I've researched teachers working in academic schools with the same questionnaires and in the same analytical way as Hosaka (2004) did. I've singled out five important factors for outstanding English teachers. They are as follows; Teachers who: ① do their best to give lessons of a high quality; ② are proficient in English; ③ are knowledgeable and cultured enough to make English lessons rich in content; ④ are strict enough for students to improve their proficiency in English; and ⑤ pay attention to slower learners in class.

Next, I compared the results gained above and those of Hosaka (2004). I discovered three interesting results as follows: (1) Students have a wide range of images of outstanding English teachers. While teachers have very uniform ones: (2) I've singled out four factors that appear almost the same between the students and the teachers at first glance, but are different in quality: (3) Neither students nor teachers regard proficiency in English as the most important factor for an outstanding English teacher.

Lastly, qualitative research was also carried out to make sure the results gained in the quantitative research are reliable and to make clear what is not clear in the quantitative research.

A diagnostic test is designed to clarify the achievement level of the students and to find each student's weaknesses; as a result based on these scores, students and teachers can know how to study or teach effectively and efficiently. Although the need for diagnostic tests is increasing, only a few studies on composing diagnostic tests have been attempted.

The purpose of this study is to report the results of the diagnostic test for use of the subjunctive, which Aoki et al. (2003) composed. The subjects were 125 undergraduate students, and they were examined using a diagnostic test, with questions relating to the subjunctive on the general entrance examinations for various universities and TOEIC. The results indicate; (1) the students' understanding varies depending on the tense; (2) in every tense there are differences between the upper and the lower groups; and (3) each tense has different error patterns. In addition, the diagnostic test has a higher correlation to TOEIC than to general entrance examination questions. The findings reveal that the diagnostic test reflects the students' proficiency more accurately than the general entrance examination questions.

This paper is designed to assist management development tutors, course directors, universities and other providers in implementing education and training programmes for aspiring and incumbent headteachers. The professional development needs of headteachers is getting higher, and the reflective practice model has gained attention as an appropriate one recents for the teaching profession. However, little is clear about the theoretical basis of management education for headteachers. This paper, therefore, gives a theoretical basis for designing education programmes for headteachers based on reflective practice. As a starting point, I draw on the idea of J. Reeves. Who is an implementer of training programmes in Scotland. Her idea is characterized in terms of the following points: ① it focuses on learners' cognitive processes as a key aspect of professional development; ② it takes a holistic approach to school management; ③ it advocates work-based learning, which consists of two elements: reflective learning and social learning. By comparing Reeves view of professional development with the competence-based approach which underlies current national programmes in the UK, some problematic characteristics of the competence-based approach are pointed out, and the importance of reflective learning to enhance cognitive processes is emphasized. In the latter part, I explain the programme of the Scottish Qualification for Headship (SQH). Finally, I examine some prospects and issues for education programmes for headteachers in Japan.

This paper compares middle school tuition for every prefecture from the 1890s to the 1930s. This paper examines the following points.

First, for every prefecture it compares how much tuition one student payed. And it examines how many household economies tuition was pressing. Finally, the relation between the frame of tuition and expansion of middle schools is considered.

The following points became clear as a result of the analysis. When the nationwide trend was seen, the ratio which tuition occupies among costs required for management of middle school education varied from 20 percent to 70 percent. When compared for every prefecture, in Tokyo, Fukuoka, and Shizuoka, it turns out that the ratio of tuition was high. As compared with the prefectural level, the highest sum was in Tokyo, and the lowest in Okinawa.

The prefectural education expense burden was light in the prefecture with high tuition costs. The ratio occupied in the income of middle school tuition varied between 2 and 4% in 1916. The ratio of the tuition to income fell gradually. However, a clear correlation was not seen between the ratios of tuition costs and expansions of middle schools.

Recently, the social contexts surrounding schools have been changing dramatically and rapid educational reforms have promoted schools to create distinctive education activities on their own. These changes require school organization not only to transmit the knowledge but also to create knowledge about every educational activity.

