This paper focuses on national and international surveys linked to the improvement of questionnaires for students and schools regarding the National Assessment of Academic Ability. We developed, implemented, and analyzed a new questionnaire to solve the problems of previous questionnaires, such as acquiescence, their ambiguous structure, and the suitability of the respondents. We split the respondents into three groups, changed the question formats and restructured the question items. In December 2016, we conducted a survey of 601 schools via mail; 47 elementary schools and 22 junior high schools in Z city and 254 elementary schools and 278 junior high schools throughout the rest of Japan were extracted via stratified sampling. We examined the capacity of each item to confirm the current situation from the responses, and multiple items were biased toward positive answers. The correlation between the items and the correct answer rate in the academic achievement survey demonstrated that the items to which classroom teachers responded about the behaviors of students and methods of instruction had the highest correlation. The items correlating with the correct answer rate were also found in items concerned with the school's organizational efforts. The findings demonstrate the novelty of this study as they demonstrate the effectiveness of our questionnaire developed with a different structure.

平成30年2月10日、公益財団法人・中央教育研究所主催

第28回大会（2017.6、岡山大学）課題研究Iの発表要旨に加筆修正して再録。

<p>Evaluation is the core of the curriculum management (CM) cycle, but in Japan, evaluation is not conducted completely at many schools, nor has it been studied well in existing research. Previous research has led to the development of multiple CM evaluation tools, but their effects have only been evaluated at the individual level. The present study compared multiple evaluation tools developed separately in the same location under near identical conditions. The research objective was to provide findings that allow each school to choose or combine evaluation tools, and make it possible for evaluation to be conducted autonomously.</p><p>The research method adopted involved an empirical and practical survey over a period of three years. Those receiving in-service training (484 teachers and others in school management) performed trials with three different evaluation tools, and we performed a qualitative evaluation of each method. The three evaluation tools were (i) the School-Based Curriculum Development and Evaluation (SBCDE), using evaluation items and radar charts; (ii) the Checklist for Curriculum Evaluation in Japan (CCEJ), using free description; and (iii) t

<p> Topics of discussion about the curriculum and instructional methods for continuity and liaison between high schools and universities are confined to university entrance examinations, experience in the first year of university, and individual fields of study. I identified issues of continuity and liaison from the viewpoint of curriculum study, including learner experiences. I discuss the imbalance in the high-school official curriculum, lack of system continuity and liaison, and continuity and discontinuity of learning experiences. Each of these points has a close relationship to intention, implementation, and stages of achieved curriculum.</p><p> First, I organize the basic information on continuity and liaison and summarize the research trends according to subject. "Superification" such as the Super Science High Schools (SSH) and Super Global High Schools (SGH) designated by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), is included. Next, I identify the imbalance in the official curriculum, the gap between curriculum and evaluation, and the partial continuity of learning experiences. All are based on the diversification of the curriculum.</p><p

4月号、依頼有

Tetsufumi Miyasaka's (1918-1965) first book Human Development in Zen (March, 1947) has been a basic reference for guidance and extracurricular activities. The purpose of this research note is to consider the theoretical transition of Miyasaka's essays preceding this book. Tetsufumi Miyasaka, who wrote Human Development in Zen and Tokubetsu Kyoiku Katsudou (Extra-Curricular Activities) (1950) during the occupation of Japan, is an indispensable resource in considering the origins of extracurricular activities in post-war Japan. His father, Tesshu (1887-1973), was a Zen priest involved in many educational institutions. Miyasaka was also interested in Zen, titling his graduation thesis "Study of Educational Form in a Zen Monastery" (November, 1941), which became the basis for Human Development in Zen. Therefore, Miyasaka's post-war studies of extracurricular activities focused on the United States but retained the interest in Zen from the pre-war period; it was not something that started suddenly after the war. I studied the background to Human Development in Zen and identified the following facts: (1) papers presented during the war spoke of Zen from the academic perspective of educat

