The primary purpose of this paper is to clarify the character of administrative evaluations for Japanese public education. Postwar, under the occupation policy, educational evaluation theories had been introduced to Japan from America. At that time, the educational evaluation was received as an indispensable means to democratize Japanese education and educational policy. Therefore, educational evaluation theories became the centeral interest in Japan. So, the educational authorities encouraged administrative evaluations, to state nothing of C. I. E.. The local board of education had the roll to do democratic and scientific administration by scientific surveys and evaluations. The principles of both voluntary, and guidance, were just respected at the time of evaluation. After the occupation, before and after the conservative merger, the national policy for evaluation was turned toward the principle of government control from them, based on modern economics, especially the theory of educational investment, and business management theory. For this matter, Prof. Ito insisted that the government control had to be rationalized more. Then, he engaged himself in the surveys on the works of teachers to establish the standardizations. Prof. Munakata criticized that national policy, and blamed Prof. Ito for the theory of modernizing educational administration, from a standpoint of democracy. Today, although various evaluations have been spread in educational administration, the subject of the Ito-Munakata controversy is unsolved.

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This thesis consits of the tree parts, At first I started making inquiries into analyzing the process of formation on the concept of curriculum after the n war. Secondly, the scientific standpoint of curriculum evaluation is patterned into the three. The first pattern is an evaluation of embodiment of the site-school based educational objects. The second one is a site-school based curriculum management evaluation supevised from the viewpoint of the national and regional curriculum administration, And the third one is a curriculum evaluation from the viewpoint of the school evaluation. From these three patterns the present conditions and problems on the curriculum Evaluation are made clear. Thirdly, I discused over a lot of Japanese problems full of suggestion from analyzing the results of curriculum evaluation research of America. After all the theory of curriculum evaluation of our country has been deeply developed connected with the points of revised Course of Study.

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I intend to examine the present conditions and subjects of teacher personnel administration with some preceding studies of personnel changes of public schoolteachers. Some findings are as follows: The authority of teacher change was transfered from cities, towns, and villeges to prefectures in 1956. Since then, teacher changes have been enforced in a large region, intermunicipal. Teacher efficiency rating was established in 1958. But, because it has been considered difficult to measure effects of teaching and teacher unions have objected to it, it has not been enforced well. On the other side, the number of teacher changes and the trend of it have been measured easily for many years. Contrary to it, in many foreign countries, it is enforced fairly well and opened to the public. Teacher efficiency rating should be appropriately estimated to make changes in teachers rationally. According to some related preceding studies, it is found that teacher transference has important effects on the improvement of schools and professional growth of teachers. But since it has not been made clear enough, we are required to make further study how to measure reasonably and scientifically more school improvement and professional growth of teachers by teacher changes. Besides, the results of teacher efficiency rating should be opened to the person concerned.

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The purpose of this paper is to provide (1) a historical sketch of institutional self-evaluation of Japanese colleges and universities, (2) its present situation, and (3) main issues found by surveys and evaluation reports made by the institutions. In 1991 Standards for the Establishment of Universities was revised, which expects every college and university to organize in their institutions a self-evaluation system, conduct a self-study, and evaluate their performance. By the end of 1994, 72.7 per cent of the four-year institutions made such an organization for self-evaluatiun. However, only 32. 3 per cent of them have issued some kind of evaluation reports. A thorough examination of these reports and some related surveys indicates some issues involved in the self-evaluation movement. Some of them are as follows: (1) Many colleges and universities have responded to the revised Standards so quickly that self-evaluation systems were easily formed. However, it seems that many of them have not functioned properly yet. (2) Many of the institutions report facts ant information about the institutions, such as the number of students, faculty members, facilities, curriculum. Little evaluation, however, was made about their missions and purposes of the institutions. (3) It has not been clear how the institutions have used the self-evaluation as a tool for improvement and development of the institutions. (4) So far, the institutional self-evaluation process has not been in a part of institutional accreditation system in Japan. Althougt there have been some efforts to strengthen the system, many institutions seem not to be willing to change the situation.

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The present article aims at presenting the necessity of considering the task of educational managemet from the point of developing such community as guranteeing all the people opportunities through which they can get the feeling of contributing to others in their second stage of life, based upon the results of the studies we administered to elderly people who had retired from selected enterprises. The results of the studies shows that the level of satisfaction become higher when people feel that they are playing an important role for others, and that those who had rich experiences in non-academic areas are leading more positive life than those who had success experiences only in academic areas. Based on such findings, the present article proposes that educational management should consider children's second stage of life rather than the first stage, i. e. nccunational life.

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A new relationship between school and community is now on a desirable stage. The rapid urbanization in the last decade loses its speed in 90's. However drastic change has been observed in the population structure and the style of living in many local communities. Schools are expected to build far more improved curricula in regard to the community involvemet. The pilot schools, we may call them leading schools in this respect, show some similar features in improving school curricura utilizing the various resources in the community. They are making necessary internal effort with effective support from the school board and relevant institutions in the community. The current problems we are facing now are as follows: (1) Working strategies should be developed for the support to each school, (2) School leaders should be encouraged cope with the community resources in making the school curricula adequate to the student needs, (3) Linkage among schools in the community should be promoted to find effective devices in order to improve school of each, (4) School board and education center should play a leading role in further development of school improvement.

