著者

羽田 貴史

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.104, pp.7-28, 2019-06-30 (Released:2021-04-01)

参考文献数

32

被引用文献数

1

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日本の高等教育研究は,日本高等教育学会及び大学教育学会創設後20年を経て,制度化が確定にしたかに見えるが,その学問的基盤は,他の学問分野と比べて劣弱である。特に,研究者の訓練を行う大学院が4つしかないこと,育成された高等教育研究者の就職市場が,高等教育政策・行政に関する政府関係組織や,大学教育センターなど大学の実務的組織であることは,基礎・開発・応用のバランスをもった高等教育研究の深化・発展を制約し,利益相反関係など複雑な問題を高等教育研究に投げかけている。 高等教育研究の分化は,個人の発達過程において大学生をとらえる視点を弱め,社会を構成するサブシステムである高等教育システムを,初等中等教育や職業・資格との関係で捉えることを困難にする。 さらに,学会成立の以前から,高等教育研究には,〈好奇心駆動型〉の基礎研究志向より,大学改革の役に立つ〈使命達成型〉研究志向が強かった。 教育学は,国民教育制度のための性格が強いが,高等教育研究で前提とされる改革とは,政府の策定する政策に基づく改革を意味しがちである。 その結果,大学や大学人が主体的・自主的に構想し推進する改革を視野に入れず,政府の政策を大学執行部が具体化することを「改革」と呼ぶ風潮が生まれてきた。そして,大学教員ではなく,大学執行部による教育マネジメントを根拠づけるために,データによる客観的な研究発表ではなく,結論に合わせた都合の良い研究すら見られる。

著者

矢野 眞和

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.45, pp.20-34, 1989-10-01 (Released:2011-03-18)

被引用文献数

1

著者

関口 義

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.10, pp.70-81, 1956-10-20 (Released:2011-03-18)

被引用文献数

1

著者

深谷 昌志

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.38, pp.59-75,en262, 1983-10-20 (Released:2011-03-18)

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In this paper, I would like to clear the relationship between educational aspiration and school culture.The percent of the students who feel to be a slow leaner increares as follows: 4 th grade=11%, 5 th=12%, 6 th=15%, 7 th=14%, 8th=26%, 9 th=25%. So in the junior high school, the students who cannot understand what he is taught reaches to 28% in English, and 32% in Math.But thay believe the results of the achievement test depend on how they studied hard in school and after school. In this situation, the Juku school become the second school, and the half of the students attend the Juku school.

著者

田中 理絵

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.63, pp.199-217, 1998-10-20 (Released:2011-03-18)

参考文献数

13

被引用文献数

1

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This paper attempts to analyze and explain the stigmatization of children that in a children's home. In particular, I focus on the feelings that stigmatized children have about themselves and about their relationships with children who do not live in the institution. To understand these feelings, I examined children's discussions of their lives, and in particular, the use and significance of certain vocabulary they used to describe their lives.The following are results of my research.(1) Stigmatized children view their stigma as retribution from their parent (s).(2) In society, people are categorized, and the members of each category consider their own attributes as ordinary and normal.(3) Stress management and information management are important in helping stigmatized children avoid unreasonable treatment.(4) Stigmatized children think that their perspective is the same as other children and do not differentiate themselves from others. However, they and people around them define them as being different, which causes these children to strive for “normalcy”. Thus, this line of thought produces the irony that the more “normal” they hope to be, the more they stigmatize themselves in their minds.These children do not identify themselves as living at an orphanage, and instead attempt to manage information about themselves when talking with others. It is most significant that although children view achieving “normalcy” as a kind of panacea for solving their problems, this “normalcy”, in fact, can never serve as the means of solution.

著者

小林 雅之

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.36, pp.51-62,en214, 1981-09-12 (Released:2011-03-18)

