Recently, political documents and books on educational administration argue school-community collaboration such as the use of community resources in school education, the use of school facilities by the community, the community involvement in school management and so on. But the concept of community itself is rarely examined. 'Community' is usually defined as a geographical area of common life, but it is often said that 'community' is indefinite or indefinable. In this paper I do not intend to define 'community', but demonstrate how the concept of community is constructed in the discourse about school-community collaboration especially in two aspects. First, 'community' is constructed as a subject of educational function that has been losing outside schools. Second, 'community' is constructed as a subject of educational intention and opinions that must be involved in school management to legitimate schools. In both aspects 'community' is a subject, but at the same time it must be formed as a subject through school-community collaboration. This is a dilemma that is inescapable when we define the concept of community. Therefore it is important for each school to define the community as its own environment. In other words the process of school-community collaboration itself is the process of defining the community. But it is very difficult for a school to define the community because the school faces the dilemma mentioned above and the community takes part in that process. So what is important for a school is reflectivity in the process of defining the community and what is important for administrators and researchers is to support schools defining the community as its own environment.

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Now we face the radical educational reform in Japan. It involves many aspects, namely educational administration, school management, curriculum development and so on. Most of them need to reorganize the relation between school and community, because that the main background of these reforms is to increase the confusion of educational function between school and community. Also the educational reform is based on the overall social reform that is focused on the reorganization between the nation and the people. It has become to understand that the main frame of this reform can be set up the following four items; decentralization, deregulation, disclousure and participation. Using these four items, we can understand how to remake the relation between school and community. Though the systems of local educational administration and school management have been revised, the new relation between school and community cannot be rebuilt. In particular, each school is asked to gain the support from community to run the new curriculum and to set up the School Council with the participation of community people. In this paper, I have presented the four issues to consider the new relation between school and community under the present educational reform as follows; 1. The framework of educational reform and the relation between school and community. 2. The change of national society and reorganization of the system of public education. 3. Reorganization of the relation between school and community based on enfocement of decentralization of educational administration and autonomy of school. 4. The proposal to set up 'Two Kinds of School' for children.

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School choice system has been spreading over to many municipalities since the Ministry of Education had adopted the policy of flexible school zone system in 1997. The present stage of spreading ratio of this system among municipalities in Japan could be considered as about 19% in the case of elementary schools and as about 16 % in the case of middle schools in 2001. This paper has the intention of clarifying the impact of the introduction of this system on the structure and character of Japanese traditional community, and also has the intention of clarifying themes of educational administration by putting the new system into practical use in order to enrich the menu of school curriculum. With this intention in mind, the task of clarifying school zone system after World War II is set about first. And the system is grasped as including 3 meanings, which have their origins in "school district" introduced by Gakusei law of 1872 in Meiji era. After this clarification, the impact of school choice and flexible school zone system upon the structure of school zone is clarified. If we adopt open enrolment, we could highten the probability of developing diversified curricular structure with their own emphasis among schools, but it could also give birth to the friction between school choice system and community. Educational administration should tackle with school choice by considering such a dilemma.

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The purpose of this paper is introduction for problem and scheme of management of education about relationship between school and community for Multi-Cultural Education. In modern Japan, Ministry of Education respects relationship between school and community. Until now, Japan has national curriculum in every school, so every school has same textbook and materials. But from 1997, Ministry of Education directed school board and school to promote project of original curriculum of school. And Ministry of Education proposed new curriculum of Multi-Cultural Education in Japan. This new Multi-Cultural Education of Japan don't have same Textbook. So nowadays in Japan, we must have own curriculum in each school. To have original curriculum, school have to use local material and person of community. And school Manager must have plan of school management of relationship between school and community. This school management plan includes management of local curriculum and management of cooperation with community. To plan it, school have to communicate with section of social education of school board, and use project of social section. Multi-Cultural Education can do by using social plan and project. But if school don't open the school management for community, Multi-Cultural Education can't adopt effective material and person for unit. So we must promote extension of school to success Multi-Cultural Education in Japan.

