The purpose of this article is to examine the reformation of school management in Japan and the perspectives and methodology of educational administration research. The backgrounds of the reformation of school management are, decentralization in education and increase of autonomy of school, change in locus of control about public education, and shift to life-long learning society. Various policies are introduced into school about reformation of school management. However, autonomous school management is not realized by the mass of various policies. The main problem of reformation of school management is to build autonomy and collaboration in people who engage in school education. To support and realize the reformation of school management, the perception and methodology of educational administration research should be changed. The main problem of educational administration research is to make collaborative relationship between research and practice. The role of educational administration research is not only explain phenomena about school management or make normative theory to practice, but to commit and theorize the reformation of school management. The progress of new approach of educational administration research such as clinical approaches or developmental approach are expected.

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Recently there are mainly four impacts on the changes the school organizations and those studies. 1. Relationships between schools and school boards. As in the report of the Central Council for Education in 1998 many researchers insist that schools have more authorities to make decisions for themselves. As we observe in foreign countries, schools can decide themselves how they spend their budget and whom they recruit as new teachers. In Japan the authorities in schools concentrate on principals. 2. Decision-making Process in schools. After World War II it was discussed which authorities teacher conferences should have. Some insist that they should be determination organizations, others consultation organizations. The Revision of the regulation in 2000 showed clearly that teacher conferences were not the determination organizations but the consultation organizations. But to make good relationships between teachers in schools the opinions of teachers should give the effects to the process of decision-making. Some researches show the representative teacher conferences have important functions to make decisions in schools. 3. Changing the instruction forms. The Course of Study 1998/99 tells elementary, lower and upper secondary schools to give pupils not only subject-based instructions but also the "Period for Integrated Study", which requires teachers to teach not only contents but also how to learn. It's a new request for teachers to teach together with other teachers and to teach in new methods. In order to develop new teaching methods middle managers in schools (Shunin) support. 4. Emphasis of the school management cycle, especially school evaluations. In 1999 schools are entitled to ask school advisers to give them advices. With the revision of the regulations in 2002 schools are required/allowed to evaluate their own activities in school. Schools can evaluate their activities, and the results should be shown to pupils and the parents. Many surveys on school management and school development show how schools should be organized or how teachers should teach the pupils, but researches have not shown how they can do actually. Researchers should analyze the realities with more detailed methods.

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The objective of this research is to identify future trends about "Collaboration" in educational management research by focusing the attention on the relationship between the educational management researcher and the educational practician. 1. Review of the concept about "Collaboration" The concept about "Collaboration" gets to be used recently in educational circles but it has never been evaluated for the method and symptoms of educational management research. This concept has been widely used in the management studies, corporations, recognized science and arts, etc. "Collaboration" can be defined as follows based on it's common characteristics. "Collaboration" does not only mean joint works and it expands into accomplishing set objectives by sharing the work load and resources among different entities by influencing each other. 2. The objective and the characteristic of "Collaboration" The objective of "Collaboration" is to promote synergy effects between "effectiveness" and "originality". The uniqueness of "Collaboration" that promotes synergy can be categorized as follows. (1) Multiple entities on equal basis share the objective and the resource and their activity process has mutual dependence and interaction. (2) This mutual dependence and interaction based on the sharing, promote better effectiveness. (3) This sharing also can induce new ideas and new findings with expectation. 3. Problem areas of "Collaboration" We can point out following problem areas for "Collaboration" in the educational management research. (1) The number of collaboration type research for researchers and practicians in the educational management research is very limited. (2) Majority of joint research between researchers and practicians tend to be are done by the teacher-student relationships in many cases. (3) In practical research, the researcher tends to get involved by giving the guidance and the advise as the leader. 4.The weakness of the foundation in collaboration type research The causes of the problem is the weak tie between the researcher and the practician which should be the prerequisite of "Collaboration" and what this means is the existence of some gap between research and practice. This is caused by the difference in the needs between the researcher and the practician and also it was pointed out that the practician is not acquainted with sufficient research requirements. 5. The optimum style of "Collaboration" in the educational management research In order for the researcher and the practician to practice "Collaboration", following items should be enforced. (1) Promote the interaction between the researcher and the practician by mutually offering information and ideas on equal basis. (2) Share work loads depending on each other's professional expertise. (3) Both assume responsibilities about relevant research activities and their results. (4) Assign the collaborator.

