinal school district as a local community) does not function as an element of an optimal feedback mechanism which is supposed to suppress excessive exits and which urges a voice. These results have the implication that the mechanism for improving public schools including choice may not function in the long term, so some intervention is needed. As to the relationship between resources which individual families have and behavior, we find that the necessity of time resources at home for education is the one common trait of school choice and parental participation, that horizontal communication among families is one of the conditions of a vertical voice directed toward principal and teachers, and that a stronger intention to be involved in the school makes them take either the exit option or the voice option. We can employ these results to direct our attention to resources for parental participation, which has rarely been giving attention. Furthermore, the issue of resources for influencing schools, which is common to school choice, and parental participation, will be important theoretically and practically.
- 日本教育行政学会の論文
- 2003-10-17
著者
関連論文
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- 教育政策過程分析における「比較」の理論と方法
- 公立学校改革における選択と参加の行動分析(II 研究報告)
- 地方自治体における教育政策動向(内外の教育政策動向2004,V 内外の教育政策・研究動向)