For the purpose of exploring the capability (or dynamics) of knowledge creation in school organization, this paper presents the Knowledge-Creating School Theory by David H. Hargreaves, a British educational sociologist, who applied organizational knowledge-creating theory to school organization. Organizational knowledge-creating theory was developed by the Japanese management theorist, Nonaka, who wrote the book "The Knowledge-Creating Company".

The main point of Knowledge-Creating School Theory is to focus on teachers' professionalism. Though organizational knowledge creation starts from the individual, the teacher model has not so far been typically considered with reference to the theory. In his papers, Hargreaves compares teachers with doctors and then proposes the significance of ‘evidence-based practice' in teaching. On the model of doctors, he proposes the new type of teacher model that is an art based on science.

Thus, this paper describes and examines Knowledge-Creating School Theory by:

1) focusing on the process of knowledge creation and dissemination;

2) focusing on Hargreaves's teacher model;

3) focusing on the differences in the sense of knowledge between Hargreaves and Nonaka.

This paper examined the educational theory of higher technical schools with regard to the sudden increase in heavy industry. This paper focused on abilities that needed by engineers who were trained in the higher technical school.

The sudden rise of heavy industry, brought great changes and the abilities needed by engineers also changed a lot. To correspond with these changes the higher technical schools trained the students who had the potential ability to be engineers in the future. The sudden increase in heary industey was an important turning point of technical education in Japan. The method of technical education that was carried out in this period was called an opportunity for Japan to produce ‘Japan-styled' engineers.

The purpose of this study is to consider the impact of Proposition 227 in the State of California, and to give suggestions for relating the educational policy for language minorities with accountability focusing on policy evaluation and the politics of the policy problems of Proposition 227.

Proposition 227 criticized the state and public schools that had supported and implemented the bilingual education for not accomplishing their accountability to make LEP students more proficient in English.

After implementing Proposition 227, many papers and One Nation/One California which promoted Proposition 227 evaluated that Proposition 227 has succeeded and accomplished accountability in as far as the EL (English Learner) s' scores on the Stanford-9 improved. However, there were no standards and processes of evaluation in Proposition 227. And there was a lack of adequacy in the data to evaluate it, and their evaluations were inadequate from a methodological point of view.

What is in question in implementing Proposition 227 is that the policy evaluation system has to be established systematically to accomplish the accountability of education for language minorities, and to be adequate for their long term academic success. Also, the decision-making system has to be related to the accountability system to put into practice various education in a variety of educational situations indifferent school districts and schools.

The purpose is to examine what points of Japanese learners' performance tend to be evaluated positively or negatively and judged as good or bad points in conversations with 25 Japanese native speakers and 25 Japanese language teachers. In this research, participants evaluated the non-Japanese university students' (NNS) Japanese. If they felt the NNS's Japanese was good, they gave ○. If they felt the NNS's Jpapanese was bad, they gave × as they watched video recordings of the learners' free conversations with Japanese native speakers. Participants also gave comments of their reasons for awarding ○ or ×. All comments were classified onto cards according to their content. These were treated as evaluation factors.

The results show that both Japanese native speakers and Japanese language teachers tend to evaluate:

(1) vocabulary and expression, discourse competence and communication strategies positively.

(2) grammar and pronunciation negatively.

(3) Japanese native speakers tend to evaluate sociolinguistic competence positively, whereas Japanese language teachers tend to evaluate it negatively.

The purpose of this study is to make an analysis of a careful selection of educational content of history classes by reviewing the Course of Study for Lower Secondary Schools. The main points are summarized:

1) In terms of the latest revision of the Course of Study for Lower Secondary Schools, the principle of composition of educational content for history classes has been changed from "enumeration of events within the same time span" to "colligation of events based on a particular viewpoint".

2) When the content of history classes is composed in accordance with the "viewpoint principle", the children's perception of history will be better cultivated.

3) On the other hand, when the content of history classes is composed in accordance with the "viewpoint principle", it is difficult for children to develop an unobstructed personal view.