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Article type: Cover
2008 Volume 50 Pages
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Article type: Appendix
2008 Volume 50 Pages
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Article type: Article
2008 Volume 50 Pages
A1-A2
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Article type: Index
2008 Volume 50 Pages
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Article type: Appendix
2008 Volume 50 Pages
1-
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Hirofumi SOYODA
Article type: Article
2008 Volume 50 Pages
2-13
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The purpose of this article is to reexamine the formation and development of concepts of educational administration and management in Japan. The Association for the Study of Educational Administration(KYOIKU KEIEI) was established in 1958. The term KYOIKU KEIEI is a vague concept that includes educational administration and school management. Recent studies have concluded that the term KYOIKU KEIEI has been used to refer to school autonomy Qiritusei). Autonomy means the state of freedom from external authority and self-governing. But, I would like to emphasize that this term has been also used to refer to subjectivity(Shutaisei) of school. Subjectivity means the attitude of making decisions on the school's own judgment and becoming responsible for its own actions to accomplish organizational goals. In the 1960s, the first scholar to give much attention to subjectivity(Shutaisei) of school was Jiro Yoshimoto. He intended to construct the theory of school management from the viewpoint of practitioners. In the light of subjectivity(Shutaisei) of school, the change of the professionalclient(provider-recipient of service) relationship is the most important in the current environmental situations about educational administration and school management. Recently, concepts of mission and outcome are introduced and prevailed in schools. We may say that Peter F. Drucker's management theory is implicitly influencing schools in Japan. Because of seeing the organization from the recipient's eyes, his theory and concepts are useful to consider subjectivity(Shutaisei) of school in the current environmental situations.
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Hatsuyo NAMBU
Article type: Article
2008 Volume 50 Pages
14-25
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The purpose of this paper is to restructure the concept of educational administration and management in Japan. We use the term "Educational Administration" in two meanings, one is KYOIKU KEIEI, the other is KYOIKU GYOSEI. By the end of 1980s, numerous attempts had been made by scholars to show a proper definition of KYOIKU KEIEI. But there was little agreement as to the definition. Later the environment surrounding educational administration and management changed dramatically. As the objects of study change, the subjects and methodologies of study change too. Accordingly we have to re-examine the definition of KYOIKU KEIEI. We discuss the subject from the comparison with KYOIKU GYOSEI point of view. To begin with, the definitions of KYOIKU KEIEI may be divided into three types and sketched out. Then, the problems of the various definitions are shown. Finally, the issues of restructuring the concept of educational administration and management in Japan are propounded. The conclusion to this paper is as follows: (1) There are two problems of the various definitions of KYOIKU KEIEI: The first is the validity of the concept of KYOIKU KEIEI; The second is the incomplete understanding of the concept of KYOIKU GYOSEI. (2) For restructuring the concept of educational administration and management in Japan, we need to deal with the social change and show the following three points: The first is the characteristics and the relationship to similar conceptions; The second is the subject and the function; The third is validity.
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Ryoichi ASANO
Article type: Article
2008 Volume 50 Pages
26-37
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This article has a discussion on Educational Administration and School Management focusing on the keywords in the field of Business Science: adaptation to environment, productivity, special answers, organizations, and human resources. Educational Administration and School Management, which tends to have different special answers from the ones in Business Science, is implemented through the following three levels: MEXT, Boards of Education, Schools. The first field in need of further study hereafter is management strategies for schools to adapt to environment(types, developing processes, and theorization of selection and concentration). The second is on the design of the proper organizational structures according to the respective strategies. The third is on the quest for the human model of appropriate teachers. The last is on the approach to improve productivity for the current teachers to overcome their daily busyness.
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Kazuo MIKAMI
Article type: Article
2008 Volume 50 Pages
38-48
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In this study, I deal with the necessary to consider comprehensively therelation of a juridical person and an educational foundation. In Chapter 1, I argue that changes of the relation among the basic concepts-for example, education administration-led to the necessity. The interpretation between the educational policy and the educational law made by Seiya Munakatahas changed. This change is a transformation of the theoretical framework, which can grasp management of education from the viewpoint of social relations. We have to treat an educational foundation as an object connected with the educational society, I suggest in Chapter 2. The perspective of educational economics makes it possible to recognize a juridical person and an educational foundation generally. And there is a new subject to describe 'the compound modality of educational management'. And in Chapter 3,I present two key concepts. One is 'the institutional space', where a juridical person can act. Another is 'path', by which we can describe passage and connection of relation of value.