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As for the origin of our academic field, KYOIKU KEIEI, we hit two organizations. One is the Association for the Study of Educational Administration organized in 1958, and the other is the Society of the Study of Educational Administration beginning in 1960. The latter positively taking the theory of business administration into itself as the core science, the former kept a careful attitude towardit. No caring about our image given by its name, the Association for the Study of Educational Administration took the stance as a "social science", but for a member of administration as the business theory. The term, KYOIKU KEIEI was unwillingly chosen, because there was no suitable general idea besides it, when they wanted to explain an idea across educational administration and school organization. But, the trust in management theory as a science suffered damage after the controversy between Seiya Munakata and Kazue Ito. Munakata's theory of the organization, which could be said as anti-management theory, influenced many practitioners. Instead, KYOIKU KEIEI sought out a fresh image taking part of the bottom-up oraganizing of public education in welfare states administration. And therefore, there were no difference between KYOIKU KEIEI and KYOIKU GYOSEI. Our field, KYOIKU KEIEI, couldn't get its identity, after all. When we turn back the history of the identity of KYOIKU KEIEI, we discovered there were no fixed definitions for this term. But it's no problem. We can learn the possibility and the limit in our field from it. You should say that it is the quality control of the knowledge that a negative self-reference can be done.

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The purpose of this study is to analyze stress process among Japanese elementary school teachers and junior high school teachers. Extremely wide working contents among Japanese teachers were organized 3 stressors. Intrinsic stressor of the job was made up difficulty of the work and burden of role ambiguity. Stressor of conflict with work place environment was made up role conflict, relationships to colleague, and organizational climate. Private stressor was made up life events and daily hassles. In this study burnout inventory was used as stress response. The analyzes are as follows. (1) To compare elementary school teachers with junior high school teachers in average score of each stressors and burnout were analyzed by t-test. (2) Each causality model among elementary school teachers and junior high school teachers were analyzed by the method of covariance structure model analyzes. The points that was announced by two analyzes as follow. A. Generally, junior high school teacher's stressors and burnout score is higher than elementary school teacher's. Therefore, it is possible to point out that junior high school is higher stress organization and elementary school is lower stress organization. B. In stress process among junior high school teachers, private stressor was the cause of burnout. But, it was not the cause of burnout among elementary school teachers. It can be considered that nature of junior high school as higher stress organization bring stress spilover. C. Both stress process among junior high school teachers and elementary school teachers didn't have pass conflict with workplace environment to burnout. This is the characteristic of stress process among Japanese teachers.

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Most "Curriculum development" focuses on content & instruction levels of Curriculum, in USA. There has not been enough study of how to manage the curriculum system. Therefore, this study is focusing on the "curriculum management" Cycle theory by F. English. The author of "Curriculum Management Audit" with AASA (American Association of School Administration) & NCAC (National Curriculum Audit Center), F. English is well-known for his theories regarding curriculum management. First of all, the definition & nature of "Curriculum Management Audit" is discussed. Second of all, the total curriculum management concept integrates two areas which are: 1. how to develop curriculum contents & instruction and 2. how to operate curriculum systems. Typical practice is analyzed to observe this concept. To define the integrated concept, I have worked with Larry Fletch who is the coordinator of Cooperation for National Service. Finally, this study has implications for Japanese curriculum management study as well.

