The purpose of this article is to clarify the characteristics of the school evaluation theory that the Civil Information and Education Section (CIE) introduced into Japan after WWⅡ. In particular, this article clarifies what the school evaluation system that CIE had planned is. The author analyzes a report entitled Cooperative Evaluation of Education (kyoiku no kyodo hyoka) that a group of agricultural education teacher consultants and teachers wrote during the fourth session of the Institute For Educational Leaders (IFEL). As the report seems to have been developed in connection with the policy for agricultural high school standards, it is analyzed in this context.

Cooperative Evaluation of Education was edited to review the postwar agricultural high school reform that the CIE vocational educationist Ivan Nelson had been promoting. This report incorporated two school standards into the evaluation standards. The first school standard is the “curriculum standard” (kyoka katei kijun) intended to spread new agricultural education and promote organization of the curriculum reflecting the industrial structure of each area. The second school standard is the “educational condition standard” (kyouiku joken kijun) for agricultural education, which takes into consideration various educational activities. There is another characteristic in the editing procedure that Cooperative Evaluation of Education was written under Nelson’s instruction by teacher consultants and teachers who were practically leading agricultural education. Thi characteristic resulted in the compilation of the “curriculum standard” and the “educational condition standard” with consideration for the specific and inherent nature of agricultural education. Therefore, this report, which is regarded as one of the forerunners based on the doctrine of local autonomy of education, searches for ways to establish what a school should be and to realize it in the field of agricultural high schools.

Now school standards that have provided ideal educational condition over different school levels are weakening. The school evaluation theory of Cooperative Evaluation of Education is significant because it requires the government to fulfill the “educational condition standard” incorporated into the evaluation standards and attempts to attain the “curriculum standard” by autonomous evaluation.

　学校図書館は，児童文庫等と呼ばれていた過去から，戦後には「学校図書館」と呼ばれるようになってきた。しかし，現在でもなお公的文書で「図書室」の語も散見される。本研究では，学校図書館の呼称の用いられ方の現状を，教育施設，図書館，及び建築の各視点から検討し，呼称と機能の認識について考察した。呼称の相違は，学校図書館の機能の捉え方・認識の差を反映している。「専門」の「人」がいる「図書館」として認識されその機能が強化されるよう，「学校図書館」の語を徹底することが必要である。