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Article type: Cover
2012 Volume 54 Pages
Cover1-
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Article type: Appendix
2012 Volume 54 Pages
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Article type: Index
2012 Volume 54 Pages
v-vii
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Article type: Appendix
2012 Volume 54 Pages
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Haruo SATO
Article type: Article
2012 Volume 54 Pages
2-12
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This study aimed to directivity and subjects of the reconstruction of school and community partnerships based on "the new public", by clarifying the current state and significant of community schools. The community school system was established to enable parents and local people to participate in school management, but it can also be said from a policy viewpoint, that in a wider sense it was aimed at reforming the surrounding community. Moreover, it can be said that it is the system which materialized "the new public", about 800 schools exist in Japan. Many of persons concerned think that community schools increase in number. But, there are also those who consider that a community school is unnecessary, and those who think that its result is indefinite. The principals who consider that it is unnecessary are anxious about community residents being concerned with a decision-making process. However, a community school monitors a school and has meaning of materializing a new public. Then, by changing such consciousness, partnerships school and the community shifts from "cooperation" to "school support", also needs to develop into "management participation." There, it is the viewpoint of both partnership reconstruction.
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Sadamu IWANAGA
Article type: Article
2012 Volume 54 Pages
13-22
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The purpose of this paper is to examine the position of the child in the decision-making process of various programs. In this paper, I consider 1) treaty of the child right and attitude of Japanese government toward it, 2) theoretical development of participation of children, 3) policy document concerning to school, family, community partnership, 4) two cases that students worked on activities independently. An argument has been developed about the right of children, particularly the right to express own views and to participate to decision-making process since the right treaty of the child was approved in 1989. But, attitudes of Japanese government was negative, and educational laws and regulations did not changed. The opinion of the child is not still respected in many schools. In the developed country, many researchers discuss even the theoretical side about the participation of child. In Japan, such an argument is not at all considered. The policy documents about the school, family, community partnership program show the thought of the child contempt. I think the partnership policy is one step of progress, but these documents empathize the voice of parents and residents, but in policy, the child is existence as the object, not subject. The child only runs on the rail which an adult spread, and it is not permitted that the child spread a rail by oneself. What is the cause that brought such situation- I think that it is strong "paternalism" which stole into overall teachers, education researchers and adults. It is necessary to get rid of this "paternalism" as soon as possible. I introduced the example of two schools which overcame this spellbinding. It is not difficult. In many schools, there are a lot of students who are active in various activity. Without believing the power of the child, we cannot expect the growth of the child as independent human being.
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Hirofumi HAMADA
Article type: Article
2012 Volume 54 Pages
23-34
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This paper examines the policies and reforms of the relation between school and community during the last fifteen years from the viewpoint of "governance." In addition, this paper considers theoretical and practical problems of school management, especially focusing on teacher professionalism. Currently, we often come across the term "governance" in discussions in fields such as politics, administration, and management. This concept has attracted attention since the 1980s, and it is still controversial and ambiguous. However, we can say that one of the essential features of governance involves restructuring the relation between the public and private sectors with regard to public services. The phrase "from Government to Governance" has often been used as an important watchword since the latter half of the 1990s, and since then, the New Public Management policy has been implemented in several countries such as England and the U.S.A. We cannot deny the necessity of "governance" in the field of school education, but it is not enough to rely only on the above-mentioned phrase. The question that we have to ask here is how a mutual relationship among several actors, including a public government, should be built or coordinated in order to achieve a desirable form of school governance. In light of the points that have been discussed, we may have to consider school governance from the viewpoints of "school participation/involvement" and "school evaluation." Regarding "school participation/involvement," several studies have focused on "community school," especially on meetings of the school council, from the viewpoint of democracy. Regarding "school evaluation," several studies have proposed that the aims of the system, as expressed in the national guidelines, are not always implemented at school sites. In my view, school governance may encounter difficulties unless a priority is given to teacher professionalism because teaching-learning must be a point of departure for school improvement. Therefore, it is necessary to carefully examine interaction processes between teachers and other actors involved in school governance.
