Analysis of School Effects in Japan Using a Multilevel Model:: Can Effective Schools Overcome Social Disadvantages?
Analysis of School Effects in Japan Using a Multilevel Model:: Can Effective Schools Overcome Social Disadvantages?
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使用多层次模型分析日本的学校效应：有效的学校能否克服社会劣势？
DOI：
10.11151/eds.84.165
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Toshiaki Kawaguchi
中科院分区：
文献类型：
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作者：
Toshiaki Kawaguchi
本文采用多层次模型分析方法探讨了日本的学校效应。“学校效应”考虑学校如何影响儿童的学习产出。这是教育社会学的重要课题之一。自20世纪60年代的科尔曼报告以来，世界各地有很多关于学校影响的研究。这被称为“学校有效性研究”（SER）。近年来，SER研究人员正计划在国家内部进行比较研究，这一研究具有相当大的吸引力。不幸的是，直到2000年，日本很少有研究人员知道SER。日本SER的先驱是南岛和清水。他们使用Edmonds提出的“有效学校”概念来调查学校效应，Edmonds是早期最著名的SER研究者之一。日本SER研究人员认为，“有效学校”的特点是“教师合作”、“领导力”和“良好的课堂氛围”。最后，他们得出结论：“如果所有的学校都具备这些特点，社会劣势就会比现在少。”然而，日本的“有效学校”概念存在问题，因此我们需要重新仔细分析日本SER研究先驱的结论。本文首先指出了“有效学校”概念的缺失，并提出了多层次模型分析（Hierarchical Linear Modeling）来分析学校效应。其次，我使用多层次模型分析来调查日本的学校效应，并分析了在关西地区Z市进行的五年级学业成绩测试。样本量为来自43所学校的3366名儿童，解释变量为四年级成绩、儿童性别和儿童文化社会阶层。
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.