臼井 智美

<p>In this paper, I examined what "justice" is in educational administration that can be seen through the education of foreign children. I also considered why each local government implement the education of foreign children"in that form and contents", and explored the intention of local governments behind the implementation and selection of the education as an expression of"justice".</p><p>Education of foreign children is not provided by national wide law in Japan. So, if see local governments policies we are able to find"justice"of local governments in education of foreign children. Therefore, in the case of"doing", in order to clarify the basis of this, I searched for the information posted on the website of all the prefectures from the following three perspectives - explanation of the basic plan of education promotion and of the general education outline, policies under the jurisdiction of the board of education and under the jurisdiction other than the board of education - to find out if there is a direct reference to the education of foreign children.</p><p>With regard to perspective 1, I found concrete measures were described in 29 prefectures. As for the context of the policy, a total of nine contexts were confirmed, such as promotion of international understanding education, development of a safety net for learning, and multicultural coexistence.</p><p>With regard to perspective 2, I surveyed the development of guidelines and policies for the education of foreign children. As a result, I was able to confirmed the establishment of three types of guidelines: policies of education for foreigners, basic policies of human rights education, and basic policies of bullying prevention. Among them, the local governments that have established guidelines and policies of education for foreigners position the education of foreign children as a response to the problems that emerged in foreigners, that turns out that there is a strong intention to solve social problems, that is, to change the way of society with foreigners, rather than giving back to individuals to meet"special educational needs".</p><p>With regard to perspective 3, it was confirmed that the four groups of policies, which have different backgrounds, referred to the education of foreign children. These are multicultural coexistence measures (securing labor forces), multicultural coexistence measures (promotion of regional internationalization), human rights measures (multicultural coexistence), and global human resource development measures.</p><p>Education of foreign children is more affected by the financial situation of local governments, so regarding where to allocate humans, goods, and money from the limited financial resources, it is necessary to have valid justification. However, I think it is also indispensable to verify how"justice"is fulfilled by reconsidering to realize that education cannot be guaranteed unless some reason as a basis for justification is given itself. By looking at the policies for education of foreign children, it can be seen that the substance of"justice"is involved in not only the distribution of resources but also the creation of social value. The process of implementation needs to be analyzed not only from the perspective of what kind of existing value is used to justify measures for maintaining social order, but also from the perspective of creating new values to justify those measures.</p>

本研究では,外国にルーツのある児童生徒の教育において,児童生徒と教員の間に生じる困惑を軽減するために母語支援員が果たせる役割を,文化的相違への理解に着目して明らかにした。事例分析の結果,母語支援員には通訳者・翻訳者としての役割期待が最も大きい現状があるが,母語が話せるからこそできる支援という観点から,3つの役割を抽出した。文化の違いを汲んだ意思疎通を可能にする役割(「訳すだけ」にとどまらない役割),思いに気づく意思疎通を可能にする役割(「何も言わない」状態を打開するための役割),教員の視野や考え方を広げる役割(異なる価値観とつなぐ役割)である。

本研究では,シンガポールの幼児教育者育成システムを事例として,教育の質保証を実現する教師教育のあり方を考察した。分析の結果,次の3つが明らかになった。シンガポールでは,1)幼児教育者の質,教育内容の質,教育環境の質が明確に指標で示され,指標間に一貫性があるため,質向上に向けた過程や手段をイメージしやすいこと。2)SPARK制度が,実質的に現職教育(OJT)の機能を果たしていること。3)質保証の基準が教職員の行動規準になっていること,である。シンガポールでは,SPARK制度を媒介にして,「教員の質」確保の制度と「教育の質」確保の制度が関連付けられ,質確保の過程は指標で可視化されていることが明らかになった。

日本で外国にルーツをもつ児童生徒の多層的教育課題に対応していく上で求められる教育委員会と学校との指導助言関係のあり方について検討するため,アメリカ・コロラド州A学区で行われているELL児童生徒に対する教育支援の事例を分析した。A学区では,Interventionistという支援専門職によるチーム支援の導入により,児童生徒の多層的教育課題の早期発見と適切な支援の提供を可能にしている。Interventionistの採用や各学校での一般教員との協働の実現において,学区教育委員会が支援の価値的枠組みの提供や現職研修機会の提供などで,学校に対して強い指導性を発揮していること,その背景に教育委員会事務局スタッフの高度な専門的知識と経験があることが明らかになった。

<p>  In this study, I develop and examine the effect of a teacher training program that aims to understand the cultural background of international schoolchildren who are non-native Japanese speakers. The program also trains teachers to teach other school subjects using the Japanese language.</p><p>  The objectives of this program are as follows. First, to develop teacher's skills in applying CALP（Cognitive Academic Language Proficiency）in the classroom that is necessary for learning each subject in school. Second, to improve international schoolchildren's academic performance. Third, encouraging the instruction of international schoolchildren not only by individual teachers but also through the whole school environment.</p><p>  In order to develop the program I performed classroom trials and made observations of in-school training in a number of sample schools.</p><p>  The program is composed of lectures and practices. The lectures aim to assist the teachers in acquiring the following skills. First, becoming aware of on which point they should pay attention when they teach subjects to international schoolchildren. Second, by discerning the difference between BICS（Basic Interpersonal Communication Skills）and CALP, and recognizing the different processes of language acquisition. Third, to understand ways of instruction that improve schoolchildren's CALP through teaching school subjects. And for practice, I provided exercises like making teaching plans and performing the experimental lessons.</p><p>  By examining this program, I confirmed the effects that I expected when I designed the program. At the same time, I determined that this program provided the same effects with various schools and cultural backgrounds of international schoolchildren. Therefore, it can be concluded that this program is effective in developing teacher's skills for the instruction of international schoolchildren.</p>

