| Budget Amount *help |
¥2,900,000 (Direct Cost: ¥2,900,000)
Fiscal Year 2000: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 1999: ¥1,100,000 (Direct Cost: ¥1,100,000)
Fiscal Year 1998: ¥1,300,000 (Direct Cost: ¥1,300,000)
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| Research Abstract |
So far, several matters clarified through investigations and studies for three years are as follows. First of all, the "unruly" situations of children nowadays are confirmed. The at-risk situations of children are closely related to not only bullying and school-non-attendance, but also various problematic behaviors. It is also ascertained that some at-risk behaviors happen at what is called "unruled" classrooms. Furthermore, the "unruly" phenomena is certainly reaching out and widespreading to elementary school ages, and the incidence of at-risk behaviors of elementary school ages exceeds that of junior high school ages according to the substance of such deeds. Secondly, so many teachers tackle by themselves the delinquent and at-risk problems of children including the problems of bullying and school-non-attendance, on the other hand, while few teacher groups regard such problems as those of whole school and positively have the cooperation system. Especially, 20% of whole elementary an
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d junior high schools investigated in this study is in a situation of neither the cooperation system among teacher groups or partnership at all. In addition, in order to solve these problems, very few teachers have partnership with a local community and students' home. Their pressure of work and the situation that teachers are strongly likely to confine themselves to their own classroom affect the way of their problem solving. Thirdly, it is confirmed that effective schools that deal with the delinquent and at-risk behaviors of children obtain certain results. Especially, the schools that have the well-defined cooperation system among teacher groups and the accurate division of their roles about the problems produce more certain results. Then, it has been found that the ability of leadership of administrators such as a principal and a vice-principal is a key factor in the cooperation system among teachers and the division of their roles. Those schools have without exception partnerships with homes and local communities, and in their administrations, the figure of the administrators' leadership→the cooperation system among teacher groups→partnership with local communities and homes is identified. Less
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