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Empirical Researches on School Governance and Responsibility in the United States since 1990s

20世纪90年代以来美国学校治理与责任实证研究

基本信息

批准号：
14310133
负责人：
TAKANO Ryoichi
金额：
$ 5.5万
依托单位：
Hosei University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2004
项目状态：
已结题

项目摘要

This research project based on the empirical researches has aimed at comparing the school reforms in Japan with those in the United States of America. As the hypothesis of our research, we set up three types of them. The first one is participatory reform with internal responsibility, and the second is market- oriented reform with external responsibility/accountability. In conclusion, we clarified that the mainstream of the Japan's reforms since 1990s would belong to the third type which is participatory reform with accountability. To speak about it concretely, we enacted to set up a school councilor (Gakko-Hyogiin) in 2001 who might advise a principal on school management, and then we established school management council (Gakko-Unei-Kyogikai) in 2004 which should make an advisory and/or governing function.We have described a landscape of the school reforms in the United States. The Chicago school reform may be regarded as the first type of school reform, and educational voucher and charter school are two of the second one. By the way, it is interesting to us that the Chicago reform has been transformed the first type into the third one. We also find out the importance of social capital, especially of trust inside its reform. As for educational voucher, we have researched the Cleveland case, and reconsidered both the separation of church and state and the inequality of schooling. Finally, we have published two reports as our results : the interim report published in 2004 and the final one in 2005.

本研究以实证研究为基础，旨在比较日本与美国的学校改革。作为本研究的假设，我们建立了三种类型的网络环境。第一种是内部负责的参与式改革，第二种是外部负责/问责的市场导向的改革。最后，我们明确了20世纪90年代以来日本改革的主流将属于第三种类型，即责任参与型改革。具体来说，我们在2001年设立了可以向校长提供学校管理建议的学校理事会（Gakko-Hyogiin），在2004年又设立了发挥咨询和管理功能的学校管理理事会（Gakko-Unei-Kyogikai）。芝加哥学校改革可以看作是第一种类型的学校改革，教育券和特许学校则是第二种类型的学校改革。顺便说一句，有趣的是，芝加哥的改革已经从第一种类型转变为第三种类型。我们还发现了社会资本，特别是信任在其改革中的重要性。在教育券方面，我们通过对克利夫兰案例的研究，对政教分离和教育不平等进行了反思。最后，我们发表了两份报告作为我们的成果：2004年发表的中期报告和2005年发表的最后报告。