In the present paper, I will look at the emerging relationship between the state and education, projected by the reform agenda called "The Structural Reform of Compulsory Education". Drawing on the theoretical resources garnered by Guy Neave from the comparative study of Higher Education Reform, I will show that the Japanese version of "Evaluative State" is to be strengthened by the New Fundamental Law of Education as the "Framework Law", which could define, adjust and elaborate the aims, objectives and criteria of education as the need arises. The state has strong "reserve power", as it is in charge of the Framework Law. Then, I will move on to think about the nature and function of "performance management", which is located within the "Evaluative State" or the Regime of the New Fundamental Law of Education as they are described. I will introduce the possible scenarios of how performance management and evaluation will work on organizational activities; "decoupling" and "colonization". In doing so, I will take a particlur note of the constitutive nature of evaluation. As a concluding but passing remark, I will point out that empirical examination to verify the scenarios will be of importance in the future research of educational management.

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1. How do we grasp globalization? The role of this paper is to analyze the present state of "globalization in school education" in the context of "changes in the environment of educational administration". The paper calls for the need to distinguish "globalization" from "globalism", and also "globalization" from "internationalization". "Globalization" as it is defined in this paper refers to the intensification of worldwide interdependence brought about by the increased movement of people, goods, money, and information on a global scale. 2. How do we analyze the way that the Ministry of Education, Culture, Sports, Science and Technology(MEXT) deals with "internationalization"? (1) At first I look at MEXT's approach to "internationalization" based on its "White paper" report for FY2005. I look at the following points in detail. (2) Education for international understanding (3) Foreign language education (4) Meaning and problem of dealing with "Education for international understanding" and "Foreign language education" (5) Education of Japanese children living overseas (6) Education of Japanese children returning to Japan from overseas (7) Education of foreign children resident in Japan (8) Environmental education 3. The paper concludes with a call for the restructuring of educational administration based on "education of the global citizen" rather than "education for national formation".

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In this paper, I have tried to clarify and analyze the statements regarding the characteristics of recent children's changes, and to discuss the educational administration coping with these children's changes with reference to the review of the educational administration studies. Generally speaking, the statements concerning the children's changes point out such bad conditions that children have such as the problem of developing sociability and a sense of keeping discipline, developing their self-reliance, and keeping their health and physical strength. So, it is necessary that researchers take the viewpoint of children in studying the educational administration, and it is important that researchers doubt the sweeping generalization of the statements concerning the children's changes. In the educational administration coping with children's changes, it is necessary that researchers analyze and discuss the field of children's growing up comprehensively, and expand the field of studying the educational administration. And it is important that people and organizations in the field of children's growing up fill each role certainly, and each person and organization cooperates and collaborates with each other interactively as a partner for supporting children.

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In recent years, the educational administration system in Japan has been changed rapidly and drastically. The changes of management of schools are the following. They are changes of allocation of control power to schools between Ministry of Education, school boards, and change of structure of school control. Along with these alterations the organization and management systems in schools are modified. Firstly, the organizational structure of school is changing. Centralization of power and stratification of organization are under way. Principals' power of decision making is increasing and new managerial positions between principals and teachers are created. Secondly, management methods of the private sector are introduced into school. Methods and tools of business management and 'management by objects' are introduced and prevail in schools. These reforms of school management are characterized by progression of structuration of school organization and progression of planning and efficiency in school management. These reforms tend to reduce the characteristics of school organization of 'loose coupling' or professional autonomy of teachers. It is a question whether or not the trends of reform of school management meet the 'uncertainty' which characterizes the of tasks of teachers and schools. Three types of organizational strategy to process 'uncertainty' of education were hypothesized. There are adaptation by individualization of teachers, adaptation by control and simplification by using organizational power, and adaptation by collaborative process between teachers. One of the major problems in research of educational administration is to explain the ideal types of school organization thats fit educational uncertainty, and to clarify the methods needed to realize this organization.

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This article aims to clarify a significance and possibility of a theory of school improvement focusing on a reciprocal "practice" by teachers. The examines the theoretical study on "distributed leadership(DL hereafter)" by J. Spillane, it is worked out that teacher leadership is critical in a "practice" to improve both organization and management at the entire school level and educational activity at the classroom level. DL study resolves the problem of how "human" actors should be related with "institutions" or situations. This theory connects actors and situations in a frame, and focuses on the interaction between actors and situations in practice. Distributed cognition and activity theory are the conceptual underpinnings of DL study. The core idea of DL study is the definition of "practice" constituted by the interaction of leaders, followers and their situations. Focusing on its interaction, DL study aims to develop a frame to study the mechanism of how school is improved by leadership practice. DL study derives the significance of teacher leadership to improve school. Teachers are not always followers but potential leaders who are usually near kids in the classroom. Teacher leadership gives three points of significance, which are 1) building internal school improvement against political reform policy, 2) linking to improve academic performance in school, and 3) giving the view that educational government can also improve its capacity including teacher leadership. Besides, the new possibility DL study shows us is the definition of "practice" can involve not only teachers but any other stakeholders like parents. Studying empirically, DL study may expand the existing frame of the study on school improvement and school leadership.