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Article type: Appendix
2008 Volume 50 Pages
49-
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Yasuyuki ODA
Article type: Article
2008 Volume 50 Pages
50-64
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In recent educational reform, local management of schools have promoted schools to create distinctive education activities on one's own, to forge a good relationship with local community, and to undertake accountability. Through those various effort, schools must provide basic academic abilities and social skills for students. And schools must build trust with parents and local community. Those are key problems in the school management. Furthermore, in research aspect, some serious educational problems(for example, classroom breakdown or relentless bullying) that is beyond the capacity of individual teachers to respond have been coming up. These changes and problems require school teachers not only to act individually but also to react collectively or organizationally about every educational activity. So, the main theme in research and practice of school management, I think, is 'How we build the capacity of schools'. But so far, theory about organizational change in school and research about school effectiveness and improvement have not fully explained the way to build school capacity successfully. So I think that knowledge management theory is very suggestive and significant. Because this theory can explain the process of capacity building in organization. For the purpose of exploring the building school capacity, this paper presents and examines knowledge-creating school theory by David H. Hargreaves, a British educational sociologist, who applied the knowledge management theory to school. Thus, This paper will describe and examine his knowledge-creating school theory by: 1) focusing on process of organizational knowledge creation in school. 2) focusing on lateral capacity building in school. 3) focusing on personalising learning for transformation in school. 4) considering some significances and challenges of his theory.
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Kazuhiro KOGA, Toshiyuki ICHIDA, Kensaku SAKAI, Yuko FUJIMURA, Shun FU ...
Article type: Article
2008 Volume 50 Pages
65-80
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Article type: Appendix
2008 Volume 50 Pages
81-
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Masatoshi ONODA
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2008 Volume 50 Pages
82-90
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Hisashi KASAI
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2008 Volume 50 Pages
91-100
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Article type: Appendix
2008 Volume 50 Pages
101-
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Tsutomu HORIUCHI
Article type: Article
2008 Volume 50 Pages
102-105
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Saburo KOHDA
Article type: Article
2008 Volume 50 Pages
105-109
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Takeaki NAKADOME
Article type: Article
2008 Volume 50 Pages
109-112
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Takashi HAYASHI
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2008 Volume 50 Pages
112-115
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Kazuaki KIOKA
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2008 Volume 50 Pages
115-118
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Sadamune YUTO
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2008 Volume 50 Pages
119-122
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Yasuki OONO
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2008 Volume 50 Pages
123-126
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Article type: Appendix
2008 Volume 50 Pages
127-
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[in Japanese]
Article type: Article
2008 Volume 50 Pages
128-131
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Article type: Article
2008 Volume 50 Pages
132-135
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[in Japanese]
Article type: Article
2008 Volume 50 Pages
136-139
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Article type: Article
2008 Volume 50 Pages
140-143
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Fumio KITAMURA
Article type: Article
2008 Volume 50 Pages
143-147
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The purpose of the symposium was to clarify the current situation in schools in terms of school independence and autonomy. Three panelists of the symposium were Akihisa Kawakami(Principal of Umejima Elementary School, Tokyo), Kazuo Takahashi(Principal of Minato Junior High School, Yokohama), and Shigeru Kainose(Superintendent of Mitaka-City Board of Educationan). As a commentator, Shigeru Amagasa(Professor of University of Chiba) also participated. The panelists expressed their opinions and ideas on school management in three areas: personnel management, financial management, and management of human resources external to schools. The first half of the session focused mainly on the first two areas. The latter half was spent in exchanging opinions on the third area, which was also discussed from the point of view of the two other areas. The issue of school independence and autonomy has been discussed in the past in terms of the national standard as layed out in the course of studies, in which schools had to deal with boards of education. In recent years, however, the issue has been discussed in relation to the school community and parents of children. In addition to this, such issues as "maximum effect with minimum budget", "budgetary request and allocation", "school activities budgeted by themselves and their continuity,", and "accountability for tax payers" were discussed. Budget allocation policy has changed from "compensation" to "competition" which has affected school budgeting and personnel affairs. In this trend, it is important to increase the total amount of budget for school education, not just to increase individual school budgets. A consensus was reached that in order to support change from a closed school system to an open school system, we should examine school evaluation and third-party evaluations as ways to support policy making and school improvement.
