Search

学校では教育的文脈に即して感情が価値づけられており、笑いは安心と信頼をもたらし、快い労働環境を醸成する上で重要にもかかわらず、遊びの要素を備えることから忌避されがちである。その一方、非認知能力も伴う現下の学力論に対応する教員像において、笑いを含めた感情のマネジメントを不可欠な資質能力に挙げることができる。そして、教員の適切な感情マネジメントは良好な労働環境に支えられかつ両者が循環する中で、学校の組織的健康が問われることになる。以上から、楽しさと意外性に連なるエンパワーメントと創発を認め誘う学校像が要請され、笑いを教師個人のスキルの問題に留めず、学校経営に位置づけることが課題とされる。

今日の学校に目を向けると、いじめ問題や不登校児童生徒への対応、保護者や地域住民からのクレーム対応、さらには、学力向上に向けた授業改善、様々な分野でのICTの効果的な活用など、課題は複雑かつ多岐に渡っている。今こそ、これらの課題解決に向けて、校長のリーダーシップのもと全教職員が一丸となって対応することが不可欠である。本研究では、学校経営の視点から「校長に求められる資質能力とスクールマネジメントの在り方」への考察を深めるため、京都市を除く京都府内の全公立小・中学校を対象に、アンケート調査を実施した。アンケートの結果から「学校は今、どのような課題に苦慮しているのか」「校長として必要な資質能力はどのようなことか」「校長として必要な資質能力を身に付けるには、どのような経験が効果的か」などについて明確になった。また、これからの学校の在り方として、校長を中心として教職員が一丸となって課題解決に努めること、数年先を見据えた創造的な活動を展開すること、教職員が意欲的に学校経営に参画できる雰囲気を作ること、計画的・系統的な人材育成に努めることなど、大きな示唆を得ることができた。本研究が、今後の学校教育におけるスクールリーダー像やスクールマネジメントの在り方を考える一助となれば幸いである。, When we look at schools today, there are issues that are complex and diverse, including the problem of bullying, how to handle elementary, junior high, and high school students who refuse to go to school, how to handle complaints from parents and local residents, improvements in classes to achieve better academic performance, and how to effectively use ICT in various fields. It is now essential that the entire teaching staff work in a united manner under the leadership of the principal to tackle these problems. In this study, we conducted a questionnaire survey of all public elementary and junior high schools in Kyoto Prefecture, with the exception of those in the city of Kyoto, in order to deepen our examination of the qualities and abilities required of school principals and how school management should be implemented from the standpoint of school management. The results of the questionnaire helped us elucidate matters such as what challenges schools are struggling with today, what kind of qualities and abilities are required of principals, and what kind of experience is effective in developing the qualities and abilities required of principals. In addition, we were able to obtain great suggestions for the future of the schools, including teachers making concerted efforts to solve problems with leadership from the principal, developing creative activities that look ahead to the next few years, creating an atmosphere where teachers and staff can actively participate in school management, and striving for planned and systematic human resource development. We hope that this study will help examine the image of school leaders and how management should be implemented in school education in the future., 実践論文(Practice-Based Article)

SDGsと教育について、教育、社会文化的背景、学級経営の観点から検討した。, This paper overviews what is expected of university level of education from three perspective of SDGs and education. In Chapter 1, Saito discusses the guidance of SDGs for secondary education and higher education. Each section includes the discussion after the change in the education system with SDGs.In Chapter 2, Shigemitsu points out that the aspect of understanding cultures is placed beneath the all 17 goals. However, the aspect is not mentioned explicitly. Therefore, when employing SDGs in the classes or courses, we need to keep in mind on the aspect of socio-cultural background into the SDGs.In Chapter 3, Shigeno explores the possibility of building the foundation of the SDGs philosophy by taking multicultural education as an example from the perspective of management in school education. As a result, it was found that the practice of multicultural education requires school management to develop while connecting and overlapping with learning of various related genres such as human rights, environment, and gender. It was suggested that the school management would facilitate the smooth development of the SDGs philosophy by integrating and focusing on educational content.

