A 県における子どもの貧困対策としての学習支援の現状と課題 : 生活困窮者自立支援法に基づく学習支援と地域未来塾を対象として

The purpose of this study is to clarify the current status of learning support as a measure to prevent children\u27s poverty in A prefecture in Chugoku and Shikoku region, and to consider the tasks. In this study, interviews and observations were conducted. As a result, the following four points were raised regarding the tasks of learning support as measures for poverty of children in A prefecture. The first task is that the A Prefecture Board of Education works together with the welfare department to think the community future cram school and "children\u27s learning support project" as a child poverty countermeasure. The second task is to establish a universal system in mountainous areas, and a selective system based on academic ability in plain and urban areas. The third task is to clarify the division of roles to make the cooperation of actions related to learning support as a countermeasure for children\u27s poverty work. The fourth issue is to reexamine the purpose of "Children\u27s Learning Support Project" and "Regional Future School"

ガッコウ カンリショク ノ ショクム スイコウ ニ ヒツヨウ ナ リキリョウ ノ ショトクチョウ ニ カンスル ケンキュウ : A ケン ガッコウ カンリショク ノ カクトクズミ リキリョウ ニンシキ オヨビ リキリョウ ケイセイ ヨウキュウ ノ ブンセキ オ トオシテ

本研究の目的は，A県学校管理職の「獲得済み力量認識」および「力量形成要求」を分析することを通して，学校管理職の職務遂行に必要な力量の諸特徴を明らかにすることである。本研究では，校長と教頭に対して，選択肢式の質問紙調査が行われた。その結果，次の５点が明らかになった。①副校長・教頭よりも，校長の方が，全体的に高い力量を身につけていると認識している。②副校長・教頭の方が，校長よりも，力量形成要求が高い。③学校管理職は，学校組織マネジメント，人材育成，危機管理について，高い力量形成要求を持っている。④学校管理職は，現在の学校教育の先進的な課題を遂行するにあたって必要になると思われる力量の必要性を十分に認識していない。⑤教育法規については，学校管理職の獲得済み力量認識が低い。A purpose of this study is to clarify the characteristics of the ability that is necessary for performance of duties of the school manager through analyzing “the ability recognition that has been got” and “an ability formation demand” of the A prefecture school manager. In this study, survey was carried out for a vice-principal and the principal. As a result, five points of the next became clear. ① Recognition of managerial ability Principals have is higher than recognition of managerial ability vice-principals have. ability than viceprincipals. ② Abilities formation demand of vice-principal is higher them of the principal. ③ School manager have high Abilities formation demand about the school organizational management, personnel training, the crisis management. ④ School manager does not enough recognize the need of the ability about tasks of the current school education. ⑤ School manager recognize that they have low ability about the educational regulation

シドウ キョウユ ノ ショクム ジッタイ ト ケンシュウ ニーズ ニ カンスル ケンキュウ : Aケン ニオケル シドウ キョウユ ト コウチョウ ニ タイスル シツモンシ チョウサ ノ ブンセキ オ トオシテ

本研究の目的は，指導教諭の職務の実態，獲得済み力量認識，力量形成要求，指導教諭について感じていることなどを，質問紙調査により明らかにすることを通して，指導教諭の研修ニーズや，期待された役割をより果たせるようになるための教育経営のあり方を考察することである。本研究では，主に次の３点が示唆された。① A県の指導教諭は，法律や校長が期待しているほど，他の職員への教育指導に関する指導・助言を行うことができていない，②指導教諭の役割遂行が，指導教諭個人の意欲や使命感に依存していることがある，③指導教諭本人が力量の不足を感じており，指導教諭と校長の力量形成要求が高い研修内容は，「アクティブラーニングに関する専門知識」「授業やカリキュラムの最新動向」「教職員へのコーチングに関する専門知識」「ICTを活用した学習指導に関する知識・技能」「カリキュラムマネジメント」「校内研修の改善」である。The purpose of this research is to clarify the actual condition of the duty recognized by the supervising teacher, recognition of acquired competence, demand formation of ability, the feeling about supervising teacher by question paper survey. In this research, we will consider the training needs of supervising teachers and the way of educational management to make it possible to fulfill the expected role more. The following three points were suggested. ① The supervisor in A prefecture has not been able to give guidance and advice on educational guidance to other staff as much as the law and the principal expects, ② the performance of the supervisor\u27s teacher\u27s depends on teacher\u27s motivation and the sense of mission, ③ The supervising teacher feels the lack of competence, and the content which the supervisor\u27s teacher and the principal\u27s request formation of the competence are high is as follows. "expert knowledge on active learning", "latest trend of lessons and curriculum" "expertise on coaching to faculty and staff", "ICT Knowledge and skills related to learning guidance making use of", "Curriculum management", "Improvement of in-school training"

