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Article type: Cover
1996 Volume 38 Pages
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Article type: Appendix
1996 Volume 38 Pages
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[in Japanese]
Article type: Article
1996 Volume 38 Pages
i-ii
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Article type: Index
1996 Volume 38 Pages
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Article type: Appendix
1996 Volume 38 Pages
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Hiromichi OJIMA
Article type: Article
1996 Volume 38 Pages
2-20
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Celebrating the fiftieth anniversary of the end of the War, Educational Academic Society has been actively arguing its evaluation and the prospect of education in the coming twenty-first century. Educational Administration is a function which contributes to the educational aim-formation and the process of its execution. In this place Educational Administration means activities done at the working spot to realize an educational aim of school itself. This paper examines how the function of the Educational Administration has worked and changed to its present style for these fifty years based on the following three points of consideration: 1) Form of the function of Educational Administration at School Management. 2) School Management which has worked and enabled the existence of Educational Administration. 3) Relationship between school and authority and style of supervision given by authority, in view of the changing form of existence of the function of Educational Administration at School Management. Though the status of the function of School Education has developed at the main function of School Management through the series of educational reform activities after the War, the scope of autonomy of the School Management has been narrowed drastically, through merger of the main function, in short, Educational Administration of School Management to the function of authority. However, educational reforms at eighties have addressed the importance of autonomous School Management and have developed common understandings that the recovery of the function of Educational Administration at School Management and of its repletion is necessary. This paper concludes that the repletion of objective and subjective conditions related to the ability of school to form educational target is essential.
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Terumoto KANEKO
Article type: Article
1996 Volume 38 Pages
21-33
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The objectives of the public education in Japan have been provided by the Fundamental Education Law (1947), and in conformity with this law, the goals of education in elementary and secondary schools was proscribed by the School Education Law (1947). The Ministry of Education laid down general principles of curriculum in each school by the National Standard of Course of Study which have been revised decennially since 1958. And then the new National Standard of Course of Study (1988) have made a general revision of the objectives and courses of school education to correspond with the new needs of the times. This paper tried examing into the process of educational administration to achieve the new objectives with accuracy from two points. That is, (1) making better the educational power of school. (2) making better the educational power of community. Through a examination from the two points, this paper discusses how to change the educational culture lying at the base of school organization and how to perform the community-based educational administration.
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Tatsuo SAKAKI
Article type: Article
1996 Volume 38 Pages
34-46
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Teachers' union movements, above all the Japan Teachers' Union (JTU) have been having a great influence on educational administration. JTU was reconciled with the Ministry of Education from 1994 to 1995. This is called "a historical reconciliation" between JTU and the Ministry of Education. This article examined the relation between educational administration and teachers' union movement. It studied relations between educational administration and teachers' union as a labor union movements (Section 1), between the management of curriculum and teachers' union movements (Section 2), and between school management and teachers' union movements (Section 3). It remains to be seen what influence "a historical reconciliation" between JTU and the Ministry of Education will have on school management in the future. But it is expected for example that teachers will participate in the meeting for educational study by teachers' unions as service hours training and make collective bargaining or collaborative negotiation with principals without difficulty.
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Masayuki KITAGAMI
Article type: Article
1996 Volume 38 Pages
47-57
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The purpose of this paper is to clarify the viewpoint and framework for the theories and practices on Gakkozukuri after World War n in Japan. So, this paper divides postwar period into three stages by the characteristics of educational policy, educational and social situations. First stage is from postwar to the middle years of 1950's. This stage's characteristics is democracy in education. Educational policy, administration, school management pursued the democratic education. The theories and practices on Gakkozukuri pursued same object. Second stage is the year of 1960's and mid 1970's. Gakkozukuri were changed against educational policy and administration change; centralization and rationalization of educational administration. Gakkozukuri were 'Shokuba zukuri'=democratization by the theory of right to education. In there, the right of teacher's and school autonomy were aserted. Third stage is the later half of 1970's to now. This stage's characteristics is educational problems and educational reform. Especially, the human rights of children and school management by collaboration of teachers, children, parents and community. The theories and practices on Gakkozukuri suggest and pursue the participation and collaboration of them.
