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2000 Volume 42 Pages
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Article type: Appendix
2000 Volume 42 Pages
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Article type: Article
2000 Volume 42 Pages
i-ii
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Article type: Index
2000 Volume 42 Pages
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Article type: Appendix
2000 Volume 42 Pages
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Yoshihiro SAKAKIBARA
Article type: Article
2000 Volume 42 Pages
2-11
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The purpose of this papaer is at first to point out the meaning of Grade-Management and Classroom-Management in Japanese school. Classroom-Management is constructed from two aspects. One ist the side of individual on student and the other is the side of group. Teacher should manage diese two points each other. Because of the character of classroom which is once in a year organized, teacher has to emphasise the group activitiy and norm against classroom students. That means the learning about subjects in each student ist basically restricted to the classroom-keeping. As the mental background of teacher it is possible to indicate the tendency, that they form a connection with students as human-relationship. As a result Grade-Management is on relative negative position. Exceptions of that are limited to some ereas which concern guidance or common events in junior high school. The latter part of this paper raises some prognoses around Grade-Management and Classroom-Management in school. The important factors, 1. Continual decleasing of student numbers, 2. school budget retrenchment in public finance, 3. more relative delegation on school and local school board and 4. the change of social expectations against school might effect to the school in near future. Nowadays school policy in Japan focuses mainly the students who are to be left behind. Nevertheless as a rapid change on circumstances in the world, school in Japan would also gradually turn around the other direction, which makes attention to high talented or honorable students. In addition to that, it would be difficult to plan School-Management within only one school. It would run for example to the idea of collective schools. The base on Grade-Management and Classroom-Management would decay in accordance with these conditions.
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Takashi HAYASHI
Article type: Article
2000 Volume 42 Pages
12-21
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In the light of the special theme of the journal, the critical situations of school management in dealing with 'disruption of classes' (gakkyu houkai) are presented. The necessary competency and role of the school administrator to cope with the problems are also discussed from the risk management perspective. In view of the fact that schools open to the outside can make progress with the educational cooperation of home, school and local community, and that plans for the classroom educational activities can been enriched if a school is open inside, it is necessary to organize open classes. There are two issues for school management to overcome the crisis in schools: (1) schools should plan the system that could lead to the better educational cooperation of home, school and local community, and the process of planning, implementation, evaluation should be functioned concretely in accordance with the condition of school; (2) in developing attractive educational activities, which make use of teachers' professionality, the integration of the competency of teachers as a whole, the cooperation of home and community and the enhancement of the educational strength of school should be promoted. This calls for the new role and competency of the school administrator, that is to say, as an open school administrator he/she must be possessed of the competency for receiving, transmitting, and processing various but meaningful information as well as sharing new knowledge about schools with teachers, parents, other schools and institutions.
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Noriaki MIZUMOTO
Article type: Article
2000 Volume 42 Pages
22-30
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Recently the situation of primary school class organization has been changing dramatically. Regulations on class size and teacher assignment are going to be revised and the discretion of schools is going to be expanded. The population of teacher is unbalanced in respect of age groups and the average age of primary school teachers has been rising. As "Gakkyu Hokai" phenomenon indicates the trust of children and their parents to the school has been declining. All these changes request the reform of class organization and teacher assignment. Recent studies reveal some facts of primary school class organization. For example primary school teachers pay more attention to the discipline than the achievement of students when they organize classes. Elderly teachers are busier than younger teachers and face difficulties in the classroom management. The decrease of population of children does not necessarily lead to the reduction of class size. In some cases the class size is even expanded because of the reduction of the number of the classes or the integration of schools. In the last part of this paper I pointed out some administrative strategies for the reform of class organization. First, at each school level teaching and learning organizations should be more flexible in order to improve the effectiveness of teaching. Second, in relation to the imbalance of teacher population more younger teachers should be introduced as part-timers or volunteers. Third, at the government level system of class organization and teacher assignment should be more flexible, and the standard of class size and the standard of teacher assignment should be separated.
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Osao MINAMIMOTO
Article type: Article
2000 Volume 42 Pages
31-40
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The purpose of this paper is to clarify the problems on classroom instruction management in elementary, junior high, and senior high schools. Recently, it has been required to examine teachers' teaching organization with respect to new directions of educational devolution policies. This paper begins by analysing the present situation of teachers' teaching organization with particular reference to traditional uniformed teaching in classroom instruction and also the increasing children's problem behabiour and disruption of class which is not effective against classroom instruction is pointed out. This paper considers three situations of recent improvement for teachers' teaching organization. 1. deregulation on school curriculum criteria 2. the use of team-teaching 3. comprehensive and integrated study The findings of this considerations with particular reference to management of teaching and learning process are as follows: 1. a new class period, which is called "Period of Integrated Study" make effects on the contents of education, the number of school hours, and classroom teacher system. 2. there is demand for promotion of teachers' teaching organization that can change classroom teacher system for the use of team-teaching. Finally, I point out that we need to reexamine the effects of traditional uniformed teaching in classroom instruction on the present educational improvement.