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This study analyzes the U.S. teacher preparation program reform focusing on the reform movement of extended teacher preparation program and enlargement of field experience. I plan to make it my aim to consider the possibilities and the problems regarding the implementation of the extended preparation with increased field experience as a professional preparation program. In the U.S. extended program tends to be an integrated 5-year Master program rather than the integrated 5-year baccalaureate program. I have made a study of both types. This study made clear the common features of extended 5-year program reform as follows: ・The integration of baccalaureate and post baccalaureate program ・Enhancement of both disciplinary major studies and professional studies ・Field experience are implemented gradually and integrated with other aspects of the professional studies ・Collaboration between University and School ・Reinforcement of the criteria to enter the program And it also became clear that there are the following types of differences: ・Whether or not a Master's degree are offered at the end of the fifth year ・Whether or not education major at under graduate level has been eliminated ・Difference of the content of the fifth year Regarding the program evaluation for the 5-year program, program graduates highly rate the program structure, especially, the gradual implementation of the field experience and support system. Furthermore, the principals who hired the 5-year program graduates rate their professional attitude and higher teaching skills. 5-year graduates have higher rate in job markets, retention, and satisfaction for a profession. And also, reputation of the program are increasing. This study brings to light the problems for the extended teacher preparation program as follows: ・The content of the Master's degree ・Delay of offering the certification until the Master's degree ・Necessity of state and district support for the program change

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Recently, the foundation of teacher's pay system is changing on a large scale. This trend stands for diversification by decentralization and reinforcement of meritocracy. In Japan, the system of wages based on job for public servants was established after 1957. In former system, their wages had been defined only by experienced years through the serial number of wages across 2 or more job grades. It was abolished by the amendment of the Public Servant Salary Law in 1957. As a result, each job grade that indicated standard job has corresponded to different structure of basic wages; therefore each job grade has been linked to wage stronger. This paper analyzed the function of job grade through the transition of system and pay increment models for teachers on the Public Servant Salary Law from 1957 to 2002. As a result, it becomes clear that: (1) In Japan, the system of teacher's wages based on job has differentiated pay increment among job grades step by step since 1957. But, this made a little contribution to teacher's incentive and controlling the total amount. (2) Recent years, it has been regarded that middle age teachers possess high growth of ability in the tendency of early stage raise certainly, by which margins among job grades have been offset from 1996 to 2002. (3) Conclusion: In Japan, the system of teacher's wages based on job is not the system unrelated to the evaluation whose premise is composed of only experienced years. But, teachers have 2 chances to accumulate promotion-merit at most; it is much less than government official. And especially on the tendency of early stage raise, job grades function gently in the teacher's pay system.

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An aim of this paper is to describe activities of teacher training in the Matsui Elementary School. Those activities have been done for two years in order to implement the Period for Integrated Study successfully. This school is located in the central part of the Hyogo Prefecture and has 288 students and 23 teaching staff. The Matsui Elementary School received a grant to research the Period for Integrated Study. A seminar was held in November 15, 2002. Concretely I focused three important points of the activities; organization and plan for teacher training, training date, and presentation in a model class. Also I described in detail about opinions and impressions which young, middle, and old teachers had after they experienced two years' activities and the presentations in the model classes. And finally I emphasized we could make a collaboration among teaching staff.

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The aim of this research is going to clarify the way of promoting a school management reform that would be able to advance the positive educational activities on the basis of analyses of school management, paying deep attention to some problems such as "management design planned concretely", "improvement of managing system", and "flexible application of curriculum". Practically, we tried to make a school management plan that shows the defection of its way of improvement. According to that plan, we conducted the research work at Hanawa Elementary School in Miyako City. The procedure is as follows: 1) To input some items into the plan from the results of the management evaluation of the school. 2) To achieve the educational activities on the basis of improvement plan for school management. 3) To clarify that the plan could be useful or not, according to the results of activities, in order to achieve the positive activities considering the characteristics of the school. As the result of the practice, we could make the followings clearly. 1) It is effective for selecting points to improve and for smooth activities that some traits and conditions of the school should be included in the plan. 2) Based on the traits of the school, the procedure of the management plan for improving and promoting makes us possible to conduct the positive educational activities.