学習指導要領が改訂され、小学校、中学校、高等学校のいずれにおいても、学校段階等間の接続に関わる項目が新設された。学校経営において、いかに円滑な接続を図っていくかが問われている。この論文では、学習指導要領などの記述から、円滑な接続の視点として次の①～④の4点を抽出した。視点① 「目指す子ども像」を共有する視点② カリキュラムをつなぐ視点③ 人と人とをつなぐ(大人どうしをつなぐ、子どもどうしをつなぐ)視点④ 子どもの姿をつなぐ(子どもの学びの成果を共有する)このうち、視点②から視点④は、幼児期の教育と小学校教育の円滑な接続の在り方を考察した結果、導き出したものである。視点①から視点④は、個別に切り離して対応するものではなく、一体としてとらえて学校経営に反映させていくものである。今後の課題は、子どもの発達や学びが連続しているという認識に立ちながら学校経営を進めていくことにある。また、学校の中だけでなく、学校の外に対しても開かれた関係づくりとなる学校経営を行うことである。, With revisions to the Courses of Study, items related to connections between school stages were newly established in elementary schools, junior high schools, and senior high schools. However, this raises the question of how to achieve smooth connections in school management. In this paper, the following four points, (1) through (4), were extracted from the descriptions contained within the Courses of Study and other documents as different viewpoints for smooth connections.(1) Sharing an ideal vision for children(2) Connecting curricula(3) Connecting people (connect adults to adults and children to children)(4) Connecting how children are seen Among these points, (2) through (4) were derived from the results of considering different approaches to achieve smooth connections between early childhood education and elementary school education. Points (1) through (4) are not to be separated and handled individually, but shall be taken as a whole and reflected in school management. One of the challenges ahead of us lies in promoting of school management with the understanding that the development and learning of children are successive. It will also be a challenge to conduct school management that creates open relationships not only within the school but outside the school as well., 実践論文(Practice-Based Article)

The purpose of this paper is to describe the operation status of "proposal type" that supports the establishment of school autonomy by delegation of authority, and to examine its role. The classification of authority delegation to schools that has been implemented so far mainly consists of methods of delegating authority during the budget execution stage and methods of providing supplementary budget. The latter, the “proposal type,” aims not only to distribute the budget at the request of the school, but also to incentivize the school by making a part of it a competitive budget, and to promote the establishment of autonomy. The survey was conducted from February 2018 to October 2019. As analysis materials, they are used that the website information of the S City Board of Education and elementary and junior high schools and utterance scripts based on interviews with a total of eight investigators who are the staff of the Board of Education, the principal of S City Elementary and Junior High Schools. As a result of the survey, the proposal type has been continuously implemented in S City since 2008 because of the education policy of the country and the superintendent of education who has an innovative policy preference and persuades the heads of bureaus. In addition, as a role of “proposal” derived from the operation status of the system, from the perspective of diversity, a mechanism that allows the school to accept budget requests will encourage the principal to set goals based on the current situation of the school, and in addition to playing a role in the development of competence, it was found that the competitive budget is an incentive for motivated faculty members. From the perspective of efficiency, it was also confirmed that the simplification of the clerical procedure brings flexibility to educational practice that is difficult to predict, and expands the possibility. On the other hand, it became clear that challenges remain from the perspective of democracy such as participation of children, parents and local residents and accountability for them.

