1997 Fiscal Year Final Research Report Summary
Theoretical and Empirical Research of the Continuity and Integrity between School and Classroom Management.
| Project/Area Number |
08610261
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | HIROSHIMA UNIVERSITY |
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Principal Investigator |
OKATO Toshitaka Hiroshima Univ., Faclty of Education Professor, 教育学部, 教授 (00033580)
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| Project Period (FY) |
1996 – 1997
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| Keywords | Educational Idea / School Management / Classroom Management |
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| Research Abstract |
In thoretical research, I intended to construct new theory by three steps as follws.
1. From viewpoint of continuity and integrity between school and classroom management, I analized various theories related to school and classroom management.
2. I considered the realizability of integration among the classroom management theories of educational sociology, educational methodology, educational psychology and educational technology, and then, considered the realizability of integration between the science of school management and these four disciplines.
3, Based on these consideration, I challenged to construct new theory related to the continuity and integrity between school and classroom management.
In Sum, on the one hand, the science oriented theorists of school management tends to understand classroom management as another area of their own discipline, on the other hand, tend to integrate into the concept of "management as means". This latter understandings is based on "school management in educational administration". Practitioner's understandings differ from the theorists. School management is developping on the base of educational ideas.
Educational sociology, educational methodology, educational psychology, and educational technology had not promoted the empiricaal research of classroom management. Especially, central theorists of educational methodology have asserted the partial theories based on the leftwing ideology.
In empirical research, I conducted the survey of school, grade, and classroom management. The meaningful and close relationships of educational goals of these management level were few and far between.
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