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In 1970s a lot of critical works on the Human rCapital Theory which has been a theoretical framework of the economics of education have been raised in the U.S.A. Among them, the Segmented Labor Market Theory, especially the Internal Labor Market Theory and the Screening Device Hypothesis seem to be very suggestive from a view point of the sociology of education. This paper aims at reviewing these new views and acquiring implications about school education systems.The Internal Labor Market Theory insists as follows: There are barriers to entry in the internal labor markets. Employment of workers is restricted to entry jobs and they are promoted internally. They acquire their vocational skills not by school education but by On the Job Training (OJT). By acquiring these skills they are promoted to the higher rank jobs. If these skills are enterprise-specific, employers must bear the training costs. To minimize the hiring and training costs, employers prefer to promote workers internally rather than hire them from outside the enterprises. The more skills are enterprise-specific, the more the labor markets are internalized.The Screening Device Hypothesis insists as follows: Education does not contribute to raising productivity, but serves as a means to sorting people for jobs. Employers do not have enough information about work performances of workers. So they use education as an indirect proxy measure of workers' abilities.In the internal markets, the more skills are enterprise-specific and training needs long time, the more employers use education as a Screening Device and become indifferent to vocational skills acquired by school education and skills are acquired by OJT. Thus in the internal labor market school education is used as a Screening Device and the transmission function of vocational skills by school systems is weakened. Moreover, some economists declare that school education develops personalities which are correspondent to hierarchical work relations in enterprises.Japanese labor markets characterized by a life-time employment system seems to be well explained by the Internal Labor Market Theory. In the internal labor markets the utilities of vocational knowledge and skills acquired by school education are denied. Some empirical research evidences support this conclusion.

著者

志水 宏吉

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.53, pp.5-30, 1993-10-15 (Released:2011-03-18)

参考文献数

47

著者

天野 郁夫

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.38, pp.44-49, 1983-10-20 (Released:2011-03-18)

被引用文献数

2

著者

森 重雄

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.38, pp.185-197,en269, 1983-10-20 (Released:2011-03-18)

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We distinguish “sociology of educationinMax Weber” from “Weberiansociology of education”. The latter means the viewpoint of M.S. Archer, R. King, M.F.D. Young and R.Collins. So does the former ours.It is never mere our conviction, that numerous works of Weber do not only provide terms which is useful to sociological analysis (i.e. methodological contribution), but also constituteaworld of unity. This world indicates unique characters of the modern western world. And theeducational systemwas born onlyin this modern western world.So, we would like to use works of Webersubstantially (which means acute contrast toWeberiansociology of education). In short, in this discourse, we examine the historical and cultural origin of educational system alongside to the unique characters of western world which are the central interest of Max Weber. Our work means no less than “sociology of education in Max Weber”.

著者

湯川 やよい 坂無 淳 村澤 昌崇

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.104, pp.81-104, 2019-06-30 (Released:2021-04-01)

参考文献数

83

被引用文献数

1

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大学教授職研究は,タブー視されがちな大学教員世界に切り込む挑戦的領域であり,既存研究の貢献は大きい。しかしその成熟ゆえに,近年の大学内外の変化を踏まえた「専門職の社会学」研究としての意義づけの再確認と,方法論的展開の促進が不可欠である。 この問題意識のもと,本稿では,⑴ミクロレベルでの相互作用の研究,⑵男女共同参画をめぐる政策研究,の二つのレビューを行った。その結果,⑴については,大学教授職研究での相互作用研究における「批判的な社会学」の視点と質的アプローチの不足を指摘しつつ,大学教員を複数の社会学的変数から成る多様性ある集団として捉えなおすことを提案した。⑵のマクロレベルについては,男女共同参画に関する大学教授職研究からの批判的検討と知見の提供の不足を指摘し,それを乗り越える分析の可能性を論じた。 最後に,こうした専門研究コミュニティ外部の問題意識との接続を通じ,建設的批判や対話を積み重ねることで,大学教授職研究の裾野を広げることの必要性を提言した。

著者

賀 暁星

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.44, pp.146-161, 1989-04-30 (Released:2011-03-18)

著者

伊佐 夏実

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.86, pp.179-199, 2010-06-30 (Released:2017-04-21)

参考文献数

18

被引用文献数

2 1

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本研究の目的は,異なる社会経済的背景をもつ2つの公立中学校を対象にした分析から,「現場の教授学」を形作る要因としての階層文化の影響に焦点をあて,それらと「学校のコンサマトリー化」の関係性について検討することである。 対象となった北中と南中ではそれぞれ,生徒や保護者が異なる特徴をもつものとして理解され,こうした教師の解釈によって「現場の教授学」は構築されている。教師と生徒は互いにあまり立ち入らず一定の距離を保ちながら,教師による生徒への強制や命令的コントロールは極力避けられるべきものとして捉えられている北中に対して,南中では,教師が主導権を握り,生徒に対して体当たりで勝負することが求められる。ここから,北中では,「コンサマトリー化」と呼ばれる現象が進行しつつあるようにも見えるが,南中では,そうした図式は当てはまらないことがわかる。 このような両校の違いについては,次のように理解することができる。まず,市場化や現代的な人間関係上の規範といったポストモダンな変容を学校にもたらしている社会的要因は,特に中産階級層において浸透してきており,そうした価値が学校に持ち込まれる際に生じる階層差によって,「学校のコンサマトリー化」の進行には違いが生じるということ。さらには,生徒の文化に歩み寄る形で構築される「現場の教授学」の性質が,「コンサマトリー化」を促進する働きをもっているということである。

