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Article type: Cover
1999 Volume 41 Pages
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Article type: Appendix
1999 Volume 41 Pages
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Article type: Article
1999 Volume 41 Pages
i-ii
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Article type: Index
1999 Volume 41 Pages
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1999 Volume 41 Pages
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Shigeru AMAGASA
Article type: Article
1999 Volume 41 Pages
2-11
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December, 1998, MONBUSHO notified a new course of study. Historically, this notification is very interesting. Under the development of devolution policies, MONBUSHO recommended to relieve the regulation of curriculum criteria such as flexible management of school hours. The purpose of this paper is to clarify the position of deregulation of curriculum criteria in the history of educational administration. This paper examines on the following three points: 1. The process of educational policy making a curriculum criteria 2. The history of curriculum composition and curriculum study 3. Reform the system of curriculum development and school based curriculum management The findings of this consideration are as follows: 1. There are four aspects of deregulation of curriculum criteria, succession of "free of pressure and fulfillment" line, development of devolution policies, taking form of the Ad Hoc Council on Education, and finishing of the third educational reform. 2. The deregulation of curriculum criteria promoted schools to change from subjects study to curriculum study and to develop new type curriculum. 3. Though the deregulation curriculum is a positive trial which change historical curriculum administration, there are many historical problems to realize school based curriculum management. Finally, I point out that we need to reexamine comprehensive educational policies and to change curriculum study for the purpose of realizing school based curriculum development.
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Reiji TAKASHINA
Article type: Article
1999 Volume 41 Pages
12-21
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In 1998, the Curriculum Council decided to add a new class period, which is called "Period of Integrated Study," in elementary, junior high, and senior high schools beginning with the next renewed curriculum. At present, the educational curriculum consists of subjects, moral education and special activities. The new class will be a period of study that integrates the traditional areas of the curriculum in an interdisciplinary and comprehensive manner. The class will be held approximately three hours a week in the third grade and up in elementary school and for one hour in high school. The class focuses on present-day issues such as international understanding, information, the environment, health and welfare, other related topics that may inspire or interest students, and topics relevant to the local community. The class will emphasize learning through experience with a problem-solving approach. National curriculum standards will not stipulate content and no textbooks are designated for this class, but each school will be free to demonstrate creativity in determining the class content. This addition to the school curriculum in Japan is a groundbreaking change that is expected to contribute to more flexible teaching and learning.
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Yasutoshi YAMAZAKI
Article type: Article
1999 Volume 41 Pages
22-30
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Recently, it is required to expand the elective system of the curriculum by the Course of Study, which was revised in 1998. As regards expanding elective system, it becomes important problem to reform the teaching-learning organization. The purpose of this paper is to consider the support organization of elective system, and to clarify the problem on the reform of teaching-learning organization in high schools. The relating factors of organizational reform are the five-day school week, lifelong learning society, computers brought in schools widely, guidance organization of course, the method of team-teaching and cross-curricular. Particularly it is important to reform the teaching-learning organization under the five-day school week and lifelong learning society. In the future, the teaching-learning organization is going to reform organic and complex organization cooperated with external organization. This consideration suggests the possibilities of the teaching-learning organization appropriate to expanded elective system. The contents of this paper are as follows: 1. Introduction : purposes and tasks of this paper 2 . Revision of Course of Study and expanding elective system 3. Teaching-learning organization which support elective system 4 . Cooperation with external organization as regards expanding elective system 5 . Problem on the reform of teaching-learning organization 6. Conclusion
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Haruo SATO
Article type: Article
1999 Volume 41 Pages
31-43
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The objective of the paper is to print out the direction of her school systems supported by activation of locally available educational resources. The back ground behind the higher weight of school and local community link through "activation of local resource" and "school supporting system" are; (1) Awareness of the limitation of qualitative and quantitative limitation. (2) Trend of educational realizes in relation with the turn over of "School Knowledge". (3) Stronger localism against directive from its center. (4) Request for the actual use of studied items in lifelong learning. It is appropriate to interpret broadly that the local educational resources means it exist in local community and it is consisted of locally unique-people, products, facilities, places, activities, sales, information and wisdom which are purposely used for effective educational activities and school management at each school. There are various view points on how to apply local educational resources as listed bellow; Namely: select best suited resource to match the needs of educational curriculum, flexible arrangement of curriculum, and also from the view points of optimizing guidance method to take best advantage of available resources. Lastly the points were made with respect to problem areas for further review, 1. At elementary school, the magnitude of the introduction of actual life need to be studied. 2. Currently, there is no requirement for the leaderships when local people conduct classes. 3. Educational effectiveness is not clearly established with respect to using local people from leaderships view point which relates to item (2) 4. Activating local uniqueness of the resource can results in educational gap. 5. Under the policy of "Establishing open school", this local link and activating local resources may likely result in first for the purpose only. Items pointed out as aforementioned contain. Problem areas with respect to future school support system.