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The purpose of this study is to examine the result of research in educational administration in Japan and the issues arising therefrom, through an analysis of the theses contained in the Journal of Japanese Association for the Study of Educational Administration (JASEA, No. 26, 1984-No. 35, 1993). These theses are regarded as representative studies of educational administration in Japan. We developed and created an analytic chart in order to examine the theses. The findings of the analytic review of these theses are as follows: (1) One difficulty was the identification of 'distinctive research field' due to the multifaceted nature of the research subject, preventing it from being classified into sharp and significant divisions. Another difficulty was the identification of the 'research domain', resulting from the fact that the sphere of the research is too extensive to be characterized as a well-defined discipline. (2) It was possible to identify two quantitative characteristics which appear in the theses. First characteristic was Japanese studies were based on questionnaires aimed at teachers of elementary and lower secondary schools on areas such as pre- and in-service teacher education, and curricula. Second characteristic was evident that most theses which focused on administration theories, pre-service teacher education, and educational policy in Europe and the United States are based on a review of the literature. (3) Compared with theses on educational administration theories in other countries, there are relatively few theses on the analysis of such theories in Japan. This does not necessarily mean to represent the trend of all educational administration studies in Japan. In a sense, a bias exist in the selection of related articles. In order to eliminate this bias, it is necessary to widen the scope of the selection of literature on research in educational administration.

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The purpose of this paper is to consider the advantages of an ethnographic approach to the study of school management. Ethnographic studies are generally characterized by : R the necessity to live for an extended time in the community or with the group, (2) concern for mundane, day to day events as well as exotic events, (3) a focus especially on participants' interpretation of things, R an attempt to build a synthetic and contextualized explanation, (5) a tendency to view the interpretative or conceptual structures intentionally in the research, and (6) reporting through a conscious and creative blending of storytelling with more abstract conceptualizing. Ethnographic study makes it possible to see how people act and see both the conscious and unconscious elements in their actual settings, which is the key to understanding school organization. Its weak points are that its results very depending on the personal factors of the researcher, and the difficulty of comparison and generalization. Finkel's study was conducted in two effective urban elementary school. Though both school are effective, her "thick description" shows that styles of exerting leadership by the principals are very different. It suggests that the function of schooling should be understood in its own setting and environment, and therefore, that treating all schools together and seeking a single model of good management can be misleading. Based on the above discussion, the advantages of an ethnographic approach to the study of school management are : CD a dynamic understanding of the 'interpretation process' of school participants, (2) a source for hypotheses for empirical inquiries, and (3) a means to check the validity of empirical inquiry.

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The conclusions drawn heretofore from the 'effective schools research' have been employed to assert that school goals and goal clarity have effects on student achievement. While the results suggest causal relationships, the methods employed support only correlative ones. The research to date in Japan has focused primarily on analysis and interpretation of the theoretical framework of the 'effecive schools research'. But positive research on schools' effects on academic output is compratively incomplete. This paper thus aims to first examine the statistical methods of the antecedent research. Following, an analysis of the causal relationship between school goals and school academic output is presented in accordance with data of 287 high schools in the Chugoku and Shikoku regions of Japan. The data was analyzed employing the covariance structure model analysis (structural equration model). Results of the study were as follows: (1) After socioeconomic background of high school and students' prior academic level (substitute variable) were controled, school goals caused high performance levels: empasis on the high school academic achievement as a school goal had a direct effect on the number of students who successfully passed the entrance exams to top-level universities. (2) The number of students who succeeded in the entrance exams to low-level universities was not affected by the empasis on high academic achievement as a school goals. In conclusion, this paper resolved the ambiguity of precedent research findings based on correlation, and statistically defined a causal effect of school goals on school academic output in Japan.

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This study purposes to consider what is the significances of the training situation for teachers, as effective factors to teacher attitudes. Teachers seem to take role-distance toward in-service training at schools. Generally, there are two vectors of teacher attitudes toward in-service training, that is a direction to approch idealimages of teachers and a direction to leave ideal images. And we can understand that teachers training styles and those vectors interact each other. I supposed that the differences of this training stailes owed to the difference that teachers though what is "to be busy". Until now, many reserchers have indicated that it is necessary for teachers to reduce load of jobs, to increase the morale and motivation to make a human relation better, to establish occasions of communications and feedback and to take a leadership appropriately. In addition to these factors, it is important to consider about significances of the training situation. In this study, I definded the things that teachers thought to be daily as "ordinary", and definded the things they thought to be special as "unordinaly". And then I made it clear where and how the two definded matters appeared in the training time, and how these made teachers feel busy. On my difinition I took a training situation of a primary school in Saitama Prefecture up as an example. This study stays at the first stage yet, but I think that it is very important to observe "ordinaly" and "unordinaly" in order to pay attention to the function that an unconscious situation has. And we should grasp the meaning of this function as an effective factor to a teacher's role-distance.

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This paper focuses upon the National Scheme for School Teacher Appraisal in England which was introduced in September 1991. Teacher Appraisal is a major subject of controversy which has caused considerable apprehension throughout the professional development and the accountability. Usually, the purposes of Teacher Appraisal can be grouped into two broad categories: first improving teacher professional development and second undertaking the accountability. However, it is unclear as yet whether these two sets of purposes can be reconciled. In the 1991 Regulations, the government wants Appraisal to fulfill a wide range of purposes. However, the term of "accountability" has never used in the 1991 Regulations. On this study, the author took up 12 LEA's Appraisal Schemes (Cambridgeshire County Council, City of Coventry, Devon County Council, Essex County Council, Leeds City Council, City of Liverpool, Norfork County Council, Oxfordshire County Council, City of Salford, Somerset County Council, Suffork County Council, Surry County Council) and examined the contents of each Scheme. In particular, the author noticed the term of "accountability". At the result, these Schemes could be categorized into two large groups: first the type of following up 1991 Regulations and second the type of invention by LEA. And the latter could be categorized into three small groups.

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