著者

須田 康之

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.49, pp.117-134, 1991-10-20 (Released:2011-03-18)

参考文献数

39

著者

吉田 美穂

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.81, pp.89-109, 2007-11-30 (Released:2015-07-14)

参考文献数

9

被引用文献数

8 3

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This paper examines the control system of secondary schools and teachersʼ survival strategies in the 2000s, a time known as an era of accountability, through an ethnography of a low-ranked high school in the metropolitan area.Student guidance and maintaining school order are important tasks for Japanese teachers. The culture of administration in secondary education has changed over time. In the late 1990s, a “counseling mentality” and “internal understanding” were emphasized in student guidance rather than administering the exterior aspect of students, under the system of “kanri kyoiku”, until the 1980s. Earlier papers indicate that there was a process of “consummatorization of schooling.” How, then, is order maintained in schools in the 2000s? The main data for this paper were gathered from April 2005 to August 2006.Participatory observation and interviews were carried out to describe the control system under which teachers avoided conflict with students. For example, teachers kept discipline indirectly by recording absence times in five-minute units. The maximum period of absence for receiving credits for the class was made known to students who were considered problematic and who tended to miss class. Some inappropriate behaviors, such as failing to wear the school uniform and eating in class, were also dealt with as absent time. In this way, teachers were able to keep their classes in order and avoid conflicts with students. Teachers often behaved gently and kindly, supporting the students under the assumption of this count system. In this paper, this behavior by teachers is called “Osewa mode,” with osewa meaning “caring” in Japanese. The teachers used this strategy to conceal their authority to set rules and to keep order in a way that avoided conflicts with students. They soothed students with gentle behavior and familiar words. They often directed studentsʼ attention to the absent time count and advised them to attend classes with a proper attitude. This strategy was transmitted to other teachers through group interactions. The school kept order through a “Control system to avoid conflict with students” and the “Osewa Mode,” which is an individual strategy based on that system. On the other hand, this system and strategy fits well into an era of accountability. Teachers often gave notification to parents of the numerical value of the absent time count. This made it easy for teachers to justify their treatment of students to their parents.Teachersʼ culture differs by regions. Therefore, there are some limits to the usefulness of the descriptions in this paper, as they would differ in different teachersʼ cultures in rural areas. However, the metropolitan area tends to lead in the areas of accountability, loss of teachersʼ authority and “consumerization ofschooling.” Thus, the “Osewa Mode” and “Control system to avoid conflict with students” in this ethnography in the metropolitan area may show important characteristics of teachersʼ culture in the 2000s.

著者

中西 啓喜

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.88, pp.141-162, 2011-06-10 (Released:2014-06-03)

参考文献数

35

被引用文献数

4

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本論文の目的は,1970年代から継続的に行われている高校調査のデータを分析することにより,少子化や教育改革が,高校,とりわけ1990年代,2000年代に蓄積の少なかった上位高校に,どのような影響を与えたのかを実証的に明らかにすることである。得られた知見は以下の3点である。 第一に,日本の高校は,少子化社会の中で,1校あたりの生徒数を減らすことで,学校数を維持してきた。しかし,上位の高校では入学定員を維持し続けたため,入学者の中学時の学力の分散が広がり,多様な学力層の生徒が上位高校へ入学することとなった。 第二に,多様な生徒が入学してきているにもかかわらず,生徒の学習時間は増加している。それというのも,教師が多様化した生徒を個別主義的かつ面倒見主義的に学習指導をしているからである。 第三に,教師が生徒の学習を,個別的に面倒をみることにより,生徒の「自ら学び自ら考える力」が身に付かないことが明らかになった。 以上の3つの知見が提起する問題は次のようである。まず,上位校生徒の多様化により,高校階層構造が変容し,新たな局面を迎えている。そのため,上位高校は,エリート養成学校としての地位が危うくなるかもしれない。 90年代の教育改革は「自ら学び自ら考える力」を強調し,かつては,それが教師を指導から撤退させた。そして,その結果,現在では教師が個別的で面倒見主義的な学習指導をすることにより,高校生の「自己学習能力」が身に付きにくいという意図せざる結果をもたらしたのである。

