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第16号(2021-02-22) >

Please use this identifier to cite or link to this item: http://hdl.handle.net/11173/3196

Title: 高等学校「総合的な学習の時間」を活性化させる校長及びミドルリーダー教員の役割
Other Titles: Roles of principals and middle-leader teachers who try to activate “the integrated studies” in high school
Authors: 岩﨑, 保之
Iwasaki, Yasuyuki
Keywords: the Period for Integrated Studies
Period for Inquiry-Based Cross-Disciplinary Study
activation
quantitative text analysis
area
総合的な学習の時間
総合的な探究の時間
促進
計量テキスト分析
地域
校長
ミドルリーダー教員
Issue Date: 22-Feb-2021
Publisher: 京都女子大学家政学部生活福祉学科
Abstract: The purpose of this study was to clarify the role played by principals and middle-leader class teachers in activating “integrated studies” throughout the whole school in several high schools. Based on the word-for-word record of the interviews with five public high school principals and five middle-leader class teachers in high schools which have regular departments, we covered 1,918 sentences (738 paragraphs) spoken by principals and 1,966 sentences (880 paragraphs) spoken by middle-leader class teachers to perform quantitative text analysis. As a result of the analysis, the following seven principal’s roles were obtained: “Cooperating with universities and specialized institutions”, “Coordinating with the community and providing information”, “Coordinating with the board of education and securing the budget”, “Providing research guidance and staff training”, “Building relationships of trust with the community”, “Involvement in regional issues”, and “Taking advantage of the PDCA cycle”. In addition, the following five roles of middle-leader teachers were obtained: “Building relationships between the community and the school”, “Promoting the awareness of fellow teachers”, “Planning and building consensus”, “Practicing integrated studies”, and “Researching and developing regional issues”. It was shown that both the principals and the middle-leader teachers made efforts to build relationships and trust with the community, and worked on educational practices while setting the community as the subject of inquiry-based cross-disciplinary study.
URI: http://hdl.handle.net/11173/3196
Appears in Collections:第16号(2021-02-22)

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