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Takashi HAYASHI
Article type: Article
2012 Volume 54 Pages
35-45
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In this paper, I have tried to clarify the significance of the school and the basic point of view to examine the partnership and cooperation between school and community, and to discuss the expectation for principal managing the partnership and cooperation between school and community. As the significance of the school, we can indicate the following three points; 1) the place for children to learn and grow, 2) the place for adults to learn, and 3) the core developing the community. Three following basic viewpoints are important to examine the partnership and cooperation between school and community; 1) to open the school to the community and to open in the school, 2) to contribute to the school by the community and to contribute to the community by the school, and 3) to promote the collaboration between school and community and to promote the collaborative network in the community. In order to manage the partnership and cooperation between school and community, it is important for principal to understand such the key words as "goal-sharing", "participation", "collaboration", and "coordination". Principals are expected to establish the vision of what the partnership and cooperation should be, to build the system which school can send and receive the information and intelligence of collaboration, and to enrich the coordinating function to connect the staff of school with local residents. It is important that adults and children become heroes/heroines in the community. So, the school will be expected to become the place where we can obtain the reality of a member sustaining the community through learning with company.
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Article type: Appendix
2012 Volume 54 Pages
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Ikuo KOMATSU
Article type: Article
2012 Volume 54 Pages
48-54
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We were asked how we should accept the effects of the March 2011 earthquake-tsunami disaster. I was strongly shocked by this disaster. After that, I have been considering this historical experience as three aspects. Firstly this disaster occurred in Tohoku area where was politically, economically and socially deprived region. Secondary this unforgiving disaster of unheard-of dimensions was related the responsibility by science. Thirdly we should focus upon this calamity as academic occurrences. In late March, I undertook an interview to the people who went away from their home towns where they had the casualties among humans and animals by the trouble at Electric Power Co.'s Fukushima Daiichi nuclear plant crippled by the earthquake and tsunami last year. I found a lot of useful answers from them. As a researcher, we should undertake our professional activities like survey about what was happened at that time.
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Shu KUMOO
Article type: Article
2012 Volume 54 Pages
55-61
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This paper treats, mainly about schools, of the viewpoints, 'Supports for Disaster' which I presented at the pressing matters talk, "Consider School Management at/against Disaster" in the 51th annual meeting of the Japanese Association for the Study of Educational Administration. More specifically, first viewpoint is 'Who supports' and 'Where supports', second viewpoint is Supports directly and indirectly, and third viewpoint is Preparation about hardware and various phase for disaster in daily activities. I write this paper based on support work for disaster such as the flood damage around mid-Niigata prefecture at July 13th 2004, Chuetsu Great Earthquake at October 23rd 2004, Chuetsu-oki Earthquake at July 16th 2007, and East Japan Great Earthquake at March 11th 2011.
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Manami HONZU
Article type: Article
2012 Volume 54 Pages
62-73
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The serious damaged area by The East Japan Devastating Earthquake has been covered by "anxiety" for high professional decisions including nuclear power plants and also public educational management. Such decisions belong to "publicness" and are seen by the eye of incredulity. Tatsuo Inoue, political philosopher, suggests that we should ask for the reason, not domain, actor and procedure, of "publicness". Our society have been discussing on autonomous school management as "publicness". Now public schools are strongly asked to conduct at perfection in any emergency after 3.11.. It makes teachers and school staff "anxiety". As searching for autonomous school management, we should try to remove " anxiety" inside and outside schools. How did public schools act from 14:46 (during school hours) on 3.11 until the beginning of a new school year - I investigated four schools of the different context and damage. From the hearing about them, we can understand that each teacher independently judged and acted to rescue children and also refugees since their schools had became the municipality appointed shelter. Some local residents supported such teachers , although the municipal staff were to manage the shelter. It is crucial to recognize that such public schools' capability apparently served at the time of a disaster resembles the capability to perform autonomous curricula management while it includes sharing the purpose and the contents of learning with local residents. Also some guidelines over a disaster were revised. However they are not enough to take away the "anxiety" around schools. We ourselves should own how to survive from a disaster and administration should draw the direction. High professional decisions would not be perfect to assumption of a disaster. The autonomous citizen is needed. In such a social project, the importance of the autonomous curricula management with local community would be grown as action of asking the public reason.