著者

伊佐 夏実

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.84, pp.125-144, 2009-05-31 (Released:2018-05-01)

参考文献数

19

被引用文献数

3

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This paper examines and presents the characteristics of the “emotional labor” of teachers by analyzing interviews with ten elementary teachers. Moreover, it discusses the notion that the emotional labor of teachers is a teacher strategy. The concept of emotional labor, introduced by Hochschild (1983), contends that the emotion of workers becomes commoditized when these acts are sold for a salary and thereby estranged from the individual. Although Hochschild emphasizes the negative aspects of emotional labor, I contend here that the emotional labor of teachers may have strategic aspects even if it is compulsory.The differences between Hochschildʼs argument and that put forward by this author arise from two points. The first depends on the autonomy of work. The second depends on the aspect of emotional labor as a means by which teachers carry out their core classroom purposes. In this paper, I present a concrete analysis of the latter point.In Hochschildʼs argument, the commercialization of feelings and their instrumentality are dealt with as identical things, but the two aspects should be distinguished. I insist that the emotional labor of teachers has an instrumental aspect rather than one of commercialization. That is to say, for emotional labor in teaching it is important to consider how teachers manage pupilsʼ emotions. Japanese teachers hope that pupils will grow up not only academically but also emotionally. In addition, a teacherʼs instruction is based on working on pupilsʼ feelings. Thus teachers need to manage both pupilʼs feelings and their own in order to build relationships in which the parties are linked together by emotional bonds in order to enable teachers to control classrooms.Because of this, teachers are required to carry out emotion management of their work, and in this sense they constrain their emotional labor. However they carry out emotional labor strategically by changing the meaning of heteronomous emotion rules into valuable instruments for their pedagogical purposes. This strategic aspect of the emotional labor of teachers is a skill acquired in the process of socialization as teachers. Thus negative aspects do not reside in the characteristics of the emotional labor of teachers, but are caused by aspects (compulsory/strategic) which are emphasized when a teacher carries out emotional labor.However, as Hochschild shows, emotional labor becomes negative and draining when poor working conditions make it impossible for teachers to perform their work well. Accordingly, it is necessary to conduct further studies concerning the emotional labor of teachers in relation to the circumstances surrounding the teacher.

著者

川村 光

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.85, pp.5-25, 2009-11-30 (Released:2015-06-03)

参考文献数

25

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Under the educational system, teachers are given the authority to control and instruct their pupils. However, this authority began to weaken in the beginning of the 1970s as problems involving education, such as deviant behavior and management-oriented educational practices, were socially questioned. In the 1970s and 1980s, junior high school teachers in particular were called upon to rethink their identities as teachers because they faced crises involving deviant behavior among their students, and found it difficult to teach their subjects.This study examines the teachersʼ culture of authority, based on the life histories of two male junior high school teachers who encountered crises and the collapse of their authority during the 1970s and 1980s. At present, both are school principals. One of the two was born in 1946 and taught physical education to pupils in two schools during the period in question. The other, a science teacher, was born in 1948 and worked at two schools as well.From their life histories, some important findings are drawn.First, both teachers interpreted the crises as positive phenomena. They stated that though crises had a negative influence on them, they also led them to construct a new teacher identity.Second, both believed that teachers should not depend on the authority stemming from the educational system. They tried to gain authority autonomously through communication with their pupils and parents regarding teaching, pastoral care and guidance rather than depending on control over pupils and physical punishment. They believed it was important to construct an image based on authority originating in personal magnetism rather than based on authority related to academic truth and professional knowledge or based on educational system.Caution should be exercised in generalizing these findings as they are based on only two specific life history cases. However, it should be noted that it is possible to gain insights into teachersʼ culture by focusing on the form of their narratives. From this point of view, it is thought that teachersʼ culture is a form of delicate authority and the teachersʼ authority related to personal magnetism is more important than others.Therefore, it is thought that deviant behavior by students as a crisis of school education in the 1970s and 1980s led to a change in the teachersʼ culture from one under which it was more important to keep authority based on the educational system to one where it was more significant to retain authority related to personal magnetism.