The objective of this article is to clarify the education policies of the allied occupation by reviewing the "Exhibit of Art Work of American School Children" (June 1947, in Tokyo) by the Supreme Commander of Allied Powers, Civil Information and Education Section and Education Division (CIE), General Headquarters, and interested parties in Japan. In the early postwar days, textbooks from the United States were introduced at the "American Textbook Exhibition." For the "Exhibit of Art Work of American School Children" ; however, no clear description remains of the intention and circumstances. The subjects "Zuga" (Drawing) and "Kosaku" (Handicraft) taught at Kokumin Gakko (national school) were integrated to "Zuga-kosaku" (Arts and Handicrafts) after the war. The change in the translation of "Zuga" from "Drawing" to "Arts" indicates the difference in nature. "Zuga-kosaku" was intended as a base for other subjects. What was the role of the "Exhibit of Art Work of American School Children" in determining the nature of "Zuga-kosaku"? Did such an exhibit serve as propaganda about new education? Facts are necessary to answer these questions. Thus, I used articles from the Asahi Shimbun, related articles from magazines, and the CIE Conference Report. I discovered that Helen Heffernan (CIE) and Tokiomi Kaigo (Tokyo Imperial University) executed the initiative. The Central Research Institute of Education (Chuo Kyoiku Kenkyusho) hosted the exhibit and played a primary role in the initiative of Kaigo and the negotiations with Heffernan and Seigo Tanaka. The exhibits were reviewed in educational magazines and held in regional cities. More than 200 smaller exhibits were organized for specialists. The "Exhibit of Art Work of American School Children" had an influence on regulating postwar "Zuga-kosaku". From the facts of the extended duration and the regional exhibits, various people visited, including those in the education of drawing, handicrafts, and visual arts. The representative of CIE provided Mombusho (Ministry of Education) information on arts in US schools, including finger painting. In addition, the Exhibit presented the relationship between the artwork of school children and other subjects, such as social studies. The exhibit as a means of enforcing occupation policies was modeled after the "American Textbook Exhibition." Interestingly, it was supposedly initiated by interested parties in Japan, not by the representative of CIE. The sponsors were organizations with a close relationship to interested parties in Japan, such as the Asahi Shimbun and the Central Research Institute of Education, not CIE. Thus, the "American Textbook Exhibition" indicated the intention of the new education and the "Exhibit of Art Work of American School Children" presented Japanese people the effect of the new education through artwork.

The objective of this study is to review and clarify the background to the curriculum theory of Kempo KIMIYA (1904-2000), who took charge of the revision to the tentative and suggested Course of Study (1951, Showa 26), general part at Monbusho (the Ministry of Education). In the 1951(tentative) version, general part, the terminology in the subject-only curriculum was changed to include the term "extracurricular activities." In addition to this, the school subject "free study" was abolished, and "extra-subject activities" in elementary school and "special educational activities" (for example, club activities and assemblies) in junior high school were introduced. Based on studies addressing the establishment of the 1951(tentative) version, general part, I can point out two matters as subjects of this study. The first matter is that those studies do not refer to the materials related to the person who took charge of the revision in 1951. This fact may leave room for an in-depth focus on the specific person in charge of the revision, beyond the organizational level of Monbusho. The second matter is that the principle as background to the revision has not yet been identified. Examination of the historical materials related to the person in charge of the revision may complement and provide the objective for a new approach different from before. Thus, the focus of this study was Kempo KIMIYA, who took charge of the revision and was responsible for the 1951(tentative) version, general part, and his curriculum theory. Considering the relationship with Seishiro AOKI and his statement that he came up with the Japanese equivalent for "course of study," it may be possible to position KIMIYA as the Monbusho official involved in the 1951(tentative) version, general part, under the occupation of General Headquarters (GHQ). As a result of reviewing KIMIYA's background and more than 40 articles in magazines and other publications, the findings were as follows: 1. Kempo KIMIYA who was responsible for the revised 1951(tentative) version, general part, was consistently involved in the educational administration, especially administration of the curriculum, within Monbusho (Ministry of Education) before and after World War II. 2. He had opportunities for direct access to US educational books written mainly in the 1930s and 1940s via the persons involved in CIE (Civil Information and Educational Section). 3. I tentatively categorized the characteristics of his curriculum theory into five aspects: emphasis on experience, emphasis on educational guidance, emphasis on data, insistence on a revised subject-based curriculum, and nature of the subjects and the differences between elementary education and secondary education. All the aspects are closely linked to the revised 1951(tentative) version, general part. According to the findings above, it may be true that the curriculum theory of Kempo KIMIYA in post-war occupied Japan had an influence on the establishment of the tentative and suggested Course of Study (1951, Showa 26), general part.

