著者

齋藤 桂 Saito Kei

出版者

大阪大学大学院文学研究科

雑誌

待兼山論叢. 美学篇 (ISSN:03874818)

巻号頁・発行日

vol.43, pp.25-45, 2009-12-25

著者

齋藤 桂

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.57, pp.601-613, 2011-04-25

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This paper examines the current educational effort, adopting the Balanced Scorecard (BSC). The BSC is a goal-setting and accountability tool that all schools (and eventually district departments) in the San Francisco Unified School District build to describe the efforts of each individual school site in meeting the goals and objectives of their respective district's Strategic Plan. It ensures that schools are focusing on key strategic actions to improve student achievements for all students and to disrupt the historic power of demographics. Mainly, student test scores now serve as the prevailing achievement. The BSC offers schools and the community at large the opportunity to design alternative measures. The importance of engaging the school community and all stakeholders in discussions to gain a shared understanding has been stressed. However, many difficulties confront the adoption of this new approach, which includes ensuring consistency, selection of evaluation methods, increased burdens on educators, and personnel allocation. It is contemplated that with more measures to assess performance, greater levels of accountability and school performance can also be achieved. The implementation of BSC in the San Francisco Unified School District began in 2009, and it deserves continued attention.

著者

齋藤 桂

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

no.57, pp.601-613, 2011

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This paper examines the current educational effort, adopting the Balanced Scorecard (BSC). The BSC is a goal-setting and accountability tool that all schools (and eventually district departments) in the San Francisco Unified School District build to describe the efforts of each individual school site in meeting the goals and objectives of their respective district's Strategic Plan. It ensures that schools are focusing on key strategic actions to improve student achievements for all students and to disrupt the historic power of demographics. Mainly, student test scores now serve as the prevailing achievement. The BSC offers schools and the community at large the opportunity to design alternative measures. The importance of engaging the school community and all stakeholders in discussions to gain a shared understanding has been stressed. However, many difficulties confront the adoption of this new approach, which includes ensuring consistency, selection of evaluation methods, increased burdens on educators, and personnel allocation. It is contemplated that with more measures to assess performance, greater levels of accountability and school performance can also be achieved. The implementation of BSC in the San Francisco Unified School District began in 2009, and it deserves continued attention.

著者

齋藤 桂

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.54, pp.359-370, 2008-03-31

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Owing to the advancement of globalization, many countries' population has changed. Language minority students (LM3) represent a large and growing school age population in the United States, and they fail disproportionately when compared to white students. The improvement of these students' academic achievement is the key concept under the new federal education law. This paper analyses the education for LMS through its illustration in San Francisco Unified School District under the implementation and impact of The Federal No Child Left Behind Act of 2001 (NCLB). This law is a reorganization of the 1965 Elementary and Secondary Education Act, and designed to help educating LM3 in schools all over the United States. The redesign of the 1965 Act had many issues to deal with. They related to education autonomy of the states, local school districts j and individual students and parents. This paper examines how the school district and schools attempt to overcome these issues and address to close the achievement gap for students with limited English proficiency under NCLB, by studying a case of the practice of Language and Literacy Assessment Rubric (LALAR) in San Francisco Unified School District in California.