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The purpose of this study is to build the model to explain the parents' actual condition through the segmentation of parents at the public elementary school and the extraction of each segment character. This inquiry objects are 601 parents of the public B elementary school in A Prefecture. This inquiry was carried out in February, 2006. There was an effective answer from 481 people, and the collection rate was 80.03%. Five school commitment factors were adopted as a standard for the parents' segmentation. In other words, the five factors are Intimacy, Participation, Cooperation, Attachment, and Expectation. When the cluster analysis based on these five factors was enforced, four segments of the Adaptation, Conflict, Dependence, and Avoidance were discovered. At first, a multinomial logistic regression analysis was enforced to make the character of each segment clear. An explained variable is the parents segment, and explaining variables are the attribute of the parents, the resources and value of the parents, the educational attitude of the parents and the academic achievement of their child. And, an analysis was enforced concerning some addition to appreciate the character of each parents segment in detail. At first, the image that each parents segment was facing school and which it had was analyzed. Second, an analysis was enforced about the request for school of each parents segment. Third, an analysis was enforced about the worry about the education of the child of each parents segment. We could present the fundamental model to understand parents as these results of an analysis. From now on, the knowledge of this study will be applied, and it will try the search of the strategic vision and concrete strategy of the parents relationship management.

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The purpose of this paper is to consider how the municipal policy for class size reduction in primary school level effects the instructional improvement and what factors influence the progress. I would like to emphasize that municipality should be the subject to support the school's continual and developmental reform in terms of the instructional organization. But there has been few comparative analysis studies dealing with the implementation of the policy in the municipal level. And to attain my aim, I made both questionnaire survey and interviews in some cities in Fukushima prefecture. From the survey, I point out the situation of the instructional improvement at each school is different and uneven according to the extent of the variations of the activities. And these difference and unevenness are caused by not only at each school-level, but also at municipal level. And from the interviews, this paper clarifies the following things; 1) The city that assigns supervisors has a higher direction in its qualities and quantities for schools compared to the one without supervisors. 2) Municipality has been accumulating and developing knowledge. The ways include 1) accumulation of knowledge through practice analysis, 2) knowledge supply by supervisors' interactions, 3) development of knowledge through study groups, and 4) knowledge supply by prefecture. As a whole, some cities are very active in knowledge accumulation and development, but some are not. The study concludes that the differences of the activities for the instructional improvement at each school reflects three things. Namely, 1) whether or not the municipality has the administrative system showing professional leadership, 2) whether or not the municipality has the system to accumulate and develop professional and organizational knowledge, and 3) difference in aim concerning instructional improvement at municipal level.

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The purpose of this symposium is investigating the evaluation system of teacher and school education which demonstrates a teacher's vitality perfectly. While the present reform of the educational system is advanced, a teacher's uneasiness and distrust are brewed and we are anxious about school management being emasculated. In such a situation, in order to establish the evaluation system of teacher, it is important to examine the next deeply. Namely, what kind of merits and demerits are brought about by evaluating by symbolizing and expressing numerically a teacher's job, and evaluating it analytically and from many sides. There are four panelists and they are Mr. Kihei MAEKAWA(Director, Ministry of Education, Culture, Sports, Science and Technology(MEXT)), Mr. Ken-ichi YAMAKI(Senior Administration Officer, Sendai City Educational Bureau), Principal Fumiko OIKAWA(Joboji Elementary School, Iwate), and Professor Yaichi WAKAI(Joetsu University of Education). They made proposals about teacher evaluation and school evaluation, from the position of the national and local educational administration, the school management, and a researcher respectively. There are two designated debaters and they are Professor Nobuo TAKAHASHI(University of Tokyo), and Professor Shinji KUBOTA(University of Tsukuba). They expressed opinions about these proposals, from the position of business administration and management organization theory, and educational administration study respectively. The argument greatly deepened by the frank and exact proposals of panelists and designated debaters, and the sharp questions and opinions from a floor at the hall in which 300 or more participants were present. Through this argument we acquired the key for building an evaluation system of teachers appropriately. The System is caring about the peculiarity of a teacher's job which cannot adapt itself to a performance-based evaluation system easily. And the system can give a teacher a motivation and confidence rather than can only assess a teacher, and can train a teacher.

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At the end of 2006, the Fundamental Law of Education, which provides what the education in Japan for the period of post-war years should be, was amended. Now, the policy which relates to the reform of school education is placed as the most important issue of the policies in national and municipal governments. The Japanese citizen, national and municipal governments, and mass media etc. often criticize Japanese school education and its teachers, and insist that they change or be reformed. On the other hand, the school teachers who "are forged" or "bear" to reform, are in a severe condition on the point of human, material, and financial resources, so they cannot willingly get engaged in the reform. But, the people demanding that the school education and its teachers change or be reformed don't know or understand such conditions in school sites. In this year's study, the last year of a series of three year studies entitled as "School Sites Wavering in the Educational Reform", we discussed what prescriptions the educational administration researchers could present to the schools. The reporters are as follows. ・ From the side "swaying" the schools-Engaged in the planning stage of educational policies-(Ikuo KOMATSU : National Institute for Educational Research) ・ From the side "wavering (swayed)"(Masatoshi ONODA : Osaka University) ・ From the side "concerned" with the schools (2)(Toshitaka OKATOU: Hiroshima University) ・ From the side "concerned" with the schools (1) -Concerned with the school-sites as a consultant-(Shigeru AMAGASA: Chiba University)

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