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Article type: Appendix
2008 Volume 50 Pages
149-
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Article type: Article
2008 Volume 50 Pages
150-153
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[in Japanese]
Article type: Article
2008 Volume 50 Pages
153-158
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Article type: Article
2008 Volume 50 Pages
158-164
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Fumio FUJIWARA
Article type: Article
2008 Volume 50 Pages
164-168
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The session titled "Improvement on Effectiveness of Educational Administration Studies" invited three researchers to share their research. The goal of the session was to formulate a common understanding among the members regarding Effectiveness of Educational Administration Studies by generating discussion on the cases. First, Fujiwara at Shizuoka University explained the goal of the session and the relationship between our study and the Clinical approach in research on school management. The Clinical approach in research on school management was studied for three years from 2001 to 2003 to make school management research more useful to school teachers and administrators. Following the explanation, three researchers were presented. Mr. Tsuyuguchi at Ehime University presented the research based on Data-mining approach. Secondly, Mr. Kuramoto at Saga University presented the research about the curriculum management in junior high school. Thirdly, Mr. Masuda at Kyusyu University presented the research about stress management. After their presentations, researchers expressed a variety of constructive opinions. But because of our lack of understanding on the Clinical approach and ambiguousness about the goal of the session, the discussions were thrown into confusion. Some questioned the difference between the Clinical approach and our study. Others questioned what the goal of our study was. We should emphasize that we must make efforts to reexamine the arena of our study for more constructive discussions and promotion of Educational Administration Studies.
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Article type: Appendix
2008 Volume 50 Pages
169-
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[in Japanese]
Article type: Article
2008 Volume 50 Pages
170-174
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[in Japanese]
Article type: Article
2008 Volume 50 Pages
174-177
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[in Japanese]
Article type: Article
2008 Volume 50 Pages
178-182
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Article type: Article
2008 Volume 50 Pages
182-186
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Koichi YAMASHITA
Article type: Article
2008 Volume 50 Pages
187-191
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In Japan, the concept and the practices of school evaluation have been developing into the external evaluation by stakeholders, such as parents and residents in the district, and the expert evaluation by professionals on education from the third parties. Now it is important to clarify problems and challenges to the study of educational administration in a new phase of school evaluation. We invited four speakers who presented the current progress of the study on school evaluation in Japan, the practices of school evaluation in UK, the third party evaluation systems in other countries and Japan, and the role of researchers in external and third party evaluation for schools. After four presentations we discussed the nature and the future of school evaluation. There were four points at issue described below. First, how and to what extent should the third parties of school evaluation be independent of state control and can they? In the discussion, a member was afraid that some people would misuse the system of third party evaluation because they mistook that this system should be independent only of schools. Second, we discussed the certificate for and the competence as school evaluator. Some members argued that our association could play an important role in these issues. Others said that it was not easy for us alone to undertake this task. We reached the conclusion that the collaboration among academic societies for the comprehensive school evaluation was important. Third, in this session there was a concern that external evaluation would prevent schools from using trial and error for creative educational practices; while another concern was that we could and had to use it in order to undertake bold and real educational reform. Fourth, the theory of educational administration has to reexamine the relationship between school self-management and external school evaluation.
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Article type: Appendix
2008 Volume 50 Pages
193-
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Shinjiro KOZUMA
Article type: Article
2008 Volume 50 Pages
194-204
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Article type: Appendix
2008 Volume 50 Pages
205-
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Noriaki MIZUMOTO
Article type: Article
2008 Volume 50 Pages
206-215
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Article type: Appendix
2008 Volume 50 Pages
217-
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[in Japanese]
Article type: Article
2008 Volume 50 Pages
218-220
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[in Japanese]
Article type: Article
2008 Volume 50 Pages
221-223
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[in Japanese]
Article type: Article
2008 Volume 50 Pages
224-226
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[in Japanese]
Article type: Article
2008 Volume 50 Pages
227-229
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[in Japanese]
Article type: Article
2008 Volume 50 Pages
230-232
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