東日本大震災から10 年が経とうとしている。筆者は、当時、田老第一中学校に勤務していた。本稿では、様々な記録資料と記憶を基に、地震発生時から田老総合事務所に避難し翌朝を迎えるまでの行動について述べ、当時の学校や生徒の状況を「その日、あの時」として振り返りたい。また、写真や職員会議資料や報告資料を基に、平成23年度から平成24年度の学校経営方針についても述べながら、田老第一中学校の復興教育の実践内容について紹介する。 さらに、いわての復興教育を教育の根幹としてとらえ、人づくりをねがいとした「これから」の防災教育や教員研修の在り方について提案する。記述する全ての内容は筆者の自省とこれからの教育を展望することをねらいとしており、一つ一つの実践記録や提案等について、多方面から多くのご批正と議論を求めたい。, It has been almost 10 years since the Great East Japan Earthquake. At the time, I was the principal of Taro Daiichi Junior High School. I would like to look back on the situation of the school and students at that time, based on my memories and the various documents I recorded. First, I will describe in detail the actions from the time of the earthquake until the evacuation to the Taro City Hall, the response from the next morning, and the dissolution of the teaching staff. I will also give special mention to the students who volunteered to carry relief supplies after the earthquake. In 2011, the school year began at Taro Daiichi Elementary School. Although the Taro Daiichi Junior High School was still in the midst of restoration, it was able to return to its junior high school building on September 21, 2011. This section describes the situation of the students from the time of the earthquake until they returned to school. In the 2012 school year, I set up 11 school management policies and promoted a variety of educational activities with the aim of developing people who can contribute to the reconstruction and development of Taro and Iwate. Based on the school management policy, we promoted reconstruction education at Taro Daiichi Junior High School. The following are some of our practices: 1. Publication of a collection of student essays entitled "Inochi" 2. Observation of disaster waste shredding and sorting operations 3. "Storyteller" activities 4. Participating in the Miyako City Union Concert 5. Establishment of an exhibition room for disaster materials In particular, thanks to the support and guidance of many people involved in the creation of the essay collection, we were able to publish it on March 11, 2013. Also the Earthquake Exhibition and Resource Room is used as a starting point for new students to learn about the disaster every year. In order to improve education in the future, it is essential to further promote the quality of teachers and disaster prevention education. The following is a proposal for improving the quality of teachers and disaster prevention education. It is important to make efforts to connect the lessons and learnings from the disaster. I would like to describe the value of the 22 murals of the seawall and the Taro Tsunami Journal. Education that only improves academic performance will have no future. In the current trend of only requesting issues, there is a disparity in the awareness of teachers. In such a situation, what are teachers and parents thinking about raising their children? For the 10th anniversary since that day, it seems worthwhile to look back and consider the future of disaster prevention and education, as well as how to live.

本研究の目的は，中学校において生徒の人権意識が高まった学校経営上の要因を明らかにすることである。本研究では次の５点が明らかになった。①校長が「安全・安心な学校」という学校経営のコンセプトを繰り返し，生徒や教職員，保護者に表明していた。このことが生徒の人権意識に影響を与え，教職員組織における人権教育を重視する規範の形成を促した。②校長が学校経営方針を毎年改善し，教職員へ教育計画の改善を要求したことが，教職員における毎年の教育改善の規範形成を促した。③教職員における人権教育重視と，毎年の教育改善の規範形成が，人権教育の授業研究の継続 を促した。④人権教育に関する授業研究の継続が，人権教育の授業の質の向上や，教職員の協働性の向上を促していた。校長によるメンター研修の導入も，教職員の協働性を向上させた。⑤人権教育の授業の質と教職員の協働性の向上が，生徒の人権意識の高まりを促した。, The purpose of this study is to clarify the factors in school management that raised the awareness of human rights of students in junior high school. The following five points were clarified in this study. (1) The principal repeated the school management concept of safe and secure school and expressed it to students, staff, and parents. This affected students' awareness of human rights and encouraged the formation of norms that emphasize human rights education in staff. (2) The principal improved the school management policy every year and requested staff to improve the education plan, which prompted the formation of a norm for improving education every year. (3) The emphasis on human rights education among staff and the formation of norms for improving education every year promoted the continuation of human rights education lesson study. (4) Continuation of lesson study on human rights education promoted the improvement of the quality of human rights education lessons and the improvement of collaboration among staff. The introduction of mentor training system by the principal improved the collaboration of faculty and staff. (5) Improving the quality of human rights education lessons and the collaboration of staff promoted the heightened awareness of human rights of students.

継続的に授業改善をベースに学校改善に取り組んでいった学校で，学校の運営状況や自己認知，他者認知に関してどのような関連性があるかを調査した。その結果以下の点が明らかになった。①教職経験１５年を境に若年層の方が指導力を身につけることを意識している。②他者認知に関して，経験年数による差が認められなかった。③他者認知に関して，学校運営状況によって差が認められた。さらに，③に関して，自己評価維持モデルと同僚性から検討を加えた。, We examined how the management situation of schools, self-perception, and the perception of others are related to each other at schools which addressed the improvement of the schools on the basis of continuous classwork improvement. The results of the research revealed the followings. ① With a 15-year teaching experience functioning as the threshold, younger generations are more conscious of building their teaching skills. ② As to the perception of others, there was no differentiation by the years of experience. ③ As to the perception of others, there was differentiation by the management situation of schools. Moreover, the analysis was made on ③ through the self-evaluation model.