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According to the First Report Regarding Promotion of Regulatory Reform, regulatory reform can achieve both "establishment of socio-economic system based on the needs of consumers" and "vitalization of the economy" at the same time. This report recommended the promotion of practical research into the establishment of a legal structure to introduce "Community Schools" in near future. The idea of "Community School" is not new one and we had a good experience of this school model during the past World War II. This study investigated how present reform policy had perceived the success and failure of past similar performance. Olsen (1945) described the relation school to life in modern American society and the history of schooling. He gave that the three major answers were commonly offered as solution to the primary problem of education today like why we teach and what we teach. It is noteworthy that each of these three answers reflects not only a different philosophic orientation with consequent varied educational program, but also constitutes a definite stage along the road from the school of yesterday to the school of tomorrow. These three schools are the academic school, the progressive school and the community school. Professor Kaneko proposed his new idea called "Community School" pilot scheme. His idea came from the Charter School movement in USA and Local Management of Schools in England. The significant character of his proposal has combination of the role and function between local community and theme community. The present UK government led by Mr. Tony Blair established new public school named "Community School" as county school. The concept of community was based upon the philosophy of Professor Anthony Giddens. Giddens mentioned that some activities can be developed by local communities, but often need to be licensed or monitored by government and gave the good example that education where schools might be given a range of new powers, but the way these are used has to be regulated by the state.

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The laboratory of Educational Administration and Organization, Osaka University have produced the school guidebook for parents in a Suita municipal elementary school every year for these two years. It is the purpose of this guidebook to get parents to understand and get conscious of the school better by showing a variety of school and education information as easily as possible -what is the child's school like?-. Many graduate and undergraduate students researched, interviewed, collected writings and materials, and analize them in the school to complete the guidebook. It has dozen items of commentaries and advices-the way of various procedures, how the child's school life is, and what parents should do when they have some trouble for example-, the worksheet on which parents record their children's growth, and the holders for some different sorts of handouts distributed in the school. There has never been such case in Japan before, so this guidebook has some evaluations. Some say it will lead to have parents and teachers co-work and make efforts toward school improvement, diagnosing their school by themselves. Others say it is exceedingly unique as a conventional researcher's activity in university, including the changeover of the way of thinking. Schools in Japan today have many educational pathology, and parents and community feel discontended with public schools so much. And also, more and more people are getting to argue to make drastic reforms of schools themselves. But the most important thing today is to make sure of the actual state of public schools accurately, and to encourage them and stir up their confidence. This guidebook was produced and distributed as part of such our design. There seems to be various way in which researchers can play a part in making better cooperative relationship between school and community. But what is most important for researchers is the attitude of trying to commit themselves to one case, working together for a long time to the end. Accumulating such activities as much as possible leads to create a new methodology of "clinical approach" in educational administration, I guess.

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The purpose of this paper is to clarify as follows. 1. The changing of school size from the number of students, classes, and teachers 2. The changing of grade size, the influences of changing for grade management 3. The changing of classroom size from the number of students, the meaning about reduction policy of classroom standard In recent years, the number of children is decreasing, we can find schools of 'a small size'. At first, it should be asked the actual cognition about school size in theory of school management. Previously many investigations pointed out, on one hand, about searching for proper size about school or class, on the other hand, searching for the importance and meanings of small size about them. And we have not argued so much about the variables that construct to school organization, it has not yet discussed the differences between each schools and community areas. Therefore it is needed for finding out the number of schools, grades, classes in this area today, and setting up the possible and difficult subjects for each school in school management. In this paper, we have described the change of school, grade and classroom size on elementary schools and lower secondary schools in recent years. We have analyzed 3113 cases in 1990 years in Yamanashi prefecture. Finally, we would propose the points as a conclusion. 1. The quality change of requirement in school management is caused by the quantity change. 2. It needs for changing of the premise in previous school management when we discuss about not only 'small schools' but also school management generally.