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Article type: Bibliography
1999 Volume 41 Pages
44-47
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Article type: Article
1999 Volume 41 Pages
48-49
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Article type: Article
1999 Volume 41 Pages
49-50
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Article type: Article
1999 Volume 41 Pages
50-51
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Article type: Article
1999 Volume 41 Pages
51-52
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Article type: Article
1999 Volume 41 Pages
52-53
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Article type: Appendix
1999 Volume 41 Pages
App2-
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Sadamune YUTOU
Article type: Article
1999 Volume 41 Pages
56-68
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The purpose of this paper is 1) to reexamine two ideas of school choice and parents involvement, 2) to clarify how to have made it possible for Parents, Allied with Children and Teachers (PACT) to manage two reform approaches compatibly, based on school choice and parents involvement, and 3) to consider the legislative possibility and limitation of two ideas. PACT is a charter school (CS) opened in Anoka-Hennepin district, Minnesota in 1994. The issue of parents involvement in CS is significant, because parents in CS can get involved in personnel affairs, curriculum development, and budget that has been hard for parents in public schools. Moreover it is a new educational practice, introducing both school choice and parents involvement simultaneously. Parents in PACT can participate in school management by: (1) being members of each committee, (2) being Teacher Assistants, (3) expressing own opinions through questionaires. In PACT parents' satisfaction of their involvement is quite high. This outcome implies that the new management introducing two controversial reform approaches is successful in practice. The reasons are following. First, parents were free to choose PACT because of being CS, one of the school choice programs. Second, PACT could offer parents three strategies to promote parents involvement as it had the right to manage school autonomously. Third, parents wanted to make the best of these three strategies because there were many parents who had experiences of home-schooling and who agreed with parents involvement at PACT. But we should be careful of imposing parents involvement on every CS, because this could spoil one of the main characteristics of CS, that is, the diversity of school management. Moreover, introducing parents involvement on every CS might work as a wav of selectivity of parents and students. (291)
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Takahide KATOU
Article type: Article
1999 Volume 41 Pages
69-81
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The first most important assumptions of the Rowan's theory of school organization by institutional approach are that teaching as task is socially constructed (institutionalized suggested from Berger and Luckmann). And by Thompson's models of rational choice, actors (teachers) are assumed to have both a clear preference order regarding outcomes (goals) and a thorough understanding of extent to which courses of action (means) yield the outcomes. Using these conceptions, Rowan developed a classification scheme for types of teaching as task in school organization as follows: 1) Teaching as the routine task 2) Teaching as the judgmental task 3) Teaching as the diagnostic task 4) Teaching as the inspirational task The second is that each type of teaching as task knowledge (as above) has it's own consequences for the type of control strategy. 1)' Total control strategy 2)' Outcome-based control strategy 3)' Process control strategy 4)' Social control strategy Organizations generally recognized as procession forming of control by resource-input control to organization, procedural control in organization and output control to organization. Rowan recognizes four types of control strategy have each different combination by these dimensions of resource control. Resources are measured certain or uncertain extent to which each type of teaching as task has goal and means of certainty. The feature of Rowan's theory is that a type of teaching leads it's own type of control strategy. This makes issues of teaching and learning, argued at School Restructuring Movement, being on theoretical flame. In former institutional approach to school organization, observation was that formal organization of school is loosely coupled and its structure is not taken criticism by means of logic of confidence. However Rowan's theory can explain this former observation was not explanation of inherent feature of school organization but an alternative view of school organization.
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Article type: Bibliography
1999 Volume 41 Pages
82-84
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1999 Volume 41 Pages
85-86
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1999 Volume 41 Pages
87-88
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1999 Volume 41 Pages
89-90
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1999 Volume 41 Pages
91-92
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1999 Volume 41 Pages
93-94
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1999 Volume 41 Pages
95-99
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1999 Volume 41 Pages
99-100
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1999 Volume 41 Pages
101-102
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Article type: Article
1999 Volume 41 Pages
103-104
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1999 Volume 41 Pages
105-106
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1999 Volume 41 Pages
107-109
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1999 Volume 41 Pages
109-110
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1999 Volume 41 Pages
110-111
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1999 Volume 41 Pages
112-113
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1999 Volume 41 Pages
114-116
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1999 Volume 41 Pages
117-119
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1999 Volume 41 Pages
120-123
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Article type: Appendix
1999 Volume 41 Pages
App3-
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Article type: Article
1999 Volume 41 Pages
126-128
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Article type: Article
1999 Volume 41 Pages
128-130
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1999 Volume 41 Pages
131-133
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1999 Volume 41 Pages
133-135
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1999 Volume 41 Pages
136-137
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1999 Volume 41 Pages
138-139
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1999 Volume 41 Pages
140-141
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1999 Volume 41 Pages
142-143
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1999 Volume 41 Pages
144-146
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1999 Volume 41 Pages
147-168
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1999 Volume 41 Pages
169-170
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Article type: Appendix
1999 Volume 41 Pages
171-172
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Article type: Appendix
1999 Volume 41 Pages
173-184
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