Language：Japanese   Publisher：教育科学研究会 ; 1951-  

CiNii Research

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Language：Japanese  

CiNii Research

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Language：Japanese   Publisher：常葉大学教育学部  

CiNii Research

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

File： 鈴木・遠藤（2019).pdf

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Language：Japanese   Publisher：常葉大学外国語学部  

CiNii Research

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Language：Japanese   Publishing type：Research paper (scientific journal)  

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Language：Japanese   Publishing type：Research paper (scientific journal)  

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Language：Japanese   Publishing type：Research paper (scientific journal)  

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Language：Japanese   Publishing type：Research paper (scientific journal)  

CiNii Research

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：The Japanese Association for the Study of Educational Administration  

The aim of this paper is to examine the interactions of teachers who construct the order of a school staff meeting in and as practicing interpretations from the perspective of an interpretive approach. The main data for this paper come from participant observations in a public junior high school in 2009. This paper focuses on the teacher code that the members who participated in a preceding department meeting should keep silent in a subsequent school staff meeting during their department head proposing. The distinctive characters of using this code is as below, Firstly, teachers tell the code to make colleagues keep silent in a meeting. Telling the code divides members: the ones possible to give their opinions, the others impossible to do so. And doing so makes a sense of a department meeting as a buffer to avoid heated disputes in a school staff meeting. Secondly, whether someone's statement in a school staff meeting is inside or outside the code depends on a local interaction. The relationship between the code and statement/silent is not causal or stable but retrospective and context-dependent. Thirdly, the unwritten code emerges obviously in a school staff meeting when someone stigmatizes another's statement as a breach of the code or when someone asks about the proposal of his/her own department with an excuse for breaking the code. Paradoxically telling the breach of the code reconstructs the legitimacy of it with making a sense of silent there reflexively. Fourthly, teachers interpret keeping silent as not only a duty but also positive cooperation of organizational members from the perspective of the code. The reality of silence in a staff meeting illustrates the existence of an organization and the reliability of the code to teachers.

DOI： 10.24493/jasea.57.0_64

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Language：Japanese   Publishing type：Research paper (scientific journal)  

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：日本教育社会学会  

In this paper, the author examines the interactions between teachers in constructing school problems during the decision making process, focusing on rhetorical idioms as available vernacular resources in claims-making activity. The main data for this paper was collated over a period of two years from April 2009 in a public junior high school.<BR><BR>Firstly, the chief of the section for guidance and discipline of students is identified as the claims-maker in the decision-making process in a school. His activities in urging members to discipline students strictly are identified as arbitrary claims because they are less objectively relevant to rules, measurements and standard procedures.<BR><BR>Secondly, following the social constructionist approach, claims-making is identified as consisting of two components; "condition-categorizing" and "putativesuggestion to remedy condition." In addition, each component is examined within every rhetorical idiom which is articulated.<BR><BR>In condition-categorizing, claims-makers categorizethe condition of students as troublesome, and narrate rhetoric which emphasizes the risk of "ARE," meaning deviant behavior by students, which can create a crisis within schools, in order to have other members of the teaching staff take the problem seriously.<BR><BR>In suggestions for remedying the condition, they narrate the rhetoric of teamwork. The power of this rhetoric to persuade other members comes from two rhetorical idioms. One is "the principle of organization," and the other is "therule from the experience of teachers in the recovery from ARE." As a matter of logic, there are a number of independent variables for explaining ARE. However, teachers tend to use rhetorical idioms as frameworks to interpret their own and their senior associatesʼ experiences of ARE.<BR><BR>After sharing these interpretative frameworks among teachers, asynergistic circulation takes place. Teachersʼ experiences of ARE are interpreted from the perspective of the rhetorical idioms, and they recursively prove and improvethe effect of these rhetorical idioms.<BR><BR>It is difficult for members to counter claims because opponents have to accept responsibility for ARE. In this regard, however, claims-makers are not allowed to label particular teachers as causes of trouble, for this labeling provokes their disapproval. Although most teachers do not counter the claims, they treat a specific deviant student in a delicate way, which differs from the strict disciplinary manner asserted by claims-makers.<BR><BR>Members do not always assent to condition-category by claims-making. Thus, what claims and rhetorical idioms accomplish is that it forces members into silence during decision making. In fact, rhetorical idioms function by forcing the teachersʼ collective not to reject suggestions to remedy troublesome conditions by strict disciplining.

DOI： 10.11151/eds.90.145

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：日本教育行政学会  

The purpose of this paper is to examine the relationship between organizational decision-making in the school and teacher autonomy by focusing on cultural, organizational and pedagogical discourses narrated by teachers in regard to their own organizational behaviors and autonomous practices. The main data for this paper was gathered in a public junior high school over two years since April 200X. Various discourses not only regulate teacher's organizational behaviors and autonomous practices but also function as interpretive frameworks with regards to their actions to students. Through the medium of various discourses, reciprocal regulations between organizational decision-making and teacher's autonomous practices have emerged as follows. Teachers interpret their silent membership in the organizational decision-making process as appropriate behavior by narrating "new comer", "plural values of education" and "busyness". These patterned discourses function to allow teachers to avoid conflict with their colleagues. The tendency of concert with colleagues is one of the characteristics of the culture as a Japanese teacher, so these patterned discourses can be called "cultural discourses". Since cultural discourses regulate and interpret the teacher's silent membership in staff meetings, bills are passed without making a fuss. However, this undermines the efficacy of democratic characteristics, which are the basis of organizational discourses. Such cultural discourses result in teachers treating organizational decision-making as someone else's problem. Teachers share the organizational discourses that staff must accept organizational decision-making. However, they counter this norm by narrating pedagogical discourses that teachers sometimes need to behave free from organizational decisions to value a trustworthy relationship with students. Thus teachers can interpret their deviant practices from organizational decisions as appropriate. Pedagogical discourses enable teachers to practice autonomously. Teachers will accept organizational decision-making because in reality they can practice free from determinations. The relationship between organizational decision-making and teacher autonomy can be explained through the paradox that teachers decide to do something so as not to be obliged to do it. On the other hand, in order to make teachers perform their duties devotedly, some actors make an attempt to narrate other discourses, which articulate some determinations about school rules with imperative duties, such as avoiding public nuisance or risk for students. The relationships which emerge through interactions of various discourses can be understood as dynamic micro-politics rather than static orders among actors in the school.

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：東京大学大学院教育学研究科  

CiNii Research

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：東京大学大学院教育学研究科学校開発政策コース  

CiNii Research

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Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：Japanese  

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Language：Japanese  

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Language：Japanese   Presentation type：Oral presentation (general)  

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