The purpose of this paper is to clarify the variety of teacher's professional growing process and the influences to that by the teachers' self-evaluation. The analysis of their answers leads the conclusions as follows: (1) Common points in the teachers' self-evaluation are that they don't think there was a large growth in the erea of practices in school during college, they cognize that they had grown "teacher's capacities" in 3 years after they got the job. (2) Different point is that some teachers recognize that they basically stopped their growth after about 3 years and other understand that they continue their gowth even after that period. (3) In the different point, there are two types; basically maintaining type (M-type) and progressing type (P-type). (4) Analyzing 4 teachers' answers and their characteristics, their professional growth evaluation are provided mainly two sides. One of them is private side, that involves changing of home, marriage, childbirth and hobby, special ability, a view of life and world. The other is public side, that involves influence of union of teachers, relationship to school leader, administration and school district, scale of school and age group of teachers. It is necessary that each teacher should systematize self-professional growth to his own way on self-evaluation.

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Since the end of the 1970s, ability grouping (Syujukudobetsu-gakkyuhensei) has been increasingly prevalent in Japanese senior high schools. The purpose of this paper is to examine the causes and consequences of ability grouping from sociological viewpoints. Both theoretical and empirical considerations are under-taken. Firstly, reviewing existing studies, the causal relations among some relevant variables are clarified. And also the processes through which ability grouping is formed are explored. They are lack in an attempt to synthesize such two perspectives in a systematic way. In the latter half of this article, we try to overcome the weakness of ability grouping studies. Two kinds of school surveys lead some remarkable findings as follows: (1) Ability-range of student body cannot explain the prevalence of ability grouping practices. (2) Ability grouping is comprised of two major subcategories (ie. banding vs setting), and each has different background. (3) On the whole, banding is more popular in "second-best" schools, which are oriented to improve the academic excellence. (4) But the expectation for banding is not fulfilled at least in the first grade. (5) Rather, banding functions as a "sorting device" which differentiate students' educational expectations. These findings need to be verified and modified through more intensive ethnographic studies.

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During the 1950's and the early 1960's, the so-called "theory movement" in American educational administration was initiated and actively developed under the influence of logical positivism. The theory movement provided us with the positivistic paradigm which attempted to study administrative phenomena in the mode of scientific inquiry. This paradigm, until very recently, has dominated inquiry and discourse in educational administration. But, as early as the 1970's, serious questions have been raised about the usefulness of hypothetico-deductive theory and research developed or conducted during the movement. Though there was already critique of the theory movement from its early years, according to J. Culbertson, T. B. Green-field was the first scholar to criticize systematically the presuppositions underlying the core ideals of this movement from phenomenological point of view. The purpose of this paper is to examine the characteristics and the significance of phenomenological approach proposed by Greenfield. The contents are as follows: 1. Introduction 2. Characteristics of the theory movement 3. Epistemological question 4. The view of organization and the research methodology of phenomenological approach 5. The significance of phenomenological approach The debate between the theory movement's pioneers and those who questioned the pioneers is much needed and to be welcomed, for it opens new avenues for pursuing the study of educational administration. The phenomenological approach gives a good deal of impetus to the methodological self-examination and self-awakening in educational administration studies.

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The purpose of this paper is to clarify the functional attributes and theoretical background of the teacher centers in the United States, especially focused on the "individualization" of in-service education of teachers. The concept of teacher centers has proved difficult to conceptualize in that it has been called various names and accompanied by an array of difinitions. But, teacher centers may be most clearly distinguished from other approaches to in-service education by the priority that is placed on addressing the needs of individual teachers. So, I thought "individualization" is the most important purpose of teacher centers. But, why and how could teacher centers accomplish this purpose? I tried to solve this quentions. In conclusion, my findings are as follows: Teacher centers have adopted a "developmental" approach to in-service education. This approach which is based on the theories of John Dewey and Jean Piajet contrasts with the nature of the teacher training that was model in in-service programs in the past. This approach sees the teachers as "individuals" and "learners", and stresses the teacher's motivation, needs, growth, and active involvement with the environment. As a result, teacher centers provide the teacher-initiated programs based on the voluntarism of teachers; non-evaluative, neutral places; "concreteness and relations" and "time and chances to think". These functions are identified in the "services and resources program" which stress the accessibility to the resources and the role of the teacher center staff as a "linking agent", in 37 teacher centers survey conducted by Mertens and Yarger.

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In contemporary education reform in many countries school management is attached great importance for the quality of education and school accountability. Particulary the role of headteachers is regarded as one of the crucial points for school improvement. In England various improvements were introduced in responsibilities, management training and selection of headteachers in 1980s. This paper brings focus to the improvement of headteacher selection and analysed the Project on the Selection of Secondary Headteachers by Open University, the national conference on head-teacher selection, the consultative document on headteachers probation, the governmental white papers, Education (No. 2) Act 1986 and Education Reform Bill in 1987. The last part of this paper clarifies the position of school management in the education reform in England. First, the government increased its power on school management by making the legal framework of headteacher selection. Second, parental influence on school management was also increased through the participation of the school governing bodies in the selection panel. Third, in these impacts from the central government and parents, LEAs and teachers felt some threat for their local autonomy and professional autonomy concerning school management.

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In this paper some of the new educational trends and significant features of governing schools in England are considered against the background of the history of school government. Forty-four years on from the Education Act 1944, theory and actual practice with regard to school government varied throughout this country. The Taylor Report (1977) reviewed the arrangements for the government of maintained schools in England and Wales. Change in the composition of governing bodies has increased the propotion of parents, along with teachers and other community representatives, who share the duties of governance with the once-dominant political nominees. After ten years passed, Baker's Education Reform Bill to amend the law relating to education was presented to the Parliament in late November 1987. The roles and functions of governing bodies will be changed and there may be times when governors need to express disquiet over something unless relationships with head and staff are good. The Government's determination to cut the education authorities down to size has given governors a new significance as guardians of the public interest in education. Governors will be first in line to supervise Mr. Baker's national curriculum and have important new responsibilities for the appointment of head and staff, and for the financial delegation to school. I discussed this new situation in terms of partnership and professionalism.

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