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Kazuaki OGI
Article type: Article
2000 Volume 42 Pages
41-49
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The purpose of this treatise is to argue about the way of improving childlen's problem behaviours laying stress on the making of classroom environments. The child's problems cannot be solved even if they decrease in number. In order to improve childlen's problem behaviours in thir daily life, it is important to nurture their desirable personalities. We should do it by means of building desirable living environments at school, at home, and in the surrounding society. The classroom environment at school has important effects on both cultivating the desirable personalities and controlling problem behaviours. The important points of the classroom environment to which we should payattention are as follows: 1: To make classroom the place where every child can grow comfortably. 2: To establish good human relationships with peers in the classroom. 3: To create atmosphere where students can study eagerly. 4: To nurture students who think and control themselves, and help one another. 5: To nurture students who live safely and healthily. It is the most important to establish classrooms, where students help one another and study together. To create desirable classroom environments, teachers should make every effort to develop teaching plans which enable the students to be relaxed, keep friendly human relationships, and study hard.
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Article type: Appendix
2000 Volume 42 Pages
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[in Japanese]
Article type: Article
2000 Volume 42 Pages
52-53
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[in Japanese]
Article type: Article
2000 Volume 42 Pages
54-56
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Article type: Article
2000 Volume 42 Pages
56-57
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Article type: Article
2000 Volume 42 Pages
58-59
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Article type: Article
2000 Volume 42 Pages
60-61
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Article type: Appendix
2000 Volume 42 Pages
App3-
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Kenji TSUYUGUCHI
Article type: Article
2000 Volume 42 Pages
64-78
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The purpose of this study is to demonstrate the "causality" between leadership of a principal as transformational leader and school effectiveness through a quantitative approach and to extract the strategy ("how to" improvement) that is using it for the improvement of school effectiveness through a qualitative approach. Thereupon, this study constructed next three watching points-the transformational leadership argument, the school effectiveness research, quantitative/qualitative approaches-. Construction of a causal model as a quantitative approach on the occasion of, we set up the transformational leadership and the transactional leadership as a leadership variable, and the school effectiveness as a effectiveness variable. The data that was obtained was analyzed by the method of covariance structure model analysis. We used the technique of field work as a qualitative approach. The field work was carried out extending for a period of 12 days through five months. We try hard to the collection of interview records and documents such as the school handbooks in addition to the preparation of fieldnotes in the observation period. The point that was announced by the above survey and also field work is as follows. 1. This principal as a transformational leader was exerting the strong influence to the school effectiveness by the display of the transformational leadership and the transactional leadership. 2. This principal was forming the exchange relation between the administrative demand of oneself and autonomic demand of teachers through next three strategies, the strategy of "efficacy", "curriculum management-by weekly planning notes", and "ability management". Also, these each strategy were having the common feature that giving a multidimensional means to ones administrative behavior. 3. This principal had realized the voluntary innovation that went along his visions through the strategy of "building a experimental culture" and "make to acceptance
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Article type: Appendix
2000 Volume 42 Pages
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2000 Volume 42 Pages
80-82
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Article type: Article
2000 Volume 42 Pages
82-84
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Article type: Article
2000 Volume 42 Pages
84-86
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2000 Volume 42 Pages
86-88
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Article type: Article
2000 Volume 42 Pages
89-90
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Article type: Article
2000 Volume 42 Pages
91-93
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Article type: Article
2000 Volume 42 Pages
94-96
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2000 Volume 42 Pages
97-99
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Article type: Article
2000 Volume 42 Pages
99-102
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Article type: Article
2000 Volume 42 Pages
102-104
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Article type: Article
2000 Volume 42 Pages
104-106
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Article type: Article
2000 Volume 42 Pages
106-108
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Article type: Article
2000 Volume 42 Pages
109-113
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Article type: Appendix
2000 Volume 42 Pages
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Article type: Article
2000 Volume 42 Pages
116-117
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Article type: Article
2000 Volume 42 Pages
117-118
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Article type: Article
2000 Volume 42 Pages
119-120
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Article type: Article
2000 Volume 42 Pages
120-121
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Article type: Appendix
2000 Volume 42 Pages
App5-
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Article type: Article
2000 Volume 42 Pages
124-126
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Article type: Article
2000 Volume 42 Pages
126-127
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Article type: Appendix
2000 Volume 42 Pages
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2000 Volume 42 Pages
130-132
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2000 Volume 42 Pages
133-135
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2000 Volume 42 Pages
136-138
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2000 Volume 42 Pages
139-141
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2000 Volume 42 Pages
142-144
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Article type: Appendix
2000 Volume 42 Pages
145-
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2000 Volume 42 Pages
146-156
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Article type: Bibliography
2000 Volume 42 Pages
157-193
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Article type: Article
2000 Volume 42 Pages
194-195
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