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公立学校の多様化とアカウンタビリティ政策の展開 : ワシントンD.C.を事例として
https://doi.org/10.15083/00030975
https://doi.org/10.15083/00030975daee10aa-bd06-4c7b-8b06-606f6bfd135b
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
edu_55_38.pdf (1.9 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2016-06-15 | |||||
| タイトル | ||||||
| タイトル | 公立学校の多様化とアカウンタビリティ政策の展開 : ワシントンD.C.を事例として | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||
| タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.15083/00030975 | |||||
| ID登録タイプ | JaLC | |||||
| その他のタイトル | ||||||
| その他のタイトル | Diversification of Public Schools and Development of Accountability Policies : Through the Case of Washington, D.C. | |||||
| 著者 |
大桃, 敏行
× 大桃, 敏行× 吉良, 直× 堀, ひかり× 宮口, 誠矢× 金子, 友紀 |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 68215 | |||||
| 姓名 | OMOMO, Toshiyuki | |||||
| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 68216 | |||||
| 姓名 | KIRA, Naoshi | |||||
| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 68217 | |||||
| 姓名 | HORI, Hikari | |||||
| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 68218 | |||||
| 姓名 | MIYAGUCHI, Seiya | |||||
| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 68219 | |||||
| 姓名 | KANEKO, Yuki | |||||
| 著者所属 | ||||||
| 著者所属 | 東京大学大学院教育学研究科学校開発政策コース | |||||
| 著者所属 | ||||||
| 著者所属 | 日本教育大学院大学学校教育研究科 | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The purpose of this article is to reexamine characteristics of curriculums and the current status of implementing teacher evaluation in the context of diversification of public schools and rigid accountability policies in Washington, D.C. in the United States. Our major findings and arguments based on a case study of three different types of public (regular, magnet, and charter) schools are as follows. First, the three public schools are implementing diverse forms of curriculums with an emphasis on inquiry and collaboration. Second, the teacher evaluation system in D.C. is limited in the number and proportion of teachers who are subject to the value-added measures based on the growth of student test scores. Third, the contents of the tests used to calculate the value-added measures have been changed, and the PARCC tests, developed by a national consortium to measure student higherorder thinking skills, etc., were already used in school year 2014-15. The existing literature on U.S. education reform mostly focuses on its negative aspects, such as narrowly-focused curriculum, punitive teacher evaluation, market-driven reform, etc., but this study showed the importance of digging deeper into details of school practices which may shed light on complex and new realities of school reform. | |||||
| 書誌情報 |
東京大学大学院教育学研究科紀要 巻 55, p. 425-444, 発行日 2016-03-31 |
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| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 13421050 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN10516641 | |||||
| 出版者 | ||||||
| 出版者 | 東京大学大学院教育学研究科 | |||||
| 出版者別名 | ||||||
| The Graduate School of Education, University of Tokyo | ||||||