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Article type: Appendix
2012 Volume 54 Pages
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Taiji HATANAKA
Article type: Article
2012 Volume 54 Pages
76-91
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School management research has recently emphasized the need to recognize the varied phases of the "dynamics of school management". This study investigates those dynamics through exploring the possibilities of Modified Grounded Theory Approach (M-GTA). M-GTA is one of the qualitative research methods derived from Grounded Theory Approach and has been widely used in the study of Nursing, Social Welfare, and so forth. To examine the possibilities of using M-GTA in school management research, this study focuses on how teachers in middle-level positions realize their ideas and negotiate with others through "middle-up-down management"; moreover, demonstrate the process of realizing teacher's ideas in terms of school improvement actions. In this paper, middle-ranking teachers' ideas are defined as initiatives for school improvement. In other words, the effectiveness of the "middle-up-down management" shows that the teachers in middle-level positions attempt to realize their ideas by utilizing their own position, as well as interaction among more senior and junior colleagues. Furthermore, this result reveals the interactional process in schools which consists of three phases "visualizing the status quo", "involvement", and "barriers against the ideas". The process constitutes the "dynamics of school management". Finally, the success of realizing ideas for improvement of schools often depends on the condition in schools and teachers' aspirations to lead the schools in pursuit of improvement. This study both contributes to our understanding of dynamics of school management, and demonstrates the usefulness of M-GTA in analysis of school management.
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Article type: Appendix
2012 Volume 54 Pages
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Toshikazu TANI
Article type: Article
2012 Volume 54 Pages
94-104
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Article type: Appendix
2012 Volume 54 Pages
App6-
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[in Japanese]
Article type: Article
2012 Volume 54 Pages
106-108
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[in Japanese]
Article type: Article
2012 Volume 54 Pages
109-112
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[in Japanese]
Article type: Article
2012 Volume 54 Pages
112-115
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[in Japanese]
Article type: Article
2012 Volume 54 Pages
115-118
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[in Japanese], [in Japanese]
Article type: Article
2012 Volume 54 Pages
118-121
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Article type: Appendix
2012 Volume 54 Pages
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Shu KUMOO
Article type: Article
2012 Volume 54 Pages
124-128
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Tomomi USUI
Article type: Article
2012 Volume 54 Pages
129-136
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Hiroki SUEMATSU
Article type: Article
2012 Volume 54 Pages
136-142
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Takahide KATO
Article type: Article
2012 Volume 54 Pages
142-145
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Article type: Appendix
2012 Volume 54 Pages
App8-
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Yasue TATEBAYASHI, Kemma TSUJINO
Article type: Article
2012 Volume 54 Pages
148-159
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Article type: Appendix
2012 Volume 54 Pages
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Jun USHIWATA
Article type: Article
2012 Volume 54 Pages
162-169
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Article type: Appendix
2012 Volume 54 Pages
App10-
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[in Japanese]
Article type: Article
2012 Volume 54 Pages
172-174
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[in Japanese]
Article type: Article
2012 Volume 54 Pages
175-177
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[in Japanese]
Article type: Article
2012 Volume 54 Pages
178-180
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[in Japanese]
Article type: Article
2012 Volume 54 Pages
181-183
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[in Japanese]
Article type: Article
2012 Volume 54 Pages
184-186
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Article type: Appendix
2012 Volume 54 Pages
App11-
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Yasuyuki ODA
Article type: Article
2012 Volume 54 Pages
188-197
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Article type: Bibliography
2012 Volume 54 Pages
231-241
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Article type: Index
2012 Volume 54 Pages
243-
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Article type: Appendix
2012 Volume 54 Pages
App12-
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Article type: Appendix
2012 Volume 54 Pages
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Article type: Cover
2012 Volume 54 Pages
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