A comprehensive Study on the Characteristics of School Education in Isolated Areas with a special focus measuring the nature of remoteness and smallness of schools as an educational environment of children

1987 Fiscal Year Final Research Report Summary

• Project/Area Number: 61450041
• Research Category: Grant-in-Aid for General Scientific Research (B)
• Allocation Type: Single-year Grants
• Research Field: Educaion
• Research Institution: National Institute for Educational Policy Research
• Principal Investigator: SAITO Hiroshi National Institute for Educational Research, 第四研究部, 部長 (90162221)
• Co-Investigator(Kenkyū-buntansha): YAMADA Kanehisa National Institute for Educational Research, 第三研究部, 室長 (40000070) ; YASHIKI Kazuyoshi National Institute for Educational Research, 第二研究部, 研究員 (70150026) ; MIMIZUKA Hiro'aki National Institute for Educational Research, 第二研究部, 研究員 (40143333) ; FUJITA Masaharu National Institute for Educational Research, 第四研究部, 研究員 (10165392) ; SAKO Toshihiko Waseda University, 人間科学部, 助教授 (10000069)
• Project Period (FY): 1986 – 1987
• Keywords: school architecture / educational environment / small school / elementary education / community and school / teaching in a combined class / へき地教育

Research Abstract

The outline of the results of the survey conducted in two fiscal yearsof 1986 and 1987 is as follows: 1. As for educational conditions in schools in isolated areas, we have found out some improvements such as the lesser of pupils of long absence from school than before, but we cannot help pointing out that there are quite a few problems left to be solved, such as working conditions of staff and the difficulty found concerning entrance of chilren into high schools.
2. As for geographical conditions in isolated areas, although some improvements have been found out, remoteness is still left in a air degree. Communication media has been spread out among isolated areas, but residents in those areas are still very restricted in terms of access to cultural life.
3. As for facilities of elementary schools in isolated areas, there are many problems left to be solved urgently, although various plans are found elaborated to make a good use of facilities in spite of restricted conditions.
4. As for t he qualities of children in isolated areas, we have found out effects on both positive and negative aspects derived from limitation of the smallness of groups. As for parents, it is noticed that they show a high degree of interest in their schools and communities.
5. As for teaching in elementary schools in isolated areas, smallness of the size is considered not only a merit but also a demerit. Teaching in a combined class imposes a lot of load on teachers. The smallness also affects the way of arranging extracurricular activities such as club activities.
6. Various studies are in progress aiming for more effective practice of teaching in a small combined class, however, as for possibility and the future course of development of school education in isolated areas, a unified view has not necessarily been found out among respondents.
7. As for subjects of improvement concerning education in isolated areas, most of the respondents have shown their demands mainly for improvement of administration of teaching personnel and of working conditions of teachers.