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Building on the idea of fostering life skills and respecting individuality, school self-determination is spreading. Schools with their own character and educational philosophy are developing nation-wide. A system in which parents and children select state elementary and middle-schools and internal/external school evaluation is being promoted. With these kinds of revolutionary trends in education as a point of departure, this symposium examines future directions for the creation of 'schools with character' and school management in terms of: (1) unique practices occurring in private schools that go beyond conventional frameworks (2) the practice of creating 'schools with character' as found in public schools (3) a local education management view that looks beyond individual schools (4) the point of view of evaluating 'schools with character' After reports and comments from four members, a lively question and answer session and debate unfolded. Talking Points and Conclusions ・The creation of 'schools with character' is not for the purpose of individual schools. Rather, 'schools with character' will emerge as a result of the realisation of the collective pursuit of educational ideas as well as the demands of guardians and the distinctive features of each locality. ・The system of selection in schools allows children and parents to choose the specific school that meets their needs. In order to make such high quality education a reality, there must be further research on the ways of evaluating schools internally and externally. ・Local universities have to be positively involved in the development of school curriculum. ・Although this body has to date taken public schools as the object of its research, it is also necessary to research how private schools should carry out educational management in the future.

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This research project with the topic of restructuring of educational Administration has been implementing with the three phases. The first which was presented last year was focuded on overview of educational administration research at the stage of walfare state. The second phase in this year has the topic of the international comparison of methodology of educational administration study. Also it will be shown the further problems and direction of their solution next year. The topic of this year was set up by the Research Promotion Committee of our Association with the following understandings; (1) There has occured many changes of public education and its administration in many leading countries. (2) It makes to change the framework of the educational administation study and its methodology. (3) It would be to set up a new paradigm to analyze the privatization and restructuring educational administration. In the annual meeting of our association this year, we had four presentations on the educational reform and the study of educational administration in four countries, United State, United Kingdom, Germany and China. Each presenter is an expert of educational administration study in each counry among members of our association. Prof. Shigeru KOMATSU presented the background of present school reform in US and located the elements of school reform in four dimensions with bureaucratization and unti-bureaucratization, and public benefit and private benefit. Prof. Ikuo KOMATSU showed the actual movement of setting up new public educational administration focused on privatization of public services in UK. Prof. Shinji SAKANO gave us that Germany has the different ideas on the relation between government and public education from US and UK. In particular, he showed us the new theoretical movement on school management in Germany. Prof. Kiyoaki SHINOHARA presented the outline of educational reform based on the change of paradigm of educational sciences in China. He also showed the present confusion to accent the capitalistic systems and ideas on educational reform in China. In the discussion, we have gained three viewpoints as follows; (1) The change of frame of 'National Society' has made to reduce the governmental interference to public education. (2) It is necessaly to make new framework and methodology of educational administration which can show us the outcome of new public educational system. (3) We should consider what characterisics people can have and what system public education can have in the post modern society.

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The session titiled "Toward Establishing Clinical Approach in School Improvement Research" invited three researchers to share their research. The goal of the session was to formulate a common understanding among the members regarding the approach by generating discussion on the cases. First, Soyoda at Hiroshima University conceptualized the approach to have the following features. Clinical approach aims not only to analyze and explain the reality but also to contribute to change it into a more positive one. To achieve this goal, the researchers get involved in the reality and try to understand it through the interaction with the other members. Following the conceptualization, three researches were presented. Kaneko and Onoda at Osaka University shared their insights from their ethnographical study of a junior high school. It is experimental in nature, because they are trying to institutionalize a new activity, which they believe is beneficial for the school. Fuchigami at Okayama University presented the collaborative research with an in-service teacher about the impact of Team-Teaching on school organization. They adopted quantitative as well as qualitative methods so that it would reveal how the introduction of a certain practice made an impact on organizational effectiveness. An example of school improvement study using narratives was reported by Hamada of Tsukuba University. This is an ongoing research on the process of school improvement in a school while being committed himself as a resource person to activate the process. The session made it clear that clinical approach to school improvement research encompasses various methods. But just because of this attribute, the approach still confuses some. Others questioned what the unique contribution of clinical approach to school improvement efforts in schools is, in contrast with other research areas. By demonstrating its original and unique contribution to school improvement, the approach will be justified and will have secured its own place in the research community.

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