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.100, pp.7-11, 2017-07-28 (Released:2019-03-08)

著者

田中 葉

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.64, pp.143-163, 1999-05-15 (Released:2011-03-18)

参考文献数

16

被引用文献数

3 1

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The purpose of this paper is to analyze the transformation of the process of choosing subjects in a “Sogo Sentaku-sei” High School. “Sogo Sentaku-sei” or “Sogo Gakka” senior high schools have attracted much attention in recent educational reform policies, since they are different from the conventional senior high-school system, by allowing students to make their own curriculum.However, recent studies have pointed out that these schools in fact restrict a students' capacity to choose their own subjects, thereby going against the purpose of this policy. In order to properly carry out highschool reformation policies today, the causes of this phenomenon must be analyzed.This paper will attempt to investigate how and why these schools have come to restrict the students' capacity to choose their own subjects, based on ethnographic research at “A High School”, one of the leading “Sogo Sentaku-sei” high schools in Japan.The results of the research are as follows: In the beginning, the teachers of A High School did not restrict students' choice of subjects. Eventually, however, restrictions were imposed because of the problem of time cards organization. Then a few years later, the teachers of the minor ‘gakukei’-which are loose courses-allowed students to select their own subjects because they wanted to give specialized lessons and to secure enough schooltime for them. Major ‘gakukei’ teachers who couldn't control the subjects which students would be taught because of the number of students demanded to increase the number of credits of the obligatory subjects. This demand was related to the problem of the school's overall reputation of sending students to universities.In this way, the students' ability to choose their own subjects was restricted by both of individual teachers' interests and the problem of the school as a whole. These results suggest that the problem of curriculum includes the problem of school management and that it is difficult to change the curriculum, by introducing alternative educational institutions, such as ‘Sogo Gakka’.

著者

牟田,博光

出版者

日本教育社会学会

雑誌

教育社会学研究

巻号頁・発行日

vol.56, 1995-04-30

著者

盛山,和夫

出版者

日本教育社会学会

雑誌

教育社会学研究

巻号頁・発行日

vol.39, 1984-09-30

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The extra-school education by such as juku or private instructor is an important element in contemporary Japanese educational system. Those extra-school educations (abbreviated as ESE) are considered as producing undesirable effects on the public education, but there is a popular belief that the opportunity of educational attainment is enhanced by taking advantage of the ESE. In this paper we attempt to evaluate the extent to which this belief can be sustained on empirical grounds, especially the effect of parental socio-economic status on the difference of opportunity in senior high school entrance through the ESE investment during junior high school age. Samples are collected from graduates in 1982 of nine junior high schools in Sapporo. Questionaires were mailed to 2588 samples and returned from 470 male and 443 female respondents. Key variables in the analysis are family background factors (socio-economic status of parents), amount of the ESE investment on juku and private instructor, achievement test score (in terms of standardized score) at the age of seventh grade, change in the score from that time to the age of ninth grade, and ranking of senior high schools (trade school, for some respondents) which the respondents entered after the graduation. The analysis shows : (1) For male students, the ESE investment is positively correlated with parental socio-economic status, but no effect of the investment is found on either the change in the standardized score or the ranking of senior high schoo1.(2) For female students, though the investment increases slightly the ranking of senior high school through the change in the standardized score, the investment itself is not affected by parental socio-economic status. (3) Hence, for both male and female students, there is no causal chain from parental socio-economic status to the senior high school ranking through the ESE investment. (4) There are, however, for both male and female students, strong effects of parental socio-economic status on the senior high school ranking, directly, and indirectly through the test score at freshman age or the change in the score.

著者

鈴木 雅博

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.90, pp.145-167, 2012-06-15 (Released:2013-06-17)

