小松茂久著 『アメリカ都市教育政治の研究-20世紀におけるシカゴの教育政治改革』 人文書院 2006年

journal articl

ワタクシ ノ イッサツ ダイガク ニオケル キョウイン ヨウセイ ノ レキシテキ ケンキュウ

本書は約11年間にわたる共同研究の成果をまとめたものである。執筆にあたったメンバーは総勢14名だが，諸般の事情で途中退会していった者を含めると共同研究の参加者は20名。今でこそ，みんな大学等で研究者としての「定職」を得ているが，研究をはじめた頃は，その半数近くが大学院生だった。 ..

アメリカ学校経営における共同的意思決定の展開と校長の役割期待変容 : 1970年代〜1990年代フロリダ州におけるSBMの展開過程を対象として

This paper examines the changes in school principals\u27 role expectations in the beginning and developing process of shared decision-making in school management in the United States. My analysis considers School-Based Management (SBM) policies and principalship between the 1970s and 1990s in Florida. Although SBM was initiated in the 1970s, it was not established successfully. According to some analyses, one of the main factors in this failure was that principals and teachers did not understand the necessity of their own role changes. In the 1980s, reform policies were implemented to define principals as school managers, and the Florida Principal Competencies (FPC), a criterion to describe the competencies school principals should demonstrate, was developed in 1983. However, the FPC seemed to disregard shared decision-making. In the 1990s, a new SBM policy clarified the specific responsibilities of the State, the district, and the school. The FPC was also revised in 1994, and it reflected some important changes in the principal\u27s role expectations in terms of shared decision-making. For example, it redefined the parent as a participant in the decision-making process. My analysis demonstrates that the revised FPC emphasized that the school principal is expected to build and facilitate the process of multi-way communication among the stakeholders by using specific data. Such communication is seen to promote the success of shared decision-making procedures by school advisory councils. Thus, it was found that the role expectations of principals changed in the 1990s. In addition, it is important to note that views regarding school organization have changed. Until the 1980s, school management had been viewed as a one-way, top-down process placing the greatest emphasis on the principal\u27s values. However, by the 1990s, school management had progressed to a horizontal and multi-way relationship among diverse stakeholders, with the principal being seen as just one of the members

学校改善をめぐる教員・校長・教育委員会の意識構造 : 改善を隘路に陥れるもの

In recent years, the term of School Improvement has been often used by many people in search of better schools in Japan. This concept does not separate functions of school external conditions from internal ones. And it insists on the importance of doing on school\u27s own initiative. Now many people are searching for making internal and external conditions of an individual school function syntheticaly based on the school\u27s own will and need. For the past years, many studies have explained what conditions can promote improving school. Nevertheless we cannot find many schools improved in our country. Why can\u27t we do it? It is my guess there is anything that prevents the promoting conditions from functioning well enough. And I wonder if some obstacles exist in the structure of consciousness of teachers, principals, and school boards. The purpose of this paper is to explain that structure. In order to do it, I try to find teachers\u27, principals\u27, and school boards\u27 opinions about obstacles to improve their school. After that I try to find some discrepancies among them. The contents are as follows: 1. Problems 2. Teacher\u27s, Principal\u27s, and School Board\u27s Consciousness about Obstacles to Improve their School 3. The Relationship between Teachers and Principals 4. The Relationship between School (Teacher and Principal) and School Board 5. The Structure of Consciousness of Teacher, Principal, and School Boar