地域課題解決学習による児童の挑戦する意欲と社会的有効性意識の向上 : 総合的な学習の時間のマネジメントと授業実践を通して

The purpose of this study is to examine the effects of teachers’ the period for the Period of Integrated Study management and class practice, which mainly focuses on solving the problems of the community, on children’s willingness to take on challenges and awareness of social effectiveness in elementary schools. A graduate student who is also an elementary school teacher managed the Period of Integrated Study and practiced the lesson for about one year, mainly focusing on solving the problems of the community for 4th to 6th graders. A questionnaire survey was conducted before and after the practice to measure the children’s willingness to take on challenges and awareness of social effectiveness. As a result, under certain conditions, it was found that, in elementary schools, teachers’ the Period of Integrated Study management and class practice, which mainly focuses on solving the problems of the community can increase children’s willingness to take on challenges and a sense of social effectiveness. The condition is that the children have the experience of directly changing to solve the problems of the community continuously together with the residents who work to solve the problems of the community

キョウショク ダイガクイン ト ケン キョウイク イインカイ キョウイク センター トノ レンケイ ニヨル シュカン シドウ キョウユ ケンシュウ プログラム ノ カイハツ ト ジッセン

本稿の目的は，Ａ大学教職大学院とＢ県教育委員会・教育センターとの連携による主幹・指導教諭研修の，①内容，②開発の経緯，③効果と課題を明らかにすることである。筆者らは，大学院側の担当者として，この研修の開発と実践に取り組んだ。本主幹・指導教諭研修は，「ＯＪＴ型である点」および「教職大学院が組織として研修に全面的に関与している点」で先進的な取り組みと言える。本稿では，その開発時の打ち合わせの記録や，研修後のアンケートを分析した。その結果，次の２点等が明らかとなった。①県教委等と連携する際には，「県教委や教育センターの慣習を尊重すること」「先進県・大学の学校管理職研修に関する知識を得ておくこと」「県教育センター等の職員とともに，先進県・大学を視察すること」が重要である。②１年目の主幹教諭については，「ＯＪＴ型」の研修の有効性が確かめられた。A purpose of this study is to clarify ① contents,② process of development ,③ effect and a problem of the teacher chief editor and instruction teacher training by the cooperation with University teaching profession graduate school and the prefecture Education center. The writers worked on development and practice of this training as the person in charge on the graduate school side. The teacher chief editor training and the teacher instruction training are advanced at the point that is an OJT type and where a teaching profession graduate school participates in the training totally as an organization. I analyzed a questionnaire after the training and a record of the meeting. As a result, two points of the next became clear. ① When it cooperates with education center of the prefecture religion, “respecting habit of the education center of the prefecture,” it is important “getting knowledge about the advanced prefecture and the advanced university managerial class training” “to inspect an advanced prefecture and an advanced university with the staff of the education center of the prefecture”. ② About teacher the first-year chief editor, I was able to check the effectiveness of the training of the OJT type

サービス・ラーニングによる生徒の主体性と社会的有効性意識の向上 : 中学校の生徒会と住民による避難所生活の課題解決を通して

本実践研究の目的は，中学校において教師が生徒による変革を目的としたサービス・ラーニング(SL)を促すことが，生徒の主体性と「社会的有効性意識」に与える影響を明らかにすることである。中学校教員でもある大学院生が，6名の生徒会役員に対して，約1年間，防災をテーマにしたSLを内容とする特別活動の授業を実施した。授業の前後に，6名の生徒会役員に対して，主体性と社会的有効性意識を測る質問紙調査を実施した。結果，中学校において教師が生徒による変革を目的としたSLを促すことが，生徒の主体性と社会的有効性意識の向上に影響を与えることが明らかになった。The purpose of this practical research is to clarify the effect of teachersʼ promotion of service-learning (SL) for the purpose of change by students in junior high school on their independence and "awareness of social effectiveness". A graduate student who is also a junior high school teacher conducted special activity classes for about one year for six student organization officers, which included SL on the theme of disaster prevention. Before and after class, we conducted a questionnaire survey of six student organization officers to measure their independence and awareness of social effectiveness. As a result, it was clarified that the teacherʼs promotion of SL for the purpose of change by the student affects the improvement of the studentʼs independence and social effectiveness awareness in junior high school

