{"created":"2023-05-15T14:40:48.902219+00:00","id":2593,"links":{},"metadata":{"_buckets":{"deposit":"d45cda51-21c0-4c55-a804-ae14fa7f08f6"},"_deposit":{"created_by":3,"id":"2593","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"2593"},"status":"published"},"_oai":{"id":"oai:suzuka.repo.nii.ac.jp:00002593","sets":["209:254"]},"author_link":["7407","7406"],"item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2017-12-01","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"8","bibliographicPageEnd":"34","bibliographicPageStart":"21","bibliographic_titles":[{"bibliographic_title":"生活コミュニケーション学研究所年報 生活コミュニケーション学"},{"bibliographic_title":"Life communication studies Annual Resarch Report Life communication studies","bibliographic_titleLang":"en"}]}]},"item_10002_description_5":{"attribute_name":"抄録（日）","attribute_value_mlt":[{"subitem_description":"本稿は、米国都市学区におけるJ・カマーの「学校開発プログラム」（以下、「カマー・プログラム」）を検討対象として、「長期的・持続的な実践」を支える研究者によるアクション・リサーチと指導助言の在り方を検討することを目的とする。第1に、カマー・プログラムの生成に遡り、アクション・リサーチ・アプローチによる学校改善に向けた「実践」と「省察」過程を検討する。第2に、「持続性」を支える原理について、「全体論的アプローチ（holistic approach）」の構想に着目して検討する。第３に、1968年当初から探究されてきた研究者の指導助言スタイルが、今日、どのように継承・発展されているかを検討する。まとめとして、上からの一方向的な指導助言ではなく、学校関係者との「同僚性」感覚を醸成し、進行中の教育実践への省察を促進する、より高度な教育専門性に裏づけられた指導助言の在り方に言及した。","subitem_description_type":"Other"}]},"item_10002_source_id_11":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AA12668809","subitem_source_identifier_type":"NCID"}]},"item_10002_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"21854491","subitem_source_identifier_type":"ISSN"}]},"item_10002_textarea_24":{"attribute_name":"抄録（英）","attribute_value_mlt":[{"subitem_textarea_language":"en","subitem_textarea_value":"The purpose of this article is to examine the significance of educational supervision in terms of action research approach, Yale Comer School Development Program (SDP), has sustained longitudinal implementation since 1968. This article discussed the holistic approach that Comer and Yale SDP faculty have been making points of showing that; 1) the experience of the pilot project (1968-80) confirmed again and again that teachers learn best when scholars are colleagues rather than instruction. 2) Yale faculty presented of a routine practice in school building, nevertheless, they deliberately avoided psychoanalytic interpretation. 3) The considerable guiding principle of their approach to problems was “no-fault”―not the fault of parent, teacher, or child.  Furthermore, Yale faculty’s current efforts suggest new insights for educational supervision; 1) they do consultation meetings in the schools with the principals, sometimes do work through the schedule. 2) The work through is the really time with the principals, to visit the classrooms, just drop into the classroom to see what the teacher are doing. 3)They’ve been looking at the on-going process, the teachers has been given if the principal has given to teachers feedback, sometimes they just observe the principal is doing that, and if they need to give the principal coating one and one."}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"藤岡, 恭子"},{"creatorName":"フジオカ, ヤスコ","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{"nameIdentifier":"7406","nameIdentifierScheme":"WEKO"}]},{"creatorNames":[{"creatorName":"Yasuko, FUJIOKA","creatorNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"7407","nameIdentifierScheme":"WEKO"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2017-11-30"}],"displaytype":"detail","filename":"03.pdf","filesize":[{"value":"662.9 kB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"米国都市学区における大学研究者のアクション・リサーチと指導助言/PDF","url":"https://suzuka.repo.nii.ac.jp/record/2593/files/03.pdf"},"version_id":"300878e2-23ec-41c1-b993-3ecdd41acb6d"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"アクション・リサーチ","subitem_subject_scheme":"Other"},{"subitem_subject":"全体論的アプローチ","subitem_subject_scheme":"Other"},{"subitem_subject":"教育的指導助言","subitem_subject_scheme":"Other"},{"subitem_subject":"長期的・持続的実践","subitem_subject_scheme":"Other"},{"subitem_subject":"action research","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"holistic approach","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"educational supervision","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"collegiality","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"sustained longitudinal practice","subitem_subject_language":"en","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"米国都市学区における大学研究者のアクション・リサーチと指導助言　/　J・カマー「学校開発プログラム」実践の検討","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"米国都市学区における大学研究者のアクション・リサーチと指導助言　/　J・カマー「学校開発プログラム」実践の検討"},{"subitem_title":"An Alternative Perspective on Educational Supervision in Action Research Approach:Reflections on the Implementation Process of the Comer School Development Program","subitem_title_language":"en"}]},"item_type_id":"10002","owner":"3","path":["254"],"pubdate":{"attribute_name":"公開日","attribute_value":"2017-11-30"},"publish_date":"2017-11-30","publish_status":"0","recid":"2593","relation_version_is_last":true,"title":["米国都市学区における大学研究者のアクション・リサーチと指導助言　/　J・カマー「学校開発プログラム」実践の検討"],"weko_creator_id":"3","weko_shared_id":3},"updated":"2023-05-15T14:50:00.293269+00:00"}