アメリカにおけるカリキュラムマネジメント(Curriculum Management)の研究 : 学校改善論(School Improvement)との関係性を中心に

This study discusses the theoretical structures of the relationship between "Curriculum Management" and "School Improvement". The value of this study is in finding new academic fields from the point of view of integration between "Teaching Instruction" and "Educational Management". First, English F. discusses the concept of "Quality Control in Schools" on the relationship of components between "Curriculum Development" and "School Structure". His theory of "Curriculum management" has two types of concepts, which are "Curriculum Design", and "Curriculum Delivery". "Quality Control in Schools" is a goal of "Curriculum Management". In addition to those ideas, English introduced a new theory of "Curriculum Development of Quality Control in Schools" which consists of three components "Written Curriculum", "Taught Curriculum" and "Tested Curriculum". The key words for managing schools are "Coordination" and "Articulation" to organize a PDS curriculum or "Plan-Do-See". Second, the educational movement of "School Based Management" is growing all over the USA in recent years. SBM means schools are independent from educational administration as much as possible, especially with regard to budgets, materials, and personnel relocation issues. According to Skilbeck, M. "School Based Curriculum Development" is a very special theory to distinguish "Development and Management of the curriculum" from "School Improvement" theory based on the SBM. Third, Henderson J., "Transformative Curriculum Leadership" has important indications to build different points of view of "Curriculum Management" theory. He developed the educational philosophy of citizenship education, stressed on the research fields of not only "School Improvement", but also "Community Improvement". Finally, he concluded that the most realistic strategy of those improvements is Service-Learning. According to Wade, R., Service-Learning is an integrated curriculum in which all kinds of subjects and student's experiences are connected together and helps school improvement. The significant concepts of Service-Learning are "Integration" and "Collaboration". About "Integration", main service theme is centered to blend each subject matter. The objective is to develop an interdisciplinary curriculum. Also, "Collaboration", partnerships between schools and the community can contribute to development of curriculum quality. School collaboration with the community is a key partnership. Collaboration within the school is dependent upon the school culture, especially, about positive teacher's cooperation. In conclusion, according to Nash, K. G. "Examining Teacher's Beliefs about School-Based Service-Learning Programs", this research shows the possibility of building new integrated fields between "Teaching Instruction" and "Educational Management".