参考文献数

21

被引用文献数

3

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本稿は,生活指導事項の意思決定における教師間相互行為を,クレイム申し立てによる〈問題〉の構築過程として捉え,そこで語られる日常言語的資源としての慣用語化したレトリックに着目し,その特質を明らかにすることを目的とする。 ここでは社会問題研究に倣い,クレイム申し立てを生徒の「状態のカテゴライズ」とその「解決法の提示」と位置づけ,各々に関するレトリックを検討した。 観察では,生徒の現状を〈問題〉とカテゴライズする際には,荒れるリスクを強調するレトリックが,解決法である指導事項を提示する際には,〈共同歩調〉のレトリックが用いられる点が確認された。〈共同歩調〉レトリックの効力は〈荒れ〉への有効な処方であったとの〈経験〉に由来する。教師はレトリックの説く因果関係を枠組として〈経験〉を解釈するが,これにより構築された〈経験〉が再帰的にレトリックの効力を強化するという相乗的循環構造が生起している。 〈荒れ〉発生時の責任問題はクレイムへの抵抗を困難にする一方,学年等を特定するクレイムへの反発を引き起こす。他方で,教師はクレイムメイカーによる状態のカテゴライズに必ずしも同意しておらず,また逸脱生徒にはクレイムが説く管理的教育を適用していない。つまり,レトリックを用いたクレイム申し立て活動は「集団としての生徒」を対象とした管理教育的な生活指導の提案・要請に対する,メンバーの沈黙と決議の調達を到達点としている。

著者

本田 由紀

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.70, pp.105-123, 2002

被引用文献数

1

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This paper aims to review the trends in the school curriculum and educational attainment in 1990s Japan. The first section outlines the curriculum policy. The 1987 Curriculum Council Report placed emphasis on a &ldquo;Renewed View on Academic Achievement, &rdquo; while the amount of teaching time for each subject and the level of educational content was maintained. In contrast, the Curriculum Council Report in 1998 determined to drastically reduce teaching time and the content of subjects in anticipation of the start of the &ldquo;five-day&rdquo; school week system in 2002. At the same time it introduced a new &ldquo;Time for Comprehensive Learning&rdquo; into the school curriculum, the purpose of which is to cope simultaneously with the emerging social need for a variety of new knowledge and for renovated teaching methods. The reality of its actual implementation and its effects, however, remain uncertain and unforeseeable.<BR>The second section examines the debate on the &ldquo;decline of educational attainment&rdquo; which began at the end of the decade, and the actual situation of educational attainment. The proponents of this argument, which was triggered by data on the strikingly low level of mathematical ability among university students, shared their opposition to the recent curriculum policy of the Ministry of Education. As the result of this debate, not only did the Ministry shift its emphasis from the &ldquo;Full Scope Education&rdquo; to the improvement of educational attainment, but the social tendency of &ldquo;bright -flight&rdquo; to private schools has been accelerated. With regard to the actual situation of educational attainment, the available data imply that &ldquo;in some cases it seems to be declining slightly.&rdquo; A far more distinctive tendency is that the willingness of students to study is deteriorating, to differing extents according to their families' socio-economic status.<BR>The third section presents a theoretical hypothesis based on an examination of the two sections above. The decline of willingness to study among students reflects the end of the inter-system relation which was characterized by close links between the family system and the economic system via the educational system. On the other hand the educational system itself, as reflected in policies and discourses, maintains its conventional closed-ness and stiffness, the symptoms of which are the &ldquo;institutionalization&rdquo; of educational content and the abstracted interpretation of educational attainment. We conclude that it is crucial for the betterment of the educational system to break out of this closed-ness and to improve the relevance of educational content.

著者

相澤 真一

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.76, pp.187-205, 2005-05-30 (Released:2011-03-18)

参考文献数

17

被引用文献数

2

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This paper investigates the issues of students' ability to learn and the necessity for educational knowledge from 1957 to 1969, using the specific example of English teaching. With a special focus on discourse in the movement of the Japan Teachers Union, this paper examines the manner in which teachers dealt with these issues by constructing their own discourses and practices.Several points emerge from the analysis of educational movement discourses in English teaching. People, including educational participants, initially tended to believe that learning English served no purpose, and students found it extremely difficult to master the language. In the movement of the Japan Teachers Union, however, teachers indicated that the aim of learning English was not only to master the language but also to build the learner's character; therefore, it would be useful for all students to learn English. This idea is embodied in the “Four Goals, ” which seek the solidarity of nations and the deepening of students' understanding of their own languages rather than the acquisition of English. Consequently, two concrete attempts to attain these goals are notable. The first is independent practices by teachers to concretize the “Four Goals” that help build character. The second attempt is the discourse to redefine the ability to measure achievement in independent practice. The discourse on ability demonstrates that “true ability” is best measured not by the achievement tests given by the Ministry of Education but rather by a “zest for living.”In summary, focusing on the building of students' character rather than the mastery of learning materials led to a “solution” of the issues involving students' ability to learn and the need for educational knowledge in the discursive space alone. This form of “solution, ” through the analysis of discourse within the educational movement, is described as the “Japanese educational structure from the perspective of student's ability to learn.”