The purpose of this study is to clarify the issues of "curriculum articulation" in unified compulsory public schools. In the context of curriculum study, articulation means a new integrated existence with two contradictory activities: putting categories in order and ensuring continuity. Curriculum articulation in an integrated compulsory public school means to reorganize the categories for nine years under the current 6-3 school system to make a smooth transition from elementary to junior high school by combining two different school types. Recently, there is a tendency for each local government to introduce a unified compulsory public school system incorporating elementary and junior high school. As a unified compulsory public school system has not been institutionalized nationwide, it is executed either as an exception to the current system or as one special type within the existing system. The primary reasons for the introduction include relief of the "gap between elementary and junior high schools" syndrome. The syndrome means an increase in the number of problems with bullying and truancy, which occur when a student proceeds from elementary to junior high school. The phenomenon originates from the gap between the two schools, including changes from a classroom system to a department system. As an example of articulation of different schools before the unified compulsory public school system, we should look at the institutionalization of a unified six-year public secondary school system at the end of the last century in Japan. The discussion included 1) concern for the advent of elite public schools by selection and the introduction of an accelerated curriculum; 2) the "mid-grade looseness" problem and rigid human relations due to a highly homogeneous group caused by the lack of entrance examinations for senior high school; and 3) difference in teachers' culture between compulsory junior high and non-compulsory senior high that selects students by entrance examinations. These concerns may apply to the unified compulsory public school system. Having provided an overview of the study of unified compulsory public schools, we identified the following characteristics: 1) the introduction of an accelerated curriculum ahead of the national course of study, and relief of the gap between the sixth year of elementary and the first year of junior high from a review of the curriculum for each grade; 2) improvement in students' self-esteem through human interaction among different grades or schools; 3) differences in teachers' culture between elementary and compulsory junior high that derives from the license system, the organization of schools, job identity, and so on. Based on the above discussion, we pointed out the issues of curriculum articulation in unified compulsory public schools: a focus on results of some policies for relief of the "gap between elementary and junior high schools" syndrome, an overemphasis on the mental situation of students and correspondent research methods; and organizational countermeasures for reframing teacher's job identity in response to differences in the teachers' culture between the two different type of schools.

This is a case study on a six-year secondary school in Japan, aimed to clarify the function of leadership development within its school festival, especially "Music Festival" that has been done since about 40 years ago. In Japan, there is little study that focus on extra-curricular activities of six-year secondary school. Because the school, called "Chu-Kou-Ikkan-Kou" (in Japanese), is not popular so much in secondary education, though it has been increased little by little within these 5 years. We approached this important research question by case study method, using teacher records, school newspaper, participant observation, and informal interview. In this case, the school, attached to Univ. and boys 6year secondary has almost 50 years history and practice; above all, it has produced a lot of leaders in many fields. The academic achievement of its student is one of the highest in Japan, but we focused on its extra-curricular activities, not academic curriculum, since high academic achievement does not assure student's matured personality at all. We found three facts. (1) The extra-curricular activities of the school has two dimensions of articulation between junior- and senior- high, one is "smoothing" and the other "separating". These dimensions also can be seen in academic curriculum. (2) "Music Festival" has a function as "initiation", especially on junior-high students. (3) The festival has a judgment system with some professional musicians from outside the school. About leadership development, our results are following: a) The school orders each class to elect many leaders. In case of "Music Festival", including conductor, piano player, and committee, b) Many students have experienced some activities as leaders, and then they come to learn that "To be a leader is too difficult without followers". After "Music Festival", they feel like this seriously, and notice the importance of cooperation with other classmates, c) 12-18 years students work hard together for "Music Festival", and their performances of chorus are shown on the same one stage. It represents the range of development strongly to students' mind, especially of junior-high. They become to see high-school student as their "role model" through the festival.

