- 著者
- 屋敷 和佳
- 出版者
- 日本教育経営学会
- 雑誌
- 日本教育経営学会紀要 (ISSN:02872870)
- 巻号頁・発行日
- vol.57, pp.174-179, 2015-06-15 (Released:2017-07-06)
- 著者
- 藤原 文雄
- 出版者
- 日本教育経営学会
- 雑誌
- 日本教育経営学会紀要 (ISSN:02872870)
- 巻号頁・発行日
- vol.56, pp.24-34, 2014-05-30 (Released:2017-07-06)
The purpose of this study is to consider new perspectives on education management corresponding to a school's diversification of staff. The following three issues are discussed here: 1) Reasons for increased scholarly interest in such diversification based on the point of view of school workforces and research results from the 1960s through 1970s, 2) Reasons for renewed scholarly interest based on the point of view of school workforces and research results after the 1990s, and 3) School staff diversification in foreign countries and England's Workforce Reform. 1) In the first section, we clarified that the rise in the number of full-time support staff and support staff-teaching staff ratios led to increased interest in diversification based on the point of view of school workforces. Additionally, the most important research results of the period from the 1960s through 1970s were that support staff could improve the quality of education by cooperating with teaching staff. 2) In the next section, we clarified that the diversification of the school workforce advanced after the 1990s. Diversity management emerged as a solution to the problems caused by this increase in diversity. 3) In the final section, we discuss the advancement of school workforce diversification in foreign countries after the 1990s and England's Workforce Reform, which worked toward both staff diversification and improvement of their efficiency.
- 著者
- 天花寺 博司
- 出版者
- 日本教育経営学会
- 雑誌
- 日本教育経営学会紀要 (ISSN:02872870)
- 巻号頁・発行日
- no.32, pp.132-138, 1990-06-01
- 著者
- 大野 裕己
- 出版者
- 第一法規
- 雑誌
- 日本教育経営学会紀要 (ISSN:02872870)
- 巻号頁・発行日
- no.58, pp.144-146, 2016-06
- 著者
- 結城 忠
- 出版者
- 日本教育経営学会
- 雑誌
- 日本教育経営学会紀要 (ISSN:02872870)
- 巻号頁・発行日
- no.51, pp.190-192, 2009-05-30
- 著者
- 篠原 岳司
- 出版者
- 日本教育経営学会
- 雑誌
- 日本教育経営学会紀要 (ISSN:02872870)
- 巻号頁・発行日
- no.49, pp.52-66, 2007-05-30
This article aims to clarify a significance and possibility of a theory of school improvement focusing on a reciprocal "practice" by teachers. The examines the theoretical study on "distributed leadership(DL hereafter)" by J. Spillane, it is worked out that teacher leadership is critical in a "practice" to improve both organization and management at the entire school level and educational activity at the classroom level. DL study resolves the problem of how "human" actors should be related with "institutions" or situations. This theory connects actors and situations in a frame, and focuses on the interaction between actors and situations in practice. Distributed cognition and activity theory are the conceptual underpinnings of DL study. The core idea of DL study is the definition of "practice" constituted by the interaction of leaders, followers and their situations. Focusing on its interaction, DL study aims to develop a frame to study the mechanism of how school is improved by leadership practice. DL study derives the significance of teacher leadership to improve school. Teachers are not always followers but potential leaders who are usually near kids in the classroom. Teacher leadership gives three points of significance, which are 1) building internal school improvement against political reform policy, 2) linking to improve academic performance in school, and 3) giving the view that educational government can also improve its capacity including teacher leadership. Besides, the new possibility DL study shows us is the definition of "practice" can involve not only teachers but any other stakeholders like parents. Studying empirically, DL study may expand the existing frame of the study on school improvement and school leadership.