著者

西島 央

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.60, pp.23-42, 1997-05-15 (Released:2011-03-18)

参考文献数

37

著者

稲垣 恭子

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.47, pp.66-75, 1990-10-05 (Released:2011-03-18)

被引用文献数

4 2

著者

有本 章

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.102, pp.290-291, 2018-05-31 (Released:2020-03-13)

著者

竹川 郁雄

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.74, pp.77-91, 2004-05-20 (Released:2011-08-04)

参考文献数

29

被引用文献数

1

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The purpose of this paper is to critically examine psycho-clinical guidance in thecontext of issues such as bullying and school non-attendance, and to consider theeffectiveness of the sociology of education for supporting students facing suchproblems. This study focuses on the problem of bullying. The author sets fivelevels for examining support for students in trouble, as follows. On the level ofthe individual, it is argued that the introduction of the school counselor aims toprovide support for students in trouble, but that a sociological perspective isrequired. On the level of personal relations and small groups, it is pointed outthat a student undergoing bullying in a subordinate position is in danger from asecret peer group, and may require emergency measures, such as a shelter. Onthe level of public groups, such as the classroom, it is argued that schoolcounselors and teachers cannot successfully deal with strategic grouping amongthe weak and the subtleties of bullying; consequently, the school system must bereformed through a process of trial and error. At the community level, theproblem of a closed society and the need to incorporate a sociological perspectiveinto support networks is cited. On the level of overall society, it is arguedthat more deliberate definitions and detailed knowledge of bullying still needs tobe pursued. On school non-attendance, the author argues that the creation of abetter learning environment and a career-planning system is important forschool non-attenders. Furthermore, it is argued that “Kokoro no Note” (Notesof the Heart) by the Ministry of Education, Culture, Sports, Science and Technologyare very problematical and need to be improved in order to expandstudent's insight into modern society. To cope with bullying and school nonattendance, support should be provided through both short-term urgent measuresand long-term developmental measures at all levels.

著者

荒牧 草平 香川 めい 内田 康弘

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.105, pp.139-168, 2019

被引用文献数

1

著者

濱名 陽子

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.146-157,en266, 1983-10-20 (Released:2011-03-18)

参考文献数

50

被引用文献数

1

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The purpose of this paper is to examine how the “class system” of the elementary school in Japan has been formed, and according to which, to analize how the pupils' groupin the class and its educational function have changed. One way to measure the characteristics of the pupils' group is the homogeneity-heterogeneity of the pupils' age and their scholastic achievements and another way is the stability of the group. And it is supposed that the educational function of the class is constituted of the two dimensions; that is, the functionof instruction and the function of discipline.In the “grade system”, which was introduced in the beginning of the Meiji era, the pupils' group was homogeneous in scholastic achievements but heterogeneous in age, and the stability of the group was low.But, in the “one class system” after the institutionalization of the “class system” in 1891, the pupils' group became stable and heterogeneous in both age and scholastic achievements.In the 1900 s, the “school year class system” has spread. In this system, the pupils' group hasbecome homogeneous in age but heterogeneous in scholastic achievements. This system added the function of instruction to the function of discipline in the “one class system”, and the control of the teacher has become stronger.

著者

粒来 香 佐藤 俊樹

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.56, pp.81-98, 1995-04-30 (Released:2011-03-18)

参考文献数

13

著者

宮崎 あゆみ

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.52, pp.157-177, 1993-06-15 (Released:2011-03-18)

参考文献数

13

被引用文献数

8

著者

河合 慎吾

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.16, pp.67-85,en250, 1961

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Problem find Procedure <BR>The purpose of this study is to throw light upon the social character of modern highteens. The first point is to formulate their main characteristics by analyzing the data of the attitude survey of three highteen groups.(high school boys, young factory workers and white collar workers). The next point is to explore the conditions that injure their healthy development by using many documents about the highteen problems.<BR>Results Three characteristics of modern highteens are mainly as follows;<BR>(1) they have pluralistic ethical value systems, thatis, their values and ideologies are not monotheistical, (2) they assume rather ego-centric attitudes toward the society but they are the sametime, very sensitive to the judgement of their peer-groups, (3) they are practical and externally oriented, never confined themselves within the inner-worlds and enrich them.<BR>They have heathy personality traits in budding, but they are weak as individuals. So they cannot resist the negative forces without as individuals and are liable to surrender to the negative conditions, for example, over-competition in school and other seeming uncontrollable socio-political forces.