The purpose of this paper is to clarify the role of curriculum evaluation in Japan, by examining Michael Scriven's framework of evaluation, especially on formative/ summative distinction. Today we are confronted with the necessity of school-based curriculum development, for example, cross-curricula, subject-choice system in secondary, which are almost novel and most schools must be involved. In curriculum development, curriculum evaluation plays an important role as well as design or making. However, in Japan, curriculum evaluation is relatively a new study area, and most theories or methods have been imported. For curriculum evaluation in Japan, I think that firstly we have to connect our traditional evaluation study with foreign-made study. Secondly, it is important to balance the role of curriculum evaluation with the methodology, since their unbalance may make curriculum evaluation invalid. Based on these backgrounds, I focus on a researcher of evaluation, Michael Scriven and his framework of evaluation, for he has suggested a famous distinction about the role of evaluation, not limited to curriculum nor education, formative/ summative. This paper has two significance points. The first is to clarify the role of curriculum evaluation in Japan, by examining directly Scriven's original sense without Benjamin Bloom's indirect interpretation. And the second is to relate formative/ summative distinction with Scriven's another well-known theory, goal-free evaluation. According to Scriven, including curriculum evaluation, the role of evaluation can be divided into two. One is formative, to improve during development, the other summative, to help decision-making based on evaluation. And there is no difference between the two in terms of merit, both of them are important. Because one evaluation activity can be interpreted as formative/ summative, that depends on the context in which the activity is placed. Further, Scriven divides evaluation into two, the role and the methodology, for he thinks that their contamination can cause problems, especially the methodology may be weakened in value judgment. As a result, I make a sketch of Scriven's framework of evaluation. Based on this sketch, I point out the relationship between formative/ summative distinction and goal-based/ goal-free evaluation, and a tendency of relativism in Scriven's framework. In conclusion, I suggest following points for the role of curriculum evaluation in Japan. 1 . Formative role is important as well as summative. This view is not new itself, but through this study, newly we can add two points: indexicality (or context-dependency) in evaluation, and relative importance in formative/ summative distinction. 2. We should continue to refine our methodology of evaluation, balancing with the role of evaluation. Especially, in terms of indexicality in evaluation, we can find "evaluation" in daily school activities and teachers' decision-making processes which have been not named "evaluation".

This study aims to clarify the significance of Michael Scriven's "goal-free evaluation" (GFE), focusing on its methods with which secure qualitative objectivity in curriculum evaluation studies. Qualitative objectivity can be separated from quantitative one, since objectivity is defined not only numerically but interpretatively. For example, judgment seems to have two ways of securing qualitative objectivity: by setting multiple viewpoints and emphasizing fact-finding. Comparing with judgment, in Japan, curriculum evaluation studies are seriously lack of qualitative objectivity, because teachers serve as planners, practitioners, and evaluators at the same time. As a result, this situation makes curriculum evaluation biased. The methods of GFE-independent evaluator, needs assessment, and checklist - pay attention to secure qualitative objectivity. I found the merits of GFE as a means of setting multiple viewpoints and emphasizing fact-finding. Through the consideration, I come to the conclusions as follows: 1. Independent evaluator can set multiple viewpoints, because the person is "free" from the "goals" of planners and practitioners. 2. The fact-finding in the method of GFE emphasizes the human judgment, the form and procedures of evaluation, and the results rather than rhetoric in curriculum evaluation. 3. GFE can change the concept of curriculum evaluation as follows: a) from the instrument to the decision-making of evaluator; not how to evaluate but who evaluates. b) from the content to the form of evaluation; not proposal but process. c) from the intent to the result of curriculum practice; not what is aimed but what was done. Finally, I point out some tasks which GFE suggests in empirical curriculum evaluation studies: 1. A researcher should make his/her position clear: evaluator or practitioner? 2. Objectivity of qualitative study depends on the position of researchers, not its method itself. 3. What is the function of evaluation in school? 4. Data must be gathered with many ways, from multiple viewpoints.