J. Fac. Edu. Saga Univ. Vol. 17, No. 1 (2012) Su133〜14mmar7y of “Lesson Study” and“Curriculum Management” inJapan 133

Summary of “Lesson Study” and “Curriculum Management” in Japan

１ ２ Tetsuo KURAMOTO ，Huiting SHI

要旨

Lesson Study を我国の校内研修・授業研究に相当すると位置付けるならば、学校組織における教 師の資質・教育力の向上が、直接・間接的には生徒の知的・人格的育成に相関性があるとする観点か ら、それは学校改善（School Improvement）に貢献するものであり、広義的に Lesson Study はカリ キュラムマネジメント（Curriculum Management）論の一要素であると体系化できよう。 教育経営学の範疇における学校改善論とは、問題解決性・教育経営の活性化・ポジティブな学校文 化形成・自主的/自立的な組織体・開かれた協働性等の項目を意味するが、究極的な学校組織の存在 意義は、組織上の合理化論等を踏まえつつも生徒の知的・人間的成長を意図するものであり、これが 最重要な教育（組織）目標となる。つまり、教育方法と教育経営学が融合する学問範疇で考察すると き、カリキュラムマネジメント論は、一定の学校教育目標の具現化を生徒の育成を通して評価される カリキュラムPDCA 過程の経営論である。 なお、本研究の後半部分では、カリキュラムリーダーシップ論に特化して、その実証を試みた。

１．Introduction The main purposes in this article are : １）To discuss the detailed conceptual structures between “Lesson Study” and“Curriculum Management”. ２）To discuss theconceptual structures anddifferences between “Professional LearningCommunity”, “Knowledge Management” and“Lesson Study” as a Futureʼs Research.

１）To discuss the detailed conceptual structures between “Lesson Study” and “Curriculum Management”. Fromthepointsof view ofconceptual structures between “Lesson Study” and“Curriculum Management”, it isnecessary to understandwhat theconcept of “Curriculummanagement” is. Historically, “Curriculum Management” isoften discussed at theeducational research associations such asJapaneseCurriculum Study Association, Japanese Educational Management Association and others. （Takano, Nakatome, Koizumi,Amagasa, Kuramoto,Tamura.） Japanese