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In the recent educational reform, school autonomy and school, family, community partnership are emphasized to solve some problems that school education has confronted. In Japan, the Freedom of Information Act was established in 1999 at the national level and school advisor system was introduced. School choice is tried partially in the urban area. Main purpose of this article is to clarify the teachers' opinions toward policies that promote openness of schools such as disclosure of information, school advisor system, and school choice. 4,548 teachers' responses of four prefectures in Shikoku Island to our questionnaire survey were analyzed. Major findings are as follows: 1) Many teachers don't think that opinions of parents and residents are noise. About 30% are affirmative type teachers for openness of their schools and 50% are professional type ones that esteem special ability of teachers. Needless to say, all of them don't deny the involvement of parents and residents, but they give the priority to their discretionary authority rather than opinions of them at the school management. 2) Toward disclosure of school information, about 75% teachers agree but 50% of them are thinking that the formation of detail information regarding all students is difficult in the present condition. Many teachers are fearing that they should shoulder the burden because many schools have few clerical staffs. 3) About 70% teachers admitted the significance of introduction of school advisor system. But we examined data in detail, the active and affirmative teachers were about 25%. Many teachers don't think that the school advisors work well. 4) Contrary to our expectation, many teachers agree to school choice. But in four prefectures, this problem is not discussed so much. So, there is the possibility that the real recognition to school choice was lacking to the reply of teachers. As a result of survey, we can point out that some policies such as disclosure of information, introduction of school advisor system will not function well in the present condition because many teachers don't support these policies.

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The purpose of this paper is to demonstrate how school, family, and community partnership has an impact on children and to consider what constitutes the impact. The study is conducted by fieldwork at an elementary school in Osaka. In the first part of this paper, the definition of partnership and community are discussed. Partnership between school, family, and community develops by step by step through connection, cooperation, and collaboration. Community is built through formation of the community sentiment, not exist beforehand. From this viewpoint, partnership between school, family, and community in an elementary school in Osaka is identified and elucidated. The points that have become clear by the above fieldwork are as follows. 1. Community is built as the partnership develops. 2. Community sentiment among the parents and the residents is formed through the cooperative and collaborative community building. 3. School, family and community partnership has an impact on children both directly and indirectly. The indirect impact includes change of recognition about children among the parents and the residents, which leads to the change of attitude and behavior of the children. The direct impact means a growth and expansion of a variety of experiences engaged by children through partnership activities. 4. When we consider the impact on children of school, family and community partnership, we should bring more the indirect process of impact into focus than the direct impact.

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In this article, I will try to clarify the meaning and the aim of the obligations of secondary school students in France. In the first part of this article, the contents and legal effects of obligations are explored. 1. The obligations of secondary school students are defined in The New Education Act of 1989. The contents of obligations are divided in three categories. First one is obligation of class attendance that is main obligation of students. The second one is obligation to obey the rules of study, homework, examinations and the third one is to respect the rules of school life. 2. In France, the violation of obligations leads sometimes to the expulsion from school. According to the decisions of Conseil d'Etat, the expulsions from school are justified in the case which the students violated the rules of school life or obligation of class attendance. In the second part of this article, the aims of obligations are examined by analyzing the intentions of legislators and the Ministry of Education. 1. In the process of discussion on the article, obligation of students itself has never been the object of objection. One of the reasons is the tradition of "service public" in which the students as user of it obey a certain obligation. 2. The Ministry of Education expresses clearly the aim of obligation. Obligations are obliged to form French citizenship that is related closely to the ideal of French Republic. In France, the right of students to education is respected sufficiently, but also obligations are obliged because they are inherent in the right and guarantee the right in French society.

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From the viewpoint of university's reform for its individualization, we tried to show the basic structures of management strategy for reform. In this symposium, the debates of which two commentators pointed out were summarized as three points of view as following. 1. The first point of discussion was evaluation for reform for which universities are able to secure the quality of higher education. 2. The second point was the characteristics of Japanese universities of which their strategies of management look almost same and non-unique feature compared with others. 3. The third of which commentators pointed out were that the university's reforms are hard to understand for high school's students and teachers. So, their choices of university are not, changed as before. The reforms seem to go around in circles. And we discussed University's Individualization based on the three points of above. For example, the opinion and problem were pointed out as following. ・University's individualization should be pushed forward not by policy of central agency but by its own discretion of university. ・Nowadays, case studies of management of university haven't been studied well, yet. So, we need to discussion of way of studying these kinds of things. ・In relationship between undergraduate education and upper secondary school education, reforms of entrance examination are preceded. Especially, Admission office entrance examinations are. But, these need enough time for selection. Finally, we concluded that curriculum arrangement including student participation can make University's teachers and students share idea and missions and develop the ways of curriculum arrangement.