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Saburo IWASAKI
Article type: Article
1996 Volume 38 Pages
58-69
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The number of problematic behavior of students has rapidly increased since the late 1970s. Teachers tend to respond towards problematic behavior by forcing severe school regulations on students. The strict regulations in school education are now a big issue that many people condemn. It is said that these problems have increased by the reason that the school is now the place for problematic behavior, which had happened outside of the school until 1970s. In this paper, I'll attempt to reveal the connection between the problematic behavior in school and the rigid and regulated education, and our present school's fundamental problems beneath the surface. This paper consists of five parts below. 1. A subject of discussion 2. Increasing problematic behavior of students and its qualitative changes 3. The truth of the rigid and regulated education 4. Increasing contradiction of school administration in postwar social change (1) The school's debased authority and normative influence as an educational facility (2) Wide gap between social requirements and school culture 5, Other problems What I'll prove is that the previous school character of public education has been enormously changed by postwar social changes, information age, lifelong educational system and the unitary examination system laying great emphasis on grade point. There are four specific examples below. (1) Changing students'/parents'needs towards school caused by their privatization of educational means (2) Students'lacking awareness of school norms, and increasing regulated education (3) Fierce competition between public schools and private schools (education on market) (4) Contradiction in educational expectations especially for the public junior high school that makes school administration difficult (double bind between what school should fulfill its role as a public character and what school should respond to the private demands of students for entrance examination) Finally, I point out that the rigid and regulated education never solves the deep-rooted problems and we need to make practical effort on school administration by taking those problems into account.
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Article type: Bibliography
1996 Volume 38 Pages
70-73
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Article type: Appendix
1996 Volume 38 Pages
App2-
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Akira SATO
Article type: Article
1996 Volume 38 Pages
76-85
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This paper aims at analytic and rapid review of the literature on educational administration in order to recognize the academic standard for a separate discipline. The findings of this review are as follows: 1. It is difficult to recognize the study of educational administration as a separate discipline, because the subject and the method of study are not different from those of other allied disciplines. 2. Majority of the study tends to research on the compulsory and public school management in spite of other different kinds of schools including university. 3. Not a few papers on educational administration does not satisfy the minimum reauisite for academic thesis.
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Article type: Bibliography
1996 Volume 38 Pages
86-
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Article type: Appendix
1996 Volume 38 Pages
87-
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Hiroshi SATO
Article type: Article
1996 Volume 38 Pages
88-99
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Currently in Japan it is said that self-management of school is important in order to cope with educational problems. However it is not easy to realize self-management of school. How can we realize self-management of school? In other words, what kind of system is needed for the self-management? This article tries to answer this question by studying the School Review in Australian Capital Territory. The characteristic of educational administration in Australian Capital Territory has been the devolution of authority to schools since 1970s. But the problem was low quality of education in some schools. This was because the school management became so called routine work. In order to solve this problem, self-management of school is needed and School Review was introduced in 1990 as a system to ensure the self-management. School Review is the regular and systematic examination of the important aspects of school, that is, its key inputs, processes and outcomes. It is about six months devoted to reflection and analysis within five years based on collaboration between school and administration. The significance of School Review is to stimulate school management and to realize self-management of school. It is said that a process of school management in a year is P-D-S cycle, but by introducing School Review, the process can be S (School Review)-P-D-S(1st year)-P-D-S (2nd year)-P-D-S (3rd year)-P-D-S (4th year)-P-D-S (5th year). Teachers are also stimulated by School Review, because their outcomes of works are examined within five years regularly. By doing so, School Review keeps quality of education without strong control from administration. In other words, School Review is a system which ensures quality and diversity simultaneously. I think that such a unique system gives a suggestion to educational administration reform in Taoan.
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Shinsaku AKAHOSHI
Article type: Article
1996 Volume 38 Pages
100-112
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In America, collaborations between the school and the community have traditionally been active. But from the early 1980's, the word "Partnership", which essentially means a relationship between groups that is characterized by mutual cooperation and responsibility, and which is established for the achievement of a specified goal, became used more frequently. In the 1987/88 academic year, the number of education partnerships in schools was 140,800, as compared to 42,200 in 1983/84. There are two main reasons why the number increased. The first reason pertains to the attempt by the Reagan administration in the early 1980's to cut the nation's financial deficit. The second reason is the implementation of educational reforms that seek to promote excellence in education over the same period. In this paper, I will explore the background of school-community partnerships and the organization, the management and activities in "PATHS/PRISM: Philadelphia Partnership for Education" as one case of school-community partnerships in America. The paper is organized in the following way: I. Introduction II. Background of School-Community Partnerships III. Organization and Management in PATHS/PRISM IV. Activities in PATHS/PRISM V. Problems and Prospects In Japan, many people recognize that collaborations between the school and the community are very important, but such school-community partnerships as exist in America, which are properly organized and adequately financed, have not yet been pursued in Japan. Concerning school education, there are historical and social differences between America and Japan. School administration in Japan is also different from America. But school-community partnerships in America will present some suggestions when we think about it in Japan.