<p>The purpose of this study is to clarify the role of the school board in expanding education for foreign children in Japanese public schools.</p><p>The education policies related to foreign children in Japan, mainly serve the purpose of supporting children's entry to elementary schools or junior high schools and for teaching Japanese as a second language. On the other hand, at the national level, the concrete education policies that immigrant nations adopt do not exist in Japan, for example policies on second language education, improving students' achievement, and the way to guarantee rights on ethnic education for foreign children under the compulsory education system which educates the nation.</p><p>Therefore I focused on the role of the local school board to examine the possibility of guaranteeing or improving the academic achievement of foreign children especially in learning Japanese as a second language. As an example, I chose the policy adopted by the school board in Matsusaka City, Mie Prefecture. To analyze the characteristics of these policies, I quoted the analysis framework of international investigation that OECD (Organisation for Economic Co-operation and Development) investigated from the viewpoint of emigrant education policy analysis, that is "OECD Reviews of Migrant Education, Closing the Gap for Immigrant Students: Policies, Practice and Performance".</p><p>As a result of the analysis, I found that the role of the school board in Matsusaka City in expansion of education for foreign children is to bring about" the spread" and "the guarantee of the quality". "The spread" was carried out from two directions, namely, the spread of the practice for many schools and the common understanding between teachers or the people concerned. "The guarantee of the quality" was carried out from two directions, namely, the guarantee of the quality of educational practices and the professional teaching skill of teachers.</p><p>As a result of example analysis of Matsusaka City, what became clear was that it may guarantee "an opportunity to access the fundamental education" for foreign children, if it is supported by statutory grounds at a national level, but it cannot necessarily guarantee "the quality of education" for foreign children. The reason is because what kind of education and teaching systems are necessary differ according to the residence situation of the foreigner (for example, whether they are living concentratedly or dottedly, whether they are permanent residents or not, and whether they are multilingual). Therefore I concluded that the role of local school boards especially at a city level that can achieve "the spread of and the guarantee of the quality of" education for foreign children is to make policies based on the residence situation of the foreigner.</p>

本研究では,人材育成の観点から,カリキュラムマネジメントに関する教員研修プログラムの開発を行った。開発に際し,カリキュラムマネジメントと学校改善との関係や,個々の教員の教育活動とカリキュラムマネジメントとの関係が理解できるようになることをねらい,「カリキュラム」観や「当事者性」の育成を重視した。研修プログラムを実施し成果の検証を行った結果,カリキュラムマネジメントに関する教員研修では,どの教員にとっても必要なカリキュラムマネジメントに関する知識を与えるためのプログラムと,その知識を教員が置かれた環境に照らして活用できる力を育成するためのプログラムと,同時に2種類が必要になることを明らかにした。

本稿では,公立小・中学校で外国人児童生徒の指導に携わる教員に必要とされる力の中身とその力の形成過程を明らかにした。「外国人」の指導ゆえに「日本人」の指導に必要とされる力と大きく異なるわけではない。「外国人」の指導ゆえに特に必要となる力として,日本語指導力,異文化理解力,外国語の語学力などが挙げられるが,むしろ教員に必要とされる力の基盤となるのは,「教員として一般に求められる力」(教科指導力,メンタルサポート力,学級経営力,生徒指導力など)や,他者と協力していくための「情報収集・ネットワーク力」である。これらの力の形成に要する時間は,学級担任経験や教員をサポートする環境によって左右される。

This paper examines the leader behavior of a principal as a sense-maker to construct cooperative system among teachers in a school. It has been a research question about co-operation how the rational attainment of organizational goals could be coordinated with the members' satisfaction. So this paper describes one model of cooperative system among teachers in which the autonomy of teachers' decision-making, as an index about teachers' satisfaction, can be compatible with the organizational integration as an index about cohesion to attain organizational goals. The leader behavior of a principal to make such system is also explained in this paper. This paper uses Weick's theory of sensemaking to clear such research questions. Weick explains organization in terms of information process. Sensemaking is regarded as the most primary stage to process information. This is because sensemaking precedes interpretation, and interpretation constrains decisionmaking. Weick defines sensemaking as follows. "Sensemaking is about negotiation and construction of a mutually shared agreement of what causal linkages and outcome preferences constitute a confusing event". In terms of sensemaking, information process in a school is regarded as a process to reduce uncertainty or ambiguity with nonroutine information. A principal needs to make senses to reduce such uncertainty in the information process. The autonomy of teachers' decision-making is regarded as the situation that teachers are able to interpret senses made by a principal. The organizational integration is regarded as the situation that the sense is shared among teachers. This paper regarded one cooperative system among teachers as follows. That is teachers are integrated by sharing senses and have autonomies to decide their behaviors being able to keep various values to interpret senses. Then, a principal needs to play his or her role as a sense-maker whose sensemaking limits teachers' decision premises as a result so that such a cooperative system can be realized.