著者

岩永 定 芝山 明義 橋本 洋治 岩城 孝次

出版者

日本教育経営学会

雑誌

日本教育経営学会紀要 (ISSN:02872870)

巻号頁・発行日

vol.46, pp.52-64, 2004-05-30 (Released:2017-07-06)

被引用文献数

1

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In the recent educational reform, school, family, community partnership is emphasized in papers of various advisory committees. But many schools in Japan have closed the doors to parents and residents for a long time. It is easy to say that school should open, but difficult to realize it. At least, next three conditions are needed for partnership. They are 1) change of teachers' consciousness, 2) parents' active concern and participation, 3) support by community. Main purposes of this paper are to clarify the parents' evaluation to school that their child attend, composition of parents' consciousness to school education and the relation between these factors and parents' desire to participate to school. To perform these purposes, we practiced questionnaire survey. 3,322 responses of 12 elementary schools and 8 junior high schools, located at big city, urban area and local area, were analyzed. Research findings are as follows: 1) Although the parents' desire to participate to the school differs by the category, it is generally high. They want to get more informations about school activities, and to become friendly with teachers. But the parents do not want to participate in the organizational activities of a school. It means that parents are audiences, but not independent partners. 2) We were thinking to be able to catch the parents' consciousness with elements of 'independence', 'reliance' and 'secession'. As a result of factor analysis, next three factors were found, 'support for school' 'reliance to school' and 'aiming for a high academic career'. Our hypothesis was not proven. Items of question should be reconsidered. 3) These new factors affect the parents' desire of participation. The parents who support school actually, and aim for a high academic career for their children have high desire of participation. 4) Although the bad information of schools tends to be poured through mass media, many parents evaluate their children's school affirmatively. As the parents evaluate the school more affirmatively, the parents' desire of participation becomes higher except parents who rely to school excessively. As a result of survey, we can conclude that there is potential possibility for school, family, community partnership, but we must overcome many barriers to realize it inJapan.

著者

岩永 定 柏木 智子 藤岡 恭子 芝山 明義 橋本 洋治

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 (ISSN:18807194)

巻号頁・発行日

vol.22, pp.37-50, 2007

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There are many problem behavior of children in Japan such as bullying, juvenile delinquency, school violence, vandalism, drug etc. Many factors cause such problems, but we set up a hypothesis that the decline of self-esteem of children is very important factor. From this hypothesis and the examination of the precedence research regarding self-esteem, we set the following 3 points as the aim of this paper; 1) to review the history of Project Adventure (PA) program and to grasp of its definition and contents, 2) to grasp present conditions and problems of PA program in Miyagi Prefecture that firstly introduced it in Japan, 3) to search possibilities and limits of Miyagi PA program in the formation of the self-esteem of children. As a result of research, we conclude next three points: 1) PA is defined as the formalized process of experiential learning that makes a series of adventurous and challenge activities as the means for intending the change of the consciousness and behavior of students. PA program have been advanced the wide use and qualitative change in the process of the occurrence and diffusion in USA. It diffused partially after PAJ (Project Adventure Japan) is established in 1995 in Japan. 2) PA in Miyagi Pref. is being carried out as MAP (Miyagi Adventure Program) under the guidance of PAJ and the fundamental thought is expressed as the 'cycle of experiential learning'. Miyagi Pref. is the only one prefecture which tackles with PA by the board of education as a whole, and promote the program in the cooperation of school education and social education. The program is developed on 4 contents; (1) training of leaders, (2) enlightenment activities, (3) upgrading of the institutions and equipments, and (4) introduction of PA to the school education activities. However, the training of the leader is restrictive, and training activities are relying on PAJ now. Also, it is very difficult to measure the educational effects of PA program to students. 3) The board of education try to introduce the PA program to all public schools, but some teachers and principals reject the PA program because they doubt its effect. The staffs of board of education think that such teachers and principals do not participate the training and do not understand significance of PA program. But we think there is other reason. In the process of introducing PA program to school education, it decreased elements of adventure that improve the self-esteem of children.