著者

山本 裕子 Yuko YAMAMOTO 早稲田大学人間科学学術院人間総合研究センター Advanced Research Center for Human Sciences Faculty of Human Sciences Waseda University

出版者

THE JAPAN SOCIETY OF EDUCATIONAL SOCIOLOGY

雑誌

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

巻号頁・発行日

vol.81, pp.45-65, 2007-11-30

被引用文献数

2

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This study aims to identify issues of school management from a the perspectives of teachers in a credit-system high school, a new type of secondary school in Japan. Eleven teachers in the school were asked to write, on schedule sheets, what, when, where, and with whom they did their work. Based on the written schedule sheets, interviews were conducted on how the teachers saw their own work. As a result, it was found that teachers' work was composed of: 1) classroom lessons, 2) school affairs, and 3) teaching art-related special subjects. The teachers shared their work with one another. There were differences in their work according to their duties. In particular, there was a large difference of workload between those who taught art-related special subjects and homeroom teachers. The details of their work changed each month, but the total time taken up by their work did not change. This suggests that each teacher played many roles in school affairs, so that they spent their time doing a multitude of work. Teachers reported that they tended to add new work demanded by the new educational system onto their conventional work, and that they consequently felt very busy. This was the critical issue in the introduction of the new school system. There is a need to examine the organizational design which can effectively incorporate new work into conventional work after considering teachers' working form.

著者

山本 雄二 Yamamoto Yuji 関西大学 Kansai University

出版者

東洋館

雑誌

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

巻号頁・発行日

vol.43, pp.70-83, 1988-10-03

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P. Willis's Learning to Labour is one of the most important books in the field of sociology of education. In this book, he attempts to explain how working class kids get working class jobs and why they let themselves. To answer this question, he adopts an ethnographical approach which elucidates what happens to them in school. By setting two classes a priori outside the text (=his ethnography), he takes out some traits of working class culture in which working class kids willingly select manual labour. With his approach, he loses some possibilities of interpretation that lead us to see the text as a whole world in its own right. Therefore, this paper attempts to read the text without setting concepts for explanation such as "class" outside the text. It is contended that this text can be read as a story of self-discipline. Self-discipline can be defined by saying that the temporary self is not a "real self" and that one has to deny oneself to aim at a "real self". Willis's framework of the actors, that is, ear'oles, lads, and teachers may be interpreted in the following manner. Ear'oles, committed to self-discipline, have no concrete culture while lads, being far from self-disciplined, are integrated into a concrete group culture. This difference causes gaps between the two groups in the way they define themselves. Ear'oles cannot define themselves but in contrast lads believe themselves to be complete. Teachers, agents of self-discipline, feel ambivalent towards both ear'oles and lads. The Distinction betwetn self-discipline and two other similar notions -"individualism" by Willis and "internalized norms" by Bowles & Gintis, are made clear in the final part of the paper. Self-discipline, as the ethos of modern education, helps us not only understand the relations among members in school but also causes us to reconsider what modern education is about.

著者

山本 雄二 Yuji Yamamoto 京都大学大学院 Graduate School Kyoto University

出版者

東洋館

雑誌

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

巻号頁・発行日

vol.40, pp.126-137, 280, 1985-09-30

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There are many articles about the conflicts or dilemmas with which teachers confront. In these studies, conflicts are treated from two aspects: the one is structural conflicts which include status conflict or role conflict (Ambivalence), and the other is conflicts on the level of action (Dilemma). They treat dilemmas, however, just as the restatement of ambivalences, that is, they do not examine the particular features of dilemmas. This paper focuses on the dilemma itself with which teachers confront in the face-to-face situation. Such dilemma should be caused when teachers find out no response from their students (situational dilemma). When one tries to resolve a dilemma in one situation, it might bring out another new dilemma. In some cases, this causes a vicious cycle. There are very few sociological studies on the features of such a vicious cycle and the mechanism by which it is created. This paper analyzes, using the concepts of "situational dilemma" and "strategy," the problematic face-to-face situation and the vicious cycle which comes out in the effort of the resolution of dilemma. Firstly, I describe the features of the dilemma with which teachers confront in the interaction with their students (situational dilemma). Secondly, I explain the significance of strategies teachers use as a means of avoiding such a dilemma. By using the concepts of "situational dilemma" and "strategy" as the core of the study, we shall be able to make clear the process of the reproduction of teachers' alienated situation. Furthermore, it should provide a new perspective for the studies of staffroom culture, occupational socialization and deviance of teachers.

著者

Jun SATO Yasuhito YAMAMOTO Tsuneaki NAKAMURA Shigeru ISHIDA Yutaka TAKAGI

出版者

The Japanese Society of Toxicology

雑誌

The Journal of Toxicological Sciences (ISSN:03881350)

巻号頁・発行日

vol.30, no.4, pp.339-347, 2005 (Released:2006-01-11)

参考文献数

14

被引用文献数

3 3

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We evaluated the toxicity of tetradecanoic acid methyl ester sodium salt (C14-MES), a major component of fabric detergents, following the test guidelines of the Organization for Economic Cooperation and Development. The rat acute oral LD50 was 1,000 mg/kg in males and 500 mg/kg in females. Applying the combined repeated dose and reproductive/developmental toxicity screening test (ReproTox), we exposed groups of Crj:CD (SD) IGS rats to C14-MES in the diet at concentrations of 0, 0.3, 0.6, or 1.2%. We observed decreases in fibrinogen levels and longer prothrombin time at the 1.2% treated level in females and decreases in serum triglyceride levels in both sexes at the 0.6% and 1.2% treatment levels, but the effects were not clinically significant. The no-observed-effect-level (NOEL) for repeated dose toxicity was 0.3% (175 mg/kg body weight/day for males, 249 for females). The NOEL for reproduction/developmental toxicity was 1.2% (740 mg/kg for males, 1039 for females). C14-MES was negative in the reverse gene mutation assay and the chromosomal aberration test and did not induce skin sensitization in the guinea pig maximization test. These data confirm that C14-MES is of low hazard potential.