著者

荒井 英治郎

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢 (ISSN:13421980)

巻号頁・発行日

vol.26, pp.1-17, 2007-03-30

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The purpose of this paper is to overview transition of government interpretation about Article 89 of the Constitution Subject of research is Article 89 of the Constitution, it means, No public money or other property shall be expended or appropriated for the use, benefit or maintenance of any religious institution or association, or for any charitable, educational or benevolent enterprises not under the control of public authority.// This paper seeks to make out typical aspect of government interpretation concerned with legislative intent of latter clause of Article 89 and the meaning of "under the control of public authority." This approaches become synonymous implication with following up questions of constitutionality about financial aid to private educational institution. Moreover, this paper analyzes recent trends in various problems that might arise from diversifying the providers of public education.

著者

佐藤 晋平

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢 (ISSN:13421980)

巻号頁・発行日

vol.30, pp.19-34, 2011-03

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Education Law has some features which make it very special. Those features are derived from the fact that Education Law has deep relation with things. Things exist in the world de facto. But law is norm. Despite these differences, law desire to have this relation strongly in the territory of Education Law. There are the two ways in which Education Law has relation with things. Firstly, law don't restrict the world of things; educational practices. Practices are free but this situation is given by law. Some type of freedom about education is stipulated by law in Japan. Secondly, there is a case that Education Law has very deep relation with things, and it is independent from any other law, even the constitution. This situation is explained by some jurist that for securing the special functions and meanings of education, it is important that Education Law refer to Natur der sache as possible as it can. In this case, Education Law is controlled only by "Nature" of educational practices, so the relation between Education Law and whole juridical system get tense. Michel Foucault explained that his idea of Discipline Power and law make relations of complicity, contrariety and encroachment. He described school as the room filled with Discipline Power. On the one hand, this is the reason of that educational practices are liberated from restriction by law. But the other hand, Education Law is aimed at disciplining children positively in Japan, so Discipline Power encroach on law. It works upon bodies; things. It makes relations in the world de facto. Education Law's special feature, which is having tension with juridical system, is made by Discipline power.

著者

鈴木 啓和

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢 (ISSN:13421980)

巻号頁・発行日

vol.27, pp.99-119, 2008-03-28

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The purposes of this paper are to describe why and how " Entrance examination-oriented schools " were designated, and to analyze the change of the teacher organization through persornnel deployment, " Entrance examination-oriented school " is Tokyo metropolitan high (pilot) school which focuses on coaching for university entrance examinations. Seven schools were specified by Tokyo Metropolitan Government Board of Education.// The findings are these three points. First, Entrance examination-oriented school was introduced since the number of the metropolitan high school graduates entering prestigious universities decreased. Second, Tokyo Metropolitan Government Board of Education chose these schools through closed conference. Third, the author describes the different recognition between principals and other teachers through interview with these high school teachers. Principals think that personnel revisions have had a positive effect on their school management while other teachers don't think so.// The author clarifies a part of the reality of Entrance examination-oriented school.

著者

佐藤 晋平

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢 (ISSN:13421980)

巻号頁・発行日

no.34, pp.41-53, 2014

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Recently, Japanese Educational Policy Study has been welcoming Political Science approach. Many studies made power structures of educational policy making process clear. These studies could point powerful political actor out, but they did see educational policy as politics. In the situation that educational administration is going to melt into politics by Education Board reform, what will be brought with progress of these studies? By reflexivity of political context, educational policy will be seen as politics. Even if for clarifying policy making process objectively, political study is done only for itself, not for others. In this sense, it is not objective, but subjective. It must be done for reconstructing "raison d'etre" of politics itself, and we can name it, by using A. Giddens or U. Beck's word "Reflexitivity", "Political Reflexivity". When approaches of political study are using in Educational Policy Study, it can't help but reconstruct meanings of education policy, so we need well reflection for "Reflexivity" of studies.

著者

石 善雨

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢 (ISSN:13421980)

巻号頁・発行日

vol.35, pp.63-73, 2015-10-31

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Alternative education movement in Korea has been mainly expanded by alternative school. Early alternative school was given positive evaluation that it can complement problem in public education system. After that, many alternative schools have been established, and part of those were institutionalized by government approval. However, unauthorized alternative school, especially full-time alternative school mainly bear alternative education movement. Unauthorized alternative schools have common character, disappointment and criticism for public education, and pursuit of alternative education practice. However, it can be said that such common character of alternative schools was changed. Of course, change of educational practice exists because of change of Korean society and educational environment. I discuss whether the change of character actually exists by case study in Gandhi school community.