学習支援事業者と学校との連携の実態と課題 : 生活支援を重視する事業者との連携に着目して

The purpose of this study is the following two points. (1) Focusing on learning support providers that emphasize life support, clarify the actual situation of cooperation between learning support providers and schools based on the Act on Support for Independence of People in poor. (2) Clarify administrative tasks to promote cooperation between learning providers and schools. In this study, we conducted a questionnaire survey and an interview for learning support providers. As a result of analyzing the investigation results, the following seven points were clarified. (1) The learning support providers mainly needed cooperation with the school to share the state of the “Worried Child” with the school and to search for a support method. (2) Providers that place importance on life support was more aware of the need to share information with schools regarding “Worried Child” than providers that place importance on other purposes. (3) Providers that place importance on life support supported children, including families in poor, by sharing sensitive information about “Worried Child” in cooperation with schools. (4) However, about 40% of Providers that emphasize life support answered that the cooperation with the school was “not very successful” or “not at all.” (5) Regarding providers that emphasize life support that do not cooperate well with schools, “NPO corporations, etc.” were more aware of the reason why cooperation did not work well than the “Social Welfare Council”. (6) Providers that emphasize life support that cooperate well with schools shared their children\u27s personal information with schools not only by working on schools but also by obtaining the cooperation of the government. (7) Some providers that emphasize life support described “established a conference body involving the Board of Education and the welfare department” and “cooperate with great power” are necessary to promote cooperation with schools in the future. From the above, we considered that there are the following two administrative tasks regarding the promotion of cooperation between providers that emphasize life support and schools. (1) Both education and welfare administrations should establish the infrastructure for sharing children\u27s information and building relationships between schools and providers that emphasize life support. (2) The government should give priority support to the promotion of cooperation with schools for “NPO corporations, etc.” that do not cooperate with schools among providers that emphasize life support

生徒の人権意識を高める学校経営に関する事例研究

本研究の目的は，中学校において生徒の人権意識が高まった学校経営上の要因を明らかにすることである。本研究では次の５点が明らかになった。①校長が「安全・安心な学校」という学校経営のコンセプトを繰り返し，生徒や教職員，保護者に表明していた。このことが生徒の人権意識に影響を与え，教職員組織における人権教育を重視する規範の形成を促した。②校長が学校経営方針を毎年改善し，教職員へ教育計画の改善を要求したことが，教職員における毎年の教育改善の規範形成を促した。③教職員における人権教育重視と，毎年の教育改善の規範形成が，人権教育の授業研究の継続 を促した。④人権教育に関する授業研究の継続が，人権教育の授業の質の向上や，教職員の協働性の向上を促していた。校長によるメンター研修の導入も，教職員の協働性を向上させた。⑤人権教育の授業の質と教職員の協働性の向上が，生徒の人権意識の高まりを促した。The purpose of this study is to clarify the factors in school management that raised the awareness of human rights of students in junior high school. The following five points were clarified in this study. (1) The principal repeated the school management concept of safe and secure school and expressed it to students, staff, and parents. This affected students\u27 awareness of human rights and encouraged the formation of norms that emphasize human rights education in staff. (2) The principal improved the school management policy every year and requested staff to improve the education plan, which prompted the formation of a norm for improving education every year. (3) The emphasis on human rights education among staff and the formation of norms for improving education every year promoted the continuation of human rights education lesson study. (4) Continuation of lesson study on human rights education promoted the improvement of the quality of human rights education lessons and the improvement of collaboration among staff. The introduction of mentor training system by the principal improved the collaboration of faculty and staff. (5) Improving the quality of human rights education lessons and the collaboration of staff promoted the heightened awareness of human rights of students