著者

伊藤 彰浩

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.107, pp.167-169, 2020-11-30 (Released:2022-06-20)

著者

川口 俊明

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.84, pp.165-184, 2009-05-31 (Released:2018-05-01)

参考文献数

23

被引用文献数

7 4

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This paper explores school effects in Japan, using a Multilevel Model Analysis.“School Effects” consider how schools can affect childrenʼs learning outputs. This is one of the important subjects in the sociology of education. Since the Coleman Reports of the 1960s, there has been much research investigating school effects all over the world. This is termed “School Effectiveness Research” (SER). Recently, SER researchers are planning comparative studies within countries, and this research has considerable attraction.Unfortunately, very few researchers in Japan knew about SER until 2000. Pioneers in SER in Japan are Nabeshima and Shimizu. They investigated school effects using the concept of “Effective Schools” conceived by Edmonds, one of the most famous early SER researchers. Japanese SER researchers argue that “Effective Schools” are characterized by “teacher cooperation,” “leadership,” and “good classroom climates.” Finally, they conclude, “If all schools had these characteristics, social disadvantage would be less than at present.”However, the concept of “Effective Schools” in Japan is problematic, and thus we need to reanalyze carefully the conclusions of pioneer SER research in Japan.In this paper, I firstly point out the lack of the concept of “Effective Schools” and propose a Multilevel Model Analysis (Hierarchical Linear Modeling) to analyze school effects. Secondly, I investigate school effects in Japan using the Multilevel Model Analysis, and analyze academic achievement tests at 5th grade conducted in Z City in the district of Kansai. The sample size is 3,366 children from 43 schools and explanatory variables are achievement score at 4th grade, childrenʼs gender, and childrenʼs cultural social class.The findings are as follows. Firstly, almost all the variance in academic achievements at 5th grade exists within schools. There is small variance between schools. Variance between schools is less than 5 percent. Secondly, the most important explanatory variable affecting achievement at 5th grade is achievement at 4th grade. The most explanatory variables following this are childrenʼs gender and cultural social class. Thirdly, although the variance between schools is very small, there is a score gap of 5 to 6 points between “the most effective school” and “the most ineffective school.” Thus, there are very small score gaps between schools, but this does not mean that schools have no effect on the alleviation of social disadvantage caused by gender or social class.We draw the following conclusions from this analysis. First, junior high schools in Japan have very similar learning environments, and so there are only small score gaps between schools. Secondly, the prior achievement score has a very strong effect on achievement score at the 5th grade level. Investigating school outcomes without taking prior achievement scores into account is therefore very problematic. In Japan, few argue the importance of prior achievement tests, but this is a critical point for the analysis of achievement scores. Thirdly, it is important that researchers of SER in Japan understand that there is only small variance between Japanese schools and argue seriously about “what schools can and cannot do.”

著者

耳塚 寛明

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.80, pp.23-39, 2007-05-31 (Released:2018-07-01)

参考文献数

22

被引用文献数

8 4

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The measurement of children’s academic achievements and the explanation of differences between social classes should not be dismissed by sociologists of education. Although inequality is a major theme of the field, the sociology of education has lacked empirical evidence on the structure of disparities in academic achievements. This is partly due to the difficulties involved in collecting sufficient data on academic achievement through schools.In and after 2002, studies were begun on the relationship between academic achievement and social class in Japan. At the time, schools were being heavily criticized within the context of the debate over falling children’s academic achievements. Some significant surveys were administered at that time, though they were small in number. However, they left some important issue to be solved. The first is that analyses of the determinants of academic achievement are inadequate for clarifying what factors will diminish class differences in achievement. The second concerns the reliability and validity of the variables collected. In particular, variables on the economic conditions of households are lacking. Finally, the surveys were conducted only in large cities.This paper examines the factors that affect children’s academic achievements, and the extent of the effect of such factors, through an analysis of the data of the Japan Education Longitudinal Study 2003 (JELS2003). JELS2003 was conducted in two areas: one a middle-sized city within the capital metropolitan areas, and the other a small local city. It also contains variables about the economic conditions of households.The major findings of the paper are as follows.1. In the small local city, the differences of academic achievement between social classes were relatively small.2. In the middle-sized city within the metropolitan area, children’s academic achievements were affected by the level of monthly educational expenses, level of educational expectations of the child, and income level of the family.Inequalities in children’s academic achievements in our society should be grasped in the context of the substitution of “parentocracy” for meritocracy.