For over 40 years, the responsibility for educational policy making in Japan was carried by only educational administrators, though the number of professional researchers criticised the policy. From the early 1990's onwards, educational policy became an increasingly controversial and pliticised area in terms of social policy for the children. This article examines the new role for educational policy making by researchers.Present educational circumstances are characterised by: 1. falling roll 2. new function of schooling 3. changing the educational system and methods of school management. We have to consider new concepts and plolicies in the field of educational management, Marketing, Educational Accountability and organisational profession are key concepts after post-modern society. The present government in Japan has just launched a strategic policy of cultural, social and economic charge. We, as the professional researchers, have a big responsibility to contribute to school improvement and to develop new research methods. I would like to suggest to our members how we should play our new role for educational policy making today: 1. utilise the general knowledge of business managent in our research. 2. being clear about the purpose and method of our research. 3. undertaking practical and exciting research. 4. introducing political and economic ideas into field of study.

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The purpose of this paper is to clarify some tasks about Method of Clinical Approch in Educational Administration. There is a remarkable gap between Practice and Research in Educational Administration. Now, We are demanded for the clinical approach of research to solve serious educational problems in and around the school. So, We have to consider the case of Educational Administration important, and to master how to observe and record of phenomena of school organization. The Initiatory Tasks for the Study of "Clinical Educational Administration" are two. One is to accumulate of knowledges and techniques health of school organization. Another is to network persons who take an interest in diagnosis and treatment of school organization clinically. The contents of this paper are the following three sections; 1 Necessity for interchange between "fundamental" and "clinical" studies in Educational Administration 2 Four basics to Method of Clinical Approach in Educational Administration 3 The Initiatory Tasks for the Study of "Clinical Educational Administration"

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The purpose of this article is to examine a) the characteristics and limitation on research findings in educational administration in terms of their practical effectiveness, and b) the necessity and possibility to establish a close relationship between reserchers and practitioners and, to develop the methodology for research in educational administration. The limitation on research findings in terms of their practical effectiveness was discussed from the point of view of the traditional dichotomy between research and practice. The nature of the research findings in educational administration is characterized by normativeness. This characteristic is due to hierarchical relationship between the research findings and the practical knowledge. In order to change the nature in educational administration, it is neccesary to establish a close and equal relationship between researchers and practitioners and to develop a methodology for practical science. The main problems to be solved are a) to have a common understanding between researchers and practitioners by collecting and investigating the facts about educational administration, b) to promote collaborative problem-solving, and c) to adopt a criterion which is suitable to evaluate research on the practice of educational administration.

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This article firstly examines the framework of research on educational administration and then searches for an alternative framework. Many research on educational administration conducted in Japan are based on the linear thinking. To understand the phenomenon of an organization, the thinking makes a clear distinction between cause and effect factors, and explains that the most superior factor decides all other factors. In these research the organizational goals of schools are regarded as the most superior factor. However, the greatest fault of the thinking is that the organizational goals which are powerful enough to lead the school organization as a whole to take decisions unilaterally cannot really be set. If the present complexity of schools and the recent findings of research (the unintended consequences and paradox of educational phenomena) are taken into account, it is obvious that understanding of the uncertainty and complexity, and sensitivity to the possibilities of getting unexpected and undesirable effects are required. It is here that theories like the loose coupling theory and the garbage can model respond to the requirements. The framework of these theories is the circular thinking, which explains that the organizational phenomenon cannot be considered as a simple cause and effect relationship because all factors are in mutual causal relationships. From the perspective of the circular thinking, the self-fulfilling prophecy is an important concept in understanding the organizational phenomenon. The image management and the school identity strategy such as changes of school uniforms and school names conducted widely in recent years are the strategies used to raise the self-fulfilling prophecy. Finally, this article also provides some implications of the circular thinking for the management of schools.

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This paper examines making clear the strength and problems through a review of school management in Japan since the post-war until now. We have already made an overview of the review on the essay of "Post-war History and Outlook of Educational Administration" (Gyosei, 1982) until the early of 1980's. So on this paper, varticulary I have decided to consider the trends of the merits and demerits since the era of "Extraordinary Council of Education Reports". This consists of four parts below. (1) Basic Framework of School Management Study in the Sphere of Educational Administration I divide postwar period until now into four stages by the characteristics of educational reform and school management theories, A Common framework of many researchers of school management focussed on a principle of democratization and rationalization until the third stage from the year of 1970's till early year of 1980's. And since middle of 1980's, a principle of "Opened Collaboration" of school management seems to be popular among researchers. (2)Issuse of School Management Study There were a lot of issues based on school organization and control under the sharp conflict of educational policy at the second and third stage (For example, Tanso-Juso organizational issues, position issues of principal, vice-principal and shunin), Howerer, issues are separated and researcher's interest becomes diviversified these days (at fourth stage), owing to a rapid change of school surroundings, So we can't find out academic essaies on the present issues. (3)School Management Viewed of Area Studies siness management c school finance management (7) in-service management R school evoluation menagement. Particularly I have pointed out a lot of remarkable works of these area studies at the fourth stage. (4) Methodology of School Management I discussed what features of a practical science are common to all methodology of school management study.

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The purpose of this article is to analyze the effect of bukatsudo (Japanese extracurricular activities) on academic achievement, educational aspiration and on high school life. In Japan, bukatsudo is very important activity for high school students in two aspects; (1) school life and (2) curriculum. In spite of such importance, the effect has not been examined yet. This analysis examines the effect of bukatsudo from three points of views; (1) the relation between participation in bukatsudo and, academic achievement and educational aspiration, (2) the relation between participation in bukatsudo and high school student culture, (3) the process of the effects of bukatsudo on academic achievement. Respondents are 992 students in 4 high schools (one of higher, one of middle, two of lower academic level). The results may be summarized as follows: 1 participation in bukatsudo has positive effect on academic achievement. 2)The effect on academic achievement is not direct, but indirect. Because participation in bukatsudo promotes students' adaptation to school, their academic achievement increases. These effects are strongest in high school of lower academic level. 3) The effect is different given the hierarchical status of the schools. The reason for this difference may be refered to as follows. In high schools of higher academic level, students' value is linked with academic achievement. On the contrary, in high schools of lower academic level, bukatsudo is important activities in students' social world.

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