著者

苅谷 剛彦 Kariya Takehoko 東京大学大学院 Graduate School University of Tokyo

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.36, pp.63-73, 1981-09-12

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The problems of "school as organization" have been studied mainly from the viewpoint of school administration and education administration, in the field of educational research in Japan. But such studies have taken interest in the organization of school staff to rationalize school administration. Therefore they have not treated the more elemental problem - How do schools organize the behaviour and learning activities of their pupils ? This article aims to explore its elemental mechanism of school organization, forcusing on Japanese high schools. In the social context which contain the school organization objectively, the school staff members organize the educational activities subjectively. How do they organize the school ? It is the problem for me to explore the mechanism. At the first, I review the study of Ronald Kings "School Organization and Pupil Involvement". Then I point out the important point of his study. It is that he treated organizing schools as teachers' subjective "action". And I point out the limit of his study. It is that his analysis was based on the static bureaucratic model. To get over the weakness, I look into the decision-making process about organizing educational activities. For this purpose, I review the study of March, J.G. &amp Simon, H.A.s' Organization". They pointed out that the decision-making is based on staffs "definition of situation". And based on the study of Becker, H.S. et al., I point out that "group perspective" orientate "definition of situation". So I can say that teachers' group perspectives control the decision-making process about organizing educational activities. After reviewing such studies, I propose the hypothetical model which can explain the mechanism of Japanese high school organization in the schools' hierarchical structure dynamically.

著者

安藤 理 Satoru ANDO 東京大学大学院 Graduate School University of Tokyo

出版者

東洋館出版社

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.79, pp.47-65, 2006-12-10

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Studies in the sociology of education have not paid sufficient attention to the social effects of intergenerational academic background mobility. Intergenerational academic background mobility means the change between an individual's academic background and that of his/her father. This paper examines support for redistribution to clarify the effect. Using the integrated data of JGSS-2000, 2001, 2002 and 2003, the author finds that college graduates whose fathers are also college graduates tend to not support redistribution compared to college graduates whose fathers are graduates from compulsory education alone. This means that intergenerational academic background mobility has a gap-widening effect. People who receive an advantage by the fact that their own fathers are college graduates tend to not support redistribution, implying that the gap will continuously expand. The policy implication of this paper is that as the percent of students pursuing higher education increases, people who tend to not support redistribution will also increase. It is possible, thus, that it will become more difficult for policy makers to implement redistribution policies.