著者

ましこ,ひでのり

出版者

日本教育社会学会

雑誌

教育社会学研究

巻号頁・発行日

vol.67, 2000-11-15

著者

葉柳 正

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.31, pp.95-105,en214, 1976-09-30 (Released:2011-03-18)

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In this paper, the author tries to make clear what problems on teachers exist in technical college.We conducted several surveys: “The evaluation of the technical college system by teachers”, “Investigation on state of personnel changes” and “Analysis of the list of names”.The results of these studies can be summarized as follows:1) There are four groups on career pattern of technical college teachers: a group of college teachers' career, of high school teachers' career, of company employees' career and of the new graduates. Such diversity of career pattern is producing bad rather than good results in technical college. That is, the differences of those career patterns give rise to the split of opinion about educational points of view among technical college teachers.2) The system of interchange of teachers between institutions does not exist, so the proportion of personnel interchanges is only 3.2 per cent on an average in a year. An adequate method that facilitates the interchange of personnel among technical colleges, therefore, must be found out.3) Technical college teachers are carrying out the duties including those performed by high school teachers and even supervision of the dormitory. For that reason, they are put to the condition of overwork.4) Though technical college is categorized under higher education institutions, personnel administration is based on principal-centered system. Therefore, freedom of technical college teachers on the personnel problems is fairly restricted by principal power.5) The level of tecnical college teachers' salary has become lowest in all of the school systems since “The Law to Secure the Talented Person” became effective. Thus, many young teachers are strongly dissatisfied with the salary system in technical college.

著者

キム ジョンウォン 崔佳英

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.100, pp.12-19, 2017

著者

藤村 正司

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.27-48, 2009-11-30 (Released:2015-06-03)

参考文献数

31

被引用文献数

3 2

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In a society like Japan, where half of students graduating from high school go on to college, there seems to be a universal belief that anyone who wishes to can gain access to college. In line with this, higher education policy has been directed toward increasing the quality of education. As a consequence, less attention seems to have been given to the ideal of equal opportunities for higher education. However, parental financial support for children has been pushed to the limit because of decreasing public finance and rising tuition at private universities.Yet there has been little systematic investigation of economic disparities in access to universities and the potential of equal opportunity policy. This article attempts to fill this gap. The 2005 National Students? Career Survey (NSCS) data set, which consists of the data from 4,000 high school seniors and their parents filled by random sampling, provides materials for examining these issues.We first estimated the marginal effect of the "achievement-income" dummy variables, high school rank, sex, and parent? s education on the probability of university attendance. Secondly, in order to examine the role of national universities, which are supposed to enroll students with "high academic achievement and low-income," we examined mobility patterns of application and admission among respondents as a function of city size, and university type (national/private). After examining the relationship between these patterns, we reported the results of the logit model to predict the marginal effect on four outcomes (national/private, home/away). We then investigated the effectiveness of scholarship loan programs (category 2 loans from JASSO, which bear interest) on the probability of university attendance. And finally, to clarify the reason not of "risk aversion" but of why parents go into debt, and to identify the latent group which applies for the loan program, a latent class analysis was used.The major findings are as follows: (1) Economic inequality in access to university education still exists after controlling other factors. (2) National universities guarantee post-secondary opportunities for students with "high academic achievement and low-income." (3) Student loan programs based on prior applications do not increase the accessibility of low-income students to colleges. These results show that, rather than loans themselves acting as an incentive, parents who have already intended to enroll their children into university apply for the loan program. (4) Parents who are willing to go into debt belong to a latent class, which are characterized as low-or middle-income, upward mobility.These findings show that the tight financial conditions facing higher education since the 1990s have changed the incentive structure by creating policies that give low-income families incentives comparable to those of higher-income families. Therefore, guaranteeing college opportunities for the low-income students, and extending opportunities for individual choice, are important problem for higher education policy.