著者

田中 祥子

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢 (ISSN:13421980)

巻号頁・発行日

vol.26, pp.125-152, 2007-03-30

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&lt;共同論文:分権改革下の教員給与法制改編に伴う自治体教員給与・人事政策の課題と国際比較研究&gt;<Collaborative Research : Ⅰntemationaland Domestic Compamtive Studies on Local Govemments'Teacher Salary and Personal Affairs Policy with the Changing of the Legislation of Teacher Salary under Decentralization>

著者

鈴木 啓和

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢 (ISSN:13421980)

巻号頁・発行日

no.27, pp.99-119, 2008

著者

劉 占富

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢 (ISSN:13421980)

巻号頁・発行日

no.26, pp.75-88, 2007-03

著者

劉 占富

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢 (ISSN:13421980)

巻号頁・発行日

vol.26, pp.75-88, 2007-03-30

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ln China, education has been the main target of reform since 1980. The improvement ofteachers'quality has become one of the important topics for the education in China too, where the number of persons who need basic education is large, and where science and technology are actively mentioned to be very important for the country. ln China, quality estimation system for teachers has been used as one of the important measures to improve the quality of teachers since 1983. The teacher evaluation system in China mainly has merit evaluation, job title estimation, and 3% encouragement and a promotion system. Although the present meritocracy estimation system introduced in 1983 already has been more than 20 years, the thorough research result about the system of a teacher estimation and practice has not been seen till the present, ln this paper, it focuses on the feature and the problem in practice of the China teacher job title estimation ,the structure, and the difference of the teacher job title estimation in each district and each school.

著者

町支 大祐

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢 (ISSN:13421980)

巻号頁・発行日

vol.33, pp.13-29, 2013-10

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The focus of this paper is to analysis the researches on teacher's organizational socialization and survey the research trend in the future. Many papers about teacher socialization are published. Most of those studies focus on occupational socialization. First, we review those studies. Second, we aim to clarify deference between that and organizational socialization. Difference of content which newcomer internalize is not clear. However re-socialization, realistic job preview(RJP), socialization strategies ,and effect of socialization are characteristic of the latter. Those concepts are applicable to teacher socialization studies. And they will lead new research framework. We propose applying RJP to research about teaching practice, socialization strategies to research about training and mentoring teachers, effect of socialization to research about job separation ,and re-socialization to research about personnel change. At the end, we point out some problems about teacher socialization.

著者

植竹 丘 荒井 英治郎

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢 (ISSN:13421980)

巻号頁・発行日

vol.31, pp.23-40, 2011-10

著者

降旗 直子 古田 雄一

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢 (ISSN:13421980)

巻号頁・発行日

vol.32, pp.93-112, 2012-10

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The purpose of this paper is to clarify how political citizenship education was introduced in Kanagawa Prefecture, and how it was actually carried out in high schools. The findings in our research are as follows. First, political citizenship education was regarded as one of the four major components of citizenship education in Kanagawa, and it was promoted by the advancement of career education, the report published in 2006 by the Ministry of Economy, Trade and Industry, and the plan for political participation education by the former governor Shigefumi Matsuzawa. Second, there were five approaches that enabled Kanagawa to introduce political citizenship education: 1) the former governor Matsuzawa's intention, 2) outcomes from the practices in pilot schools, 3) cooperation with other organizations, 4) approach that allows each school to make decision about its practice, and 5) approach that avoids problems regarding teachers'presentation of their values. Third, as a result of the fourth approach, the practices in each school varied with the teachers'(or the school's) motivation. In addition, the fifth approach helped schools which wanted to spread the practice throughout the school while it hindered schools from stepping into "politics" including conflicts and oppositions. We finally analyzed the results and issues of the attempt in Kanagawa, and gained some hints to construct a clear philosophy and total system for political citizenship education in Japan.

著者

佐藤 晋平

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢

巻号頁・発行日

no.33, pp.1-12, 2013

著者

橋野 晶寛

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢 (ISSN:13421980)

巻号頁・発行日

vol.29, pp.39-50, 2010-03-30

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Equality of Educational Opportunity known as “Coleman Report” had obviously spurred a lot of empirical researches on educational policy. From another side, we can say Coleman Report is the momentum of Coleman’s style of the empirical research on the education and the design of educational institutions. This paper reconsiders the value of Coleman Report from the context of his studies on educational policy and examines implications of his unintegrated faces.// In the methodology of empirical analysis, Coleman had two faces. One was a data-driven conservative empirical analyst with simple methods and little theoretical foundations appeared in his real works including Coleman Report. Another was an empirical analyst with mathematical modeling of social behavior appeared in his ideal of the empirical analysis. In the design of educational institutions, though Coleman’s consistent focus is inefficiency of the organizations of public schools, his design of public school reform has inconsistent, mutually unrelated factors――the incentive-based approach and the creation of social capital. These multiple faces of Coleman can be interpreted as the reflection of the problem of researches on educational policy.