学校組織研究における制度論的アプローチの再検討 : B. ローワンの学校組織論における課業としての教授と統制の関係を中心に

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  • Reexamination of Institutional Approach in Study of School Organization : Rowan's theory of school organization.
  • ガッコウ ソシキ ケンキュウ ニ オケル セイドロンテキ アプローチ ノ サイケントウ B.ローワン ノ ガッコウ ソシキロン ニ オケル カギョウ ト シテ ノ キョウジュ ト トウセイ ノ カンケイ オ チュウシン ニ

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The first most important assumptions of the Rowan's theory of school organization by institutional approach are that teaching as task is socially constructed (institutionalized suggested from Berger and Luckmann). And by Thompson's models of rational choice, actors (teachers) are assumed to have both a clear preference order regarding outcomes (goals) and a thorough understanding of extent to which courses of action (means) yield the outcomes. Using these conceptions, Rowan developed a classification scheme for types of teaching as task in school organization as follows: 1) Teaching as the routine task 2) Teaching as the judgmental task 3) Teaching as the diagnostic task 4) Teaching as the inspirational task The second is that each type of teaching as task knowledge (as above) has it's own consequences for the type of control strategy. 1)' Total control strategy 2)' Outcome-based control strategy 3)' Process control strategy 4)' Social control strategy Organizations generally recognized as procession forming of control by resource-input control to organization, procedural control in organization and output control to organization. Rowan recognizes four types of control strategy have each different combination by these dimensions of resource control. Resources are measured certain or uncertain extent to which each type of teaching as task has goal and means of certainty. The feature of Rowan's theory is that a type of teaching leads it's own type of control strategy. This makes issues of teaching and learning, argued at School Restructuring Movement, being on theoretical flame. In former institutional approach to school organization, observation was that formal organization of school is loosely coupled and its structure is not taken criticism by means of logic of confidence. However Rowan's theory can explain this former observation was not explanation of inherent feature of school organization but an alternative view of school organization.

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