静岡大学大学院教育学研究科

The developing of Sougoutekina gakushuuno jikan is the opportunity in which principal can fully provide their leadership as principals. Also, its character of crossing-over the field of learning has a strategic value, on condition that it raises the common consciousness of all the teachers to realize the accomplishment of goals of school education in every field of learning.I tried to develop Sougoutekina gakushuuno jikan that is able to function concretely for activation of school management as a principal.In 21st and 22nd years of the Heisei Period (2009,2010), Shimokawazoi Junior High School in Odate City had the investigation of nature environment in that area in a project-type of learning with setting up“nature”as one of themes.Besides, in 23rd year of the Heisei Period (2011), Noshiro-minami Junior High School in Noshiro City was exposed to cutting edge technology working closely with JAXA Noshiro Rocket test site. Every one of these activities is a factor for Sougoutekina gakushuuno jikan to be placed structurally in school management.As a result, there were some good effects brought from these activities. (1)Students could cultivate physical and intellectual ability the zest for life by having some interests in the content itself of Sougoutekina gakushuuno jikan and realizing its merits in it. (2)All the teachers could cultivate the responsibility for participation in management and self-direction by feeling a sense of unity in Sougoutekina gakushuuno jikan that goes beyond the framework of subjects. (3)Principals could cultivate the ability to design the school management by feeling the good results in a demonstration of the leadership-based in Sougoutekina gakushuuno jikan.

本稿はE.ホルナゲルの掲げるSafety-II に基づく安全観を手がかりに,学校経営に危機管理を位置づけるための基礎となる組織論的な考察を目的とする。そのため,第1 に文部科学省の学校安全の構築に関わる手引きを参照しながら,従来の学校安全の捉え方を検討した。次に,危機管理の基本的な枠組みを概観し,危険がないことを安全と捉えるSafety-Iの安全観に基づく危機管理の限界を確認した。そして最後に,Safety-IIに基づく危機管理の学校経営への適応可能性と利点を検討した。その結果,Safety-IIは高信頼性組織化との親和性が高く,学校経営における危機管理ついて,より有益な視点を提供することが示唆された。, This paper aims to contribute to the consideration of school safety policy on the basis of Safety-II theory presented by Hollnagel, E. (2015). First, school safety policies presented by the Ministry of Education Culture, Sports and Science are analyzed in order to clarify the logic of school crisis management. Second, general theories of crisis management are examined and found to have their limitations as they are based on Safety-I paradigms, in which safety is defined as the state of being free from crises. In the final section, the possibilities and advantages of school management based on the Safety-II perspectives are discussed. As a result, this paper proposes that school management be given more valid perspectives by the concept of Safety-II together with an organizing theory of high reliability.

本研究の目的は，司書教諭の専門的職務について「カリキュラム・マネジメント」との関わりから明らかにすることである。まずアメリカにおける「カリキュラム・マネジメント」の要素について検討し，次に日本における「カリキュラム・マネジメント」論の受容と展開について検討した。そのうえでアメリカと日本の「カリキュラム・マネジメント」と学校図書館との関りを比較検討した。その結果，学校図書館法に学校図書館経営を掌ると規定されている司書教諭の専門的職務には，学校経営における「カリキュラム・マネジメント」への支援が含まれるという結論に達した。The purpose of this study is to clarify the professional duties of teacher-librarians in relationship with curriculum management. First, the elements of curriculum management in the United States were examined in detail, and then the acceptance and development of curriculum management theory in Japan were comparatively verified. After that, the close examination in the relationship between curriculum management and school libraries in both countries was discussed. As a result, it was concluded that among the professional duties of teacher librarians stipulated in the School Library Act, the support for curriculum management is a crucial phase in the whole school management which teacher librarians can take on.

