The Changes and Current Features of the Scheme for School Administration in US School Districts : The Preliminary Study on the Power for Environment Control in School Portfolio Management

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  • Enoki Keiko
    Faculty of Human-Environment Studies, Kyushu University : Assistant Professor

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Other Title
  • 米国地方教育行政における学校管理スキームの変容と特質 : 「ポートフォリオ・マネジメント」手法にみる学校への環境管理型権力の予備的考察
  • ベイコク チホウ キョウイク ギョウセイ ニ オケル ガッコウ カンリ スキーム ノ ヘンヨウ ト トクシツ : 「 ポートフォリオ ・ マネジメント 」 シュホウ ニ ミル ガッコウ エ ノ カンキョウ カンリガタ ケンリョク ノ ヨビテキ コウサツ

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Abstract

In recent years, some of the urban school district in US has reviewed the logical construction and system for the school administration. They are bringing in the new idea, Portfolio Management Model (PMM) into the school administration. This paper aims at examining the features and challenges of PMM with research trends and case studies. Through this analysis, this paper reconsiders the contemporary nature of school administration. In a PMM, the school district shifts the way of school administration from a centralized bureaucracy that directly manages individual schools which is a relatively uniform and homogeneous toward a model in which a central office oversees and manages “a portfolio of schools” offering diverse organizational governances and curricular themes. “A portfolio of schools” includes not only traditional public schools but also magnet schools and charter schools set by private management organizations. The central office oversees the portfolio to meet the educational needs of all of students and to ensure the best performance on the whole among the limited resources. In a PMM, a school has autonomy but holds accountable for performance. According to above shift, the central office does the following works; assessing a school performance, supporting for a school improvement, closing the low-performing school, and searching or developing the school provider for setting up a new school which is needed for the school district. This paper concludes with implications that; 1) the school administration scheme shifts from managing individual schools modularity to coordinating the educational needs and the possession resources totality to maximize the educational effectiveness on the whole schools. 2) The nature of school administration is having shown not only “the disciplinary power” but also “the power for environment control” optimizing the entire environment and cost management by designing the regulations and rules to which the autonomous school belongs.

Journal

  • 大学院教育学研究紀要

    大学院教育学研究紀要 20 111-129, 2018-03-26

    Graduate School of Human-Environment Studies, Kyushu University

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