Tomoko Tamura

type:Article 新型コロナウィルス感染症拡大により,学校は甚大な影響を受けた。本研究は,各学校のカリキュラムマネジメントに焦点化し,これに対する市町村教育委員会の指導・支援について,初期と一定期間を経た後では,どのように変化したかを明らかにすることを目的とした。2020年度と2021年度の2回,大阪府内43市町村教育委員会を対象に質問紙調査を実施した。2020年度は授業日数確保や学校行事の工夫など計画局面に関して,所管学校への一斉的な指導・支援が行われたのに対し,2021年度は実施局面における支援が中心となり,学校への個別支援に力点が移行した。教育委員会と学校の間のコミュニケーションがより必要視された。一定数の学校において,カリキュラムマネジメントの活性化や校長等のリーダーシップの充実という副産物も生じた。 The spread of COVID-19 has had a tremendous impact on schools. The purpose of this study is to focus on the curriculum management of each school and to clarify how the guidance and support of the municipal board of education has changed from the initial stage to the next stage after a certain period. We conducted a questionnaire survey of 43 municipal boards of education in Osaka Prefecture twice in FY2020 and FY2021. In FY2020, such simultaneous guidance and support was provided to the schools in charge as securing the number of school days and planning school events, while in FY2021, the emphasis shifted to individual support. Communication between the boards of education and the schools became more important. In a certain number of schools, there were also by-products such as activation of curriculum management and enhancement of leadership of principals.

This paper focuses on national and international surveys linked to the improvement of questionnaires for students and schools regarding the National Assessment of Academic Ability. We developed, implemented, and analyzed a new questionnaire to solve the problems of previous questionnaires, such as acquiescence, their ambiguous structure, and the suitability of the respondents. We split the respondents into three groups, changed the question formats and restructured the question items. In December 2016, we conducted a survey of 601 schools via mail; 47 elementary schools and 22 junior high schools in Z city and 254 elementary schools and 278 junior high schools throughout the rest of Japan were extracted via stratified sampling. We examined the capacity of each item to confirm the current situation from the responses, and multiple items were biased toward positive answers. The correlation between the items and the correct answer rate in the academic achievement survey demonstrated that the items to which classroom teachers responded about the behaviors of students and methods of instruction had the highest correlation. The items correlating with the correct answer rate were also found in items concerned with the school's organizational efforts. The findings demonstrate the novelty of this study as they demonstrate the effectiveness of our questionnaire developed with a different structure.

In discussing who is the main managers for the school curriculum, the role of head management such as principals or vice-principals and middle management such as subject leaders or head of the instruction department are mainly argued. However, the sense and attitude of teachers as followers are argued in this paper. The objective of this paper is to find out the reality and process of forming a sense of participation in Curriculum Management from a case study. Previous works of Curriculum Management and Central Education Council reports required that each teacher should have wide vision about the whole curriculum of their schools and commit to each phase of Curriculum Management. Due to the existence of strong controlled Ministry's curriculum guideline, authorized textbooks and teacher's manuals; many teachers have never committed to planning phase nor evaluation phase of Curriculum Management as they have to the implementation phase. A previous work found out that the motivations of Japanese teachers are not in curriculum design but in personal relationship with their students. Without strong sense of autonomic commitment to the curriculum, there is a probability that teachers feel being coerced into their school curriculum and feel very busy. This kind of feeling could be disincentive of Curriculum Management. Also, if teachers instruct without being committed to the curriculum, they do not collaborate in process of managing curriculum and they feel isolated and busy. With this general tendency of schools in Japan, what can be incentive for the organizational management with autonomic commitment and collaboration of teachers? To clarify the factor, effectiveness of a series of training the teachers in a school will be examined. In the school, 4 distinctive curriculums are developed and managed by various methodologies under a strong leadership of principal and vice-principal. However, busy feelings of some teachers are the most serious disincentive for Curriculum Management and an issue to solve. First, the embodiment of the Curriculum Management of the school is outlines. Then a series of training of teachers in the school programs that aims to reduce busy feelings and encourage the teachers to commit to Curriculum Management astronomically with thinking about the meaning of their school curriculum initiatively is described. The contents of all programs were analysis of the elements of curriculum management and expression of the result they lead. They were practiced with a methodology that teachers be involved in discussions, collaborative works and presentations. In the first training, the teachers assessed elements of school culture such as the atmosphere of the whole school and values of their education. In the second one, they analyzed the factors which made them feel busy. In the third one, they shared common understanding with their colleagues who work with the same grades about the objectives of the 2nd semester which is a description about what aspect they want to focus on in their education, and curriculum as a method to accomplish the aim. In the fourth one, teachers analyzed 4 distinctive curriculums they promoted with a matrix which has 2 axes from view points: both of students and teachers. One of the axes was achievement and problem, another was individual and organization The observation record, the construction drawing they created, the results of questionnaires and records of interviews to some teachers are analyzed. As a result, these programs provided the teachers chances to think of their curriculum initiatively and chances to reflect on the excellence of their colleagues. The training of teachers in the schools could be factors to improve their Curriculum Management.

The current concept of our institute aims at providing students with useful Japanese which is required after their entrance to a university. Therefore, it is necessary for students not only to learn grammar but also practical communication skills. However, we cannot state with confidence that the current program meets this purpose completely. At present, we are doing our utmost to upgrade the program. This paper reports a basic research about the improvements and some accomplishments. We conducted two questionair surveys as our fundamental research. : 1. A questionair to other Japanese Language Institutes on their educational programs. 2. A questionair survey to have our institute students feed back on our educational program. As the result of the first survey, other Japanse Language Institutes have the same problems as ours. The second survey shows that the students recognize that there is a need for high level academics to achieve oral proficiency. However, it is difficult to give sufficient quality lectures which meet the students' need for conversational education with the existing store-bought textbooks. Therefore, we decided to make our own conversation textbook. In this report, we show some parts of it and explain them. We have recently begun to upgrade the current program and many points still remain to be solved.