2017（平成29）年3月公示の学習指導要領により、学校経営の中核となるカリキュラムマネジメントの本格的な実践化が全国レベルで要請され、各学校では喫緊の課題となっている。そこで本研究では、体育祭実践を事例に、田村のカリキュラムマネジメントモデルを分析枠みとして、資料やインタビューをもとに、実践文脈に埋め込まれたカリキュラムマネジメント要素と要素間の関係について顕在化を試みた。その結果、「教育目標の具現化」といった要素を掘り起こすとともに、特に「反映」や「リーダーシップ」といった要素間の関係に踏み込み、対象校の文脈における具体的様相と構造を明らかにした。また、潜在的に存在する要素間の関係を取り結ぶことにより、全体として強固なカリキュラムマネジメントが構築されることを指摘した。本研究の知見が各学校の実践に寄与することを期待したい。, The government guidelines for education disseminated in March 2017 call for nationwide full-scale implementation of curriculum management, which is viewed as the core element of school management, without providing practical guidance as to how this is to be accomplished. In this research, we examine a case study of athletic festival operations, using Tamura’s curriculum management model as the analysis framework. Based on materials and interviews, we attempt to clarify the relationship between implicit pragmatic elements and elements with little mention by Tamura. The results, beyond bringing to light elements related to the “concretization of educational goals,” also extend most notably to include interactions of “reflection” and “leadership,” thereby clarifying specific aspects and structure in the context of the target school. Additionally, the findings suggest that curriculum management can be robustly constructed by concatenating the relationships between potentially existing elements. We hope that the findings of this research will contribute to the practices of each school.

静岡大学大学院教育学研究科

This paper asserts that school management is more effective with moral education at its core, and proposes a comprehensive moral project plan to achieve that. Specifically, the project plan includes a grade-level class plan covering moral education, one facet of which is linked with curriculum management and morality centered on moral education, and that also fosters cooperation with the community. Further, we propose a subjective, interactive, and in-depth moral class, which will constitute the essential element of the moral course. Herein, we examine these options and analyze their effectiveness.

学校管理下での事故の発生は、小学校では体育科授業中、中学校と高等学校では運動部活動中が最も高く、ともに約6割を占めている。児童生徒の死亡及び重度の障害事故が、体育科及び保健体育科授業中にはなく、運動部活動中にのみ発生しているのが、熱中症である。本研究では、学校管理下及び体育活動中に発生した熱中症事故の特徴を探り、体育科及び保健体育科におけるWBGT計を用いた熱中症事故予防教育の実践を踏まえて、熱中症事故予防のための管理・指導・教育を検討する。, Accidental death and injury in Japanese students was most often seen in the athletics activities. These accidents mainly happen at physical education class in primary school and sports club activities in junior high school and high school. The case of heat stroke was not reported in physical education class; however, there were many cases in sports club activities. Therefore, we studied the characteristics of heat stroke and examined the prevention and the management of heat stroke using wet-bulb-globe temperature measurements from the viewpoint of school crisis management and student safety.

学校図書館法の改正に伴い、学校司書の法制化がなり、2016年10月20日に学校図書館の整備充実に関する調査研究協力者会議は、「これからの学校図書館の整備充実について(報告)」を公表した。一方、中央教育審議会は「チームとしての学校の在り方と今後の改善方策について(答申)」(2015年12月21日)を答申した。2020年度以降に予定されている新学習指導要領の実施に伴い、「主体的・対話的で深い学び」、「カリキュラム・マネジメント」が提唱されている。また、デジタル教科書の位置付けに関する検討会の「最終報告」も2016年12月にだされている。このように、2020年度以降の新学習指導要領の導入を軸として、初等中等教育をめぐる状況は大きく変化しようとしている。こうした中で、教育の情報化時代の学校経営と学校図書館の役割、機能を改めて考察する。

This research aims at clarify actual state of management in cooperation with local communities in elementary school. Such school that manages in cooperation with local communities is expected to be becoming more popular in Japan. Therefore, We surveyed six small elementary schools in the Chugoku and Shikoku region. As a result of surveys, we clarified that these schools serve as a local facilities for local development in local communities as well as conduct the localized educational activities

小学校での1学期の始業式における児童の関心事は,「だれが担任になるのか」「だれと同じ学級になるのか」である。「どの学級も均等」となるように教師集団がいかに知恵をしぼろうとも,少しずつ学級の雰囲気が「均等」ではなくなり,いろいろな特徴が見えてくる。だからこそ,「だれが担任になるのか」「だれと同じクラスになるのか」に関心が集まるのである。このような特徴は,一般的に「クラスカラー」と呼ばれるが,良い意味で使われるとは限らない。本研究は,「ことわざの好み」という一点にしぼって,教師の教育観と子供の価値観,そしてその関係がもたらす学級の雰囲気および教師と子供の相性といった漠然としたものを数値化して考察を加えようとするものである。, At the beginning of each new academic year, students are concerned with who will be their homeroom teachers and also who will be their classmates. Teachers make every effort to minimise the discrepancy between classes. Despite this, students are gradually influenced by their homeroom teacher's characteristics. And it is seen how homeroom teachers unintentionally make distinctions between other classes. For this reason, students can't help being concerned about who will be their home room teachers and also who will be their classmates. This characteristic of classes is called “class colour". However it is not only limited to positive aspects. This study quantifies the relationship between teachers' educational outlook and students' sense of value by comparing students' and teachers' preference of proverbs. In addition, the study aims to find out how the relationship affects class atmosphere and chemistry between students and their homeroom teachers and discuss it.

