Relationships between Curriculum Management and Active Learning in the Elementary School Curriculum: Identified by Collating Data for Different Schools

2017年に告示された学習指導要領では，主体的・対話的で深い学び（アクティブ・ラーニング）とカリキュラム・マネジメントは，教育課程を軸に，授業や学校の組織・経営の改善を図るものとして，学校全体の機能を強化することが期待されている。本研究は，この点に着目し，両者の関係について，量的調査を実施し，詳細な分析を行った。結果，カリキュラム・マネジメントがアクティブ・ラーニングの視点からの授業改善を後押しするという知見を再確認するとともに，学校の課題状況により，両者の関係には違いがあり，効果的なカリキュラム・マネジメントが異なっていることを実証的に明らかにした。このことは，それぞれの学校が，自校の実態を踏まえてカリキュラム・マネジメントを進めることの重要性を示唆するものである。In the Course of Study Guidelines (2017) for Japan, “proactive, interactive, and deep learning” (= active learning) and “curriculum management” are proposed as major objectives. These attributes are identified as ways of improving classes, school organization and management in schools. Curriculum management is expected to promote active learning. Although previous studies have shown a correlation between these two attributes, they have not clarified the mechanisms underlying this relationship. In this study, we outline the results of a quantitative survey of many elementary school teachers about the relationships between active learning and curriculum management

Research of teacher personnel changes in educational management : the re-assessment of the involvement by the school for the decision process

The purpose of this research is to describe the personnel changes decision process in a certain city and analyze the existence of the initiative of the school for the decision. The following results came out by a qualitative investigation. 1) Personnel changes consist of the decision making in two stages. First, “remain or move ” decision, second “where the object teacher moves to” . 2) The principal has the initiative concerning the decision of the former. 3) The principal tries to achieve the vision of the school through it. These mean personnel changes as the management means exist in this city. In the future, the content of the means will be researched from the concern of educational administration

<Reseach Notes>Study of basic data related to private citizens principal system: based on survey of MEXT

The purpose of this paper is a fundamental analysis of the data about “private citizen principal” system. According to the data of the Ministry of Education, Culture, Sports, Science and Technology Ministry, the number of private citizen principal, after the low-level period up to a few years ago, has been slightly increased. “Private citizen principal”, it includes the principal from the civil service and them from private sector. In recent years the latter has increased. Turning to the difference between the local governments, while part of the municipality (for example Osaka Prefecture and Osaka City) is rapidly expanding the recruitment, many provinces reduced or stopped the employment

Examining the relationships between teacher self-efficacy, professional learning community, and experiential learning in Japan

This study investigated the relationships between professional learning communities (PLCs), teacher self-efficacy, and experiential learning. A conceptual model that connects PLC components, including shared vision, interactive reflection, and collegiality, to teacher self-efficacy was proposed, as mediated by experiential learning. The data comprised 3,604 teachers from 204 primary schools and 787 teachers from 90 lower secondary schools in Japan. First, a multigroup confirmatory factor analysis confirmed that the same constructs of PLC, teacher self-efficacy, and experiential learning were measured at different school levels. Second, multigroup structural equation modelling revealed that some PLC components were related to teacher self-efficacy at different school levels. Moreover, experiential learning mediated the relationship between some PLC components and teacher self-efficacy at different school levels. The theoretical and practical implications are discussed based on the results of the study.peerReviewe

<Special 2: Curriculum Development at the Municipal Level>Development of Original Curriculum by Self-Governing Body, Making Use of Their Local Culture : Case Study of Uto City in Kumamoto Prefecture and Suwa City in Nagano Prefecture

On April 2008, ‘Special Curriculum School System’ was introduced. The system enables self-governing bodies to make and to implement a special curriculum, when MEXT(Ministry of Education, Culture, Sports Science and Technology) allows them to do so. Special Curriculum School System, following the Structural Reform Special Zone, enables self-governing bodies to make and implement their special curriculum in order to implement more effective education program which reflects the situation of schools and districts around schools. We can see this system as an attempt of decentralization concerning curriculum administration. This research analyzes the role of local governing body –especially municipal board of education- which they play when they make and implement the original local curriculum and the influence to schools, by focusing on the case of ‘the Class of Abacus’, implemented in Uto City in Kumamoto Prefecture and the case of ‘Craftsmanship from a Viewpoint of Users’, implemented in Suwa City in Nagano Prefecture

<Special 2: Curriculum Development at the Municipal Level>Views of the principals and teachers about municipalities\u27specific curriculum : Interviewresearch about the system of Kyouikukateitokureikou

The purpose of this paper is to reveal the views held by principals and teachers about municipalities’ specific curriculum, focusing on the system of Kyoikukateitokureikou. It is a system introduced by the Ministry of Education, Culture, Sports, Science and Technology in 2008 to promote the municipalities’ autonomy in developing curriculum. In this research, we conducted a survey in the form of questionnaire, which was sent to the schools. According to the results of our survey, the roles of teachers in introducing the curriculum are different from those in implementing it. Principals and teachers also recognize outcomes and challenges of the system