記述言語：日本語   出版者・発行元：教育科学研究会 ; 1951-  

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記述言語：日本語  

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記述言語：日本語   出版者・発行元：常葉大学教育学部  

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記述言語：日本語   掲載種別：研究論文（大学，研究機関等紀要）  

添付ファイル： 鈴木・遠藤（2019).pdf

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記述言語：日本語   出版者・発行元：常葉大学外国語学部  

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記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：東洋館出版社  

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記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：日本教育経営学会  

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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記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：日本教育社会学会  

本稿は，生活指導事項の意思決定における教師間相互行為を，クレイム申し立てによる〈問題〉の構築過程として捉え，そこで語られる日常言語的資源としての慣用語化したレトリックに着目し，その特質を明らかにすることを目的とする。<BR> ここでは社会問題研究に倣い，クレイム申し立てを生徒の「状態のカテゴライズ」とその「解決法の提示」と位置づけ，各々に関するレトリックを検討した。<BR> 観察では，生徒の現状を〈問題〉とカテゴライズする際には，荒れるリスクを強調するレトリックが，解決法である指導事項を提示する際には，〈共同歩調〉のレトリックが用いられる点が確認された。〈共同歩調〉レトリックの効力は〈荒れ〉への有効な処方であったとの〈経験〉に由来する。教師はレトリックの説く因果関係を枠組として〈経験〉を解釈するが，これにより構築された〈経験〉が再帰的にレトリックの効力を強化するという相乗的循環構造が生起している。<BR> 〈荒れ〉発生時の責任問題はクレイムへの抵抗を困難にする一方，学年等を特定するクレイムへの反発を引き起こす。他方で，教師はクレイムメイカーによる状態のカテゴライズに必ずしも同意しておらず，また逸脱生徒にはクレイムが説く管理的教育を適用していない。つまり，レトリックを用いたクレイム申し立て活動は「集団としての生徒」を対象とした管理教育的な生活指導の提案・要請に対する，メンバーの沈黙と決議の調達を到達点としている。

DOI： 10.11151/eds.90.145

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記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：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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記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：東京大学大学院教育学研究科  

The aim of this review is to redefine logical relationships among various studies of school organization and teacher culture. First, school teachers are identified as autonomous but vulnerable professions in terms of reflective practitioners and street-level bureaucrats. Secondly, I review the controversy over school organization between Management-model and Association-model. Thirdly, I re-envisage a cultural analysis of peer relationships in school from a micro-political perspective. After overviewing literature, I suggest a micro-political perspective is relevant to research school organization and teacher culture.

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記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：東京大学大学院教育学研究科学校開発政策コース  

Boards of education in each prefecture have introduced a new teacher appraisal system, though experimental1y in some prefectures. While boards of education and teacher's unions have a negative attitude towad-ds performance-related pay, the govemment has been reforming the public offcials system, attempting to introduce performance-related policy. Reports by a board of personnel in the National Personnel Authority have accelerated this trend, especially the report published in 2005 which has had a great impact on this reform and led the way to establish the law on a pay system which is based on the performance of school teachers. This report can change the teacher appraisal system from a means of improving teachers'abilities to a means of rating their efficiency. Indeed, it did in some local governments. Reports by the National Personnel Authority have had a great influence on the teacher appraisal system in that they have offeredappraisal models and accelerated performance-related pay scales.

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会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

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記述言語：日本語   会議種別：口頭発表（一般）  

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記述言語：日本語  

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記述言語：日本語  

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記述言語：日本語   会議種別：口頭発表（一般）  

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