本稿は，現在，日本で展開されている学校評価に対し，主としてその政策的背景を批判的に紹介するとともに，「現場」の声がそれに如何に対応しているのか，それを踏まえて，これからのあるべき学校評価の在り方を提言しようとするものである。中核となる内容は，学校評価政策に対する批判であるが，それは，学校が自治や裁量権を十分に保証されていない中で，果たして各学校で「評価」が可能なのか，ということであり，そこから，現状の学校「評価」は，実質的に学校診断になっており，各学校にとって，自らのものとなっていないということを明らかにしている。, In this paper following 3 points are cleared; ① the backgrounds of Modern Japanese School Evaluation Policy are introduced, ② the theory and the method of implementation are criticized, ③ ideal way of evaluation system are suggested. Especially in the ② part, next was clarified. For Japanese schools, Selfgovernment are not guaranteed enough and their discretion range are not wide. Under such condition, it's possible only to diagnose not to evaluate Japanese schools.

This study is a survey of special activities in public technical high schools in Hiroshima Prefecture. A questionnaire was carried out about Special Activities, the Period for Integrated Studies, Moral Education and Extracurricular Activities in May, 2014.The analysis of the survey results has revealed the present situations, as well as some of the issues, of the abovementioned activities in public technical high schools in Hiroshima Prefecture.(1) Attainments・Implementation of special activities in conjunction with school management plan・Provision of career guidance making full use of the characteristics of technical high school・Arrangement of internship program to cultivate a view of a career and work・Establishment of mixed homerooms beyond the boundaries of departments・Effective utilization of the short homeroom(2) Issues・Conception of new ideas about how to use SHR・Development of teachers’ professional competence・Introduction of a tutorial system・Reexamination and restructuring of segregation of duties・Further promotion of mixed homerooms

This study is a survey of special activities in public technical high schools in Hiroshima Prefecture. A questionnaire was carried out about Special Activities, the Period for Integrated Studies, Moral Education and Extracurricular Activities in May, 2014. The analysis of the survey results has revealed the present situations, as well as some of the issues, of the abovementioned activities in public technical high schools in Hiroshima Prefecture. (1) Attainments ・Implementation of special activities in conjunction with school management plan ・Provision of career guidance making full use of the characteristics of technical high school ・Arrangement of internship program to cultivate a view of a career and work ・Establishment of mixed homerooms beyond the boundaries of departments ・Effective utilization of the short homeroom (2) Issues ・Conception of new ideas about how to use SHR ・Development of teachers’ professional competence ・Introduction of a tutorial system ・Reexamination and restructuring of segregation of duties ・Further promotion of mixed homerooms

This study aims to clarify studies about mid-level positioned teachers in school management researches through the perspective of its role expectation. Because of rapid environmental changes which public schools are now faced, many studies have recently focused on mid-level positioned teachers as a key person for school management. Although each definition of such teachers' role expectation varies and sometimes confused in its use, those studies have become a mainstream in school management research, and now need to be organized and analyzed. Using of the frameworks for defining the changes of role expectations, this study adopts the distinctive characteristics of managers and leaders. Business administrations generally recognize managers as problem-solvers in their organizations and leaders as generators of ideas. These definitions are applicable to examine the nature of mid-level positioned teachers in school management. In conclusion, the role expectation for mid-level teachers was described as a manager in the 1980s to the mid-1990s. In addition to that, their role as a leader becomes more popular from the second half of the 1990s to the early 2000s. Today, the mid-level positioned teachers are expected as managers and leaders; moreover, its role expectation is being concreted. Mid-level positioned teachers inclined to be required abilities of mentoring, facilitating, and training teachers, and also developing their ideas continuously for schools' improvement.