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Kimiyo HIRAI
Article type: Article
1996 Volume 38 Pages
113-126
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This paper clarifies the socio-political situation which promoted the "autonomy" of elementary schools in Japan in the late Meiji Era. After the victory over Russia, it came to be widely recognized by the state bureaucrats that the most effective strategy for imperialistic expansion should be based on the total enrichment of this country, especially on the development of the rural economy. The Ministry of Domestic Affairs encouraged the autonomy of local public bodies through the campaign called "Rural Improvement Movement". And in this movement, local elementary schools were employed to take a leading role as the center of the local community integrated traditional communal orders. This development necessarily influenced the educational policy, which led to a second stage. This was the turn from the expansion on quantity to the improvement on quality. It is interesting to note that the role of the school in the community was considered to be an important factor in the quality evaluation when the Ministry of Education decided to set the standards for the elementary schools through the selection of Superior Schools (Showcase Model Schools) in 1908. We can also find the same kind of the Model among the attached elementary schools in those days. Since the Model made to be based on the community, it could be have the various patterns of management. This seemed to be respected the diversities to every school. But they were approved only within a certain limit. Though the path differed with the degree of development and social situation of the local communities, the goal led invariably to the National Education. This is the conclusion of this paper.
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Noriaki MIZUMOTO
Article type: Article
1996 Volume 38 Pages
127-141
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This paper examines the management of Nagano primary school in late Meiji era. The management of primary schools developed in late 30s of Meiji as the attendance rate increased and the size of schools grew. Nagano primary school was very big in its size from early Meiji era and Hayashi Watanabe who was the principal of that school from 1886 to 1904 had an excellent idea about the organization and management of schools. He insisted that the size of a class should be small and school should be big enough to specialize the internal organization. He called his idea about school organization "school based" as opposed to "classroom based". He allocated the headteacher and the head of departments aside from classroom teachers and delegated many of his duties to them. He developed educational organizations such as a special class for less able children, a blind school and a girls' high school. He set these organization at first in Nagano primary school and separated some of them from it later. He also became the principal of these new schools and as a result was in the position to supervise the whole school system in Nagano city. We can find very important problems of school management in this case; specialization and integration of internal school organization development of educational organizations during the rapid growth of school attendance, and the relationship between the management of school and the administration of the whole school system in one city. Hayashi Watanabe facing these problems in late Meiji when the nationalistic educational system was established in Japan rationalized the internal organization of the school, developed educational organizations mentioned above, and connected "quasi-community" of school to the local government body.
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Article type: Bibliography
1996 Volume 38 Pages
142-145
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[in Japanese]
Article type: Article
1996 Volume 38 Pages
146-148
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[in Japanese]
Article type: Article
1996 Volume 38 Pages
148-150
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[in Japanese]
Article type: Article
1996 Volume 38 Pages
150-152
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[in Japanese]
Article type: Article
1996 Volume 38 Pages
152-153
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[in Japanese]
Article type: Article
1996 Volume 38 Pages
154-156
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[in Japanese]
Article type: Article
1996 Volume 38 Pages
156-159
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[in Japanese]
Article type: Article
1996 Volume 38 Pages
159-161
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[in Japanese]
Article type: Article
1996 Volume 38 Pages
161-163
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[in Japanese]
Article type: Article
1996 Volume 38 Pages
164-167
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[in Japanese]
Article type: Article
1996 Volume 38 Pages
168-171
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[in Japanese]
Article type: Article
1996 Volume 38 Pages
172-173
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[in Japanese]
Article type: Article
1996 Volume 38 Pages
174-175
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[in Japanese]
Article type: Article
1996 Volume 38 Pages
176-178
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[in Japanese]
Article type: Article
1996 Volume 38 Pages
179-181
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[in Japanese]
Article type: Article
1996 Volume 38 Pages
182-188
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Article type: Bibliography
1996 Volume 38 Pages
189-229
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[in Japanese]
Article type: Article
1996 Volume 38 Pages
230-231
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Article type: Appendix
1996 Volume 38 Pages
232-233
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Article type: Appendix
1996 Volume 38 Pages
234-235
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Article type: Appendix
1996 Volume 38 Pages
236-246
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Article type: Appendix
1996 Volume 38 Pages
247-248
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Article type: Appendix
1996 Volume 38 Pages
249-
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Article type: Appendix
1996 Volume 38 Pages
250-
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Article type: Appendix
1996 Volume 38 Pages
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Article type: Appendix
1996 Volume 38 Pages
252-
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Article type: Appendix
1996 Volume 38 Pages
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Article type: Appendix
1996 Volume 38 Pages
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Article type: Appendix
1996 Volume 38 Pages
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Article type: Appendix
1996 Volume 38 Pages
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Article type: Cover
1996 Volume 38 Pages
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