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The Research Promotion Sub-committee of our Association determined to promote our study for three years under such theme as "Restructuring of Educational Administration Research" The basic grounds why we decided this theme is that in the midst of changing society controlled by the neo-conservative or neo-liberalism new various kinds of educational problems cannot be interpreted if we still use research methodology in the past. The first year's sub-theme is "Overview of Educational Administration Research at the Stage of Welfare State" focusing on what we can learn from many approaches during a certain period (historical stage of welfare state) in the past. Four researchers gave their opinions at the conference : public education, rights to education, local governing, and school administration. Four addresses were very valuable as you read another pages. However I will point out and explain some issues extracted from discussions. Firstly there was no consensus between four speakers concerning the period of welfare state stage. Even though they have the same opinion that it is the "post" welfare state stage now, they did not agree about the period of welfare state stage. If they share the agreement about it, discussion might have developed. Secondly, almost all speakers referred to the evolution of educational administration studies after Second World War and explained for methodological problem. But they emphasized new approaches rather than to explain traditional or old approaches used in the days of welfare state stage. The purpose of sub-committee was to discuss what we could learn from many approaches during a certain period in the past. We should maximize the findings produced by traditional approaches and develop new methodology at the next research conference.

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As a school management researcher, what shall we do to solve the problem that each school organization has? What sort of contribution can we make to develop the ability of individual school for self-management? We would like to discuss the research method to make school management research more useful to school teachers and administrators in the Report (II) for three years from 2001 to 2003. At the 41st annual conference in the first year, three researchers presented a paper from the different viewpoint to review the past Research-Practice relations of school management in our country. First, Yamazaki, Y. mentioned frankly that almost all the practitioners do not know the existence of "school management research." He pointed out that one of the reasons is a gap between the study purpose brought up by researchers and the real problems teachers have at school-site. Secondly, Sako, H. proposed that the school management research should be redesigned as "developmental research." He meant that school management research must support ability of individual schools to solve their own problem. Thirdly, Amagasa, S. criticized the reality of school management research for not accepted by practitioners. He argued that "clinical approach" includes not only assessing a problem or treating a disease but also developing or supporting school improvement. In his opinion, it is essential for a researcher to deal with curriculum and instruction more directly in order to build "clinical approach." After their presentations, researchers and practitioners both expressed a variety of constructive opinions. On the whole, it is not easy to reach a consensus among the participants on what researchers should do concretely. We, however, must pay attention to the fact that there are many teachers and administrators in expectation of the open discussion in search of a new approach in school management research. I should emphasize that we must effort to reexamine the definition of "research" of school management in collaboration with various practitioners.

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The purpose of this paper is to clarify the present situation of Moji Senior High's public relations and to search into some issues on improving it. Moji Senior High (M. S. H.) is a public school located in north Fukuoka, where this writer worked for four years as a vice principal and principal. S. P. R. is significant in the autonomous school management. We can say that S. P. R. plays an important strategic role in improving a school. M. S. H. is preparing a six-year secondary school system in order to cope with the decreasing number of junior and senior high students all over the prefecture. They must gain a good reputation through their distinctive curriculum to make school successful. In addition, they should make a lot of efforts to have good S. P. R. In short, both of these factors are needed to establish an original and attractive school. So far they have been achieving their expected aims. We can divide the people we target S. P. R. for into three categories. We do it for: (1) our senior high students and their parents. (2) our local junior high students and their parents. (3) the general public around our school. M. S. H. is an example of a school which makes good use of S. P. R., targeting these three groups. (1) They make use of school publications, including school newspapers. They enriched the contents of their school newspaper and increased the number of publications, from one time to three times a year. (2) They improved the quality of their school guidance pamphlet for local junior high students, especially its layout, explanation, and so on. (3) They make use of the mass media, including newspapers and television. They increased the number of newspaper articles about M. S. H. from 5 to 23 a year. That is the most among all of the Fukuoka prefectural senior high schools. The ways in which S. P. R. at M. S. H. can be further improved are as follows; (1) Build up a system of objective evaluation about what they have put into practice. (2) Have all the staff understand the meaning of S. P. R. more clearly. They will be researching ways to progress towards these improvements in the near future.

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