コミュニティ・スクール(学校運営協議会制度) は､2004年の｢地方教育行政の組織および運営に関する法律｣の一部改正により制度化され､11月には､東京都足立区立五反野小学校､京都市立御所南小学校､同高倉小学校､同京都御池中学校で指定が行われた｡その後､東京都三鷹市､岡山市､福岡県春日市など積極的に取り組む自治体を中心に全国的に拡大､2006年51校､07年196校､08年296校と増加をみている｡2010年10月現在､全国で小学校428校､中学校157校がコミュニティ・スクールの指定を受けている｡コミュニティ・スクールは､学社融合等の｢教育論の流れ｣モデル､教育改革の理念に基づく制度再編という｢政策論の流れ｣モデルという２つの特徴を持つとされるが､さらに三鷹市､京都市のように｢コミュニティ・スクールを基盤とした小・中一貫教育校｣モデルも登場している｡｢地域運営学校｣という､固有の問題提起を踏まえるならば､コミュニティ・スクールに取り組む多くの市町村が､同時に｢小・中一貫教育｣あるいは｢小・中連携教育｣を指向している現状はきわめて重要である｡本論文では､｢教育論の流れ｣モデルとして千葉県習志野市立秋津小学校､｢政策論の流れ｣モデルとして足立区立五反野小学校の取り組みを紹介し､小中一貫教育モデルとしては､熊本県宇土市立網田小中学校の実践を報告するものである｡

1998年3月に改正された学校図書館司書教諭講習規定において定められた5科目の内, 総論科目に該当する「学校経営と学校図書館」に焦点をあて, 講義要項の内実を考察した。講義要項では「学校経営」と「学校図書館」の関係が希薄であり, 一部見直しを検討する価値があると感じた。この状況を受け, 一案として「学校経営と学校図書館」の科目内構成私案を提示する。

日本国内では、これからの学校経営の在り方について、自律的学校経営と参加型学校経営が必要との認識が大勢を占めている。そうした中、教育改革に求められる資質と学校の校長が必要性を感じている力量との間に乖離が生じていることが明らかになっている。本稿では、私立高校々長ほかに対するヒアリング調査を実施して、私学高校長の経営管理の仕方が、4つの軸の組合せから8つのパターンに類型化されるとともに、そのいずれを選択し実行するかによって教育成果に著しい影響を与える可能性があることが示唆された。本論は、その概要を説明するとともに、今後の調査研究の課題を明らかにすることを目的とする。今後の調査研究の課題としては、8つに区分されたタイプのうち、現実に存在する学校組織のマネジメント形態を絞り込んだうえで、強固な経営基盤をもった学校を構築するための基本原則や具体的経営ノウハウを明らかにしていくつもりである。, In terms of ideal methods of school management in the future of Japan, the major trend recognizes the necessity of autonomous school management and participatory school management. It has been found that there are discrepancies between the qualities expected for principals under education reforms and those that principals themselves feel they need to acquire. Based on analyses of interviews with private senior high school principals, this study classifies the management styles of the principals into 8 types based on the combination of 4 axes and suggests some possibilities that educational outcomes may be significantly influenced by the type of school management that is selected and implemented. This research note presents an overview of this study, and also aims to clarify directions for future research in this field. The tasks ahead are to narrow down types of the management styles that actually exist in schools out of the 8 ideal types, and to present basic principles and concrete management approaches in order to develop schools with strong management bases.

The purpose of this paper is to make clear that constitution of school lunch system and consideration of meaning and issues on school management concerning dietary in school. We can see two prominent movements on dietary in school. One is that dietary education is more introducing to public schools. The other is that some parents refuse to pay school lunch fee while they can afford to pay. These are why the purpose of this study is set. The school lunch system consists of three elements; explicit aims, implicit function and beneficiary evaluation. Explicit aims contain poverty relief, industry protect and secure nutrition. Implicit function has uniform way inside school and making good relationship among the people who have lunch together. Beneficiary evaluation depends on individuals feeling, for example, good taste. Those factors also connect to the mass consumption and supply system. The uniform way inside school brings some stress to teachers, children and parents. However, Jiyu Gakuen, a private school founded in 1921, puts dietary education in the center of school management and attains good education results while it is under uniform way. We should notice public school lunch system is far from the content of The Law of Dietary Education and public schools will have to treat two contradicted things on dietary in schools. Improving the condition for dietary of teachers is also an important issue. It is possible to gain some devices for changing the school lunch system by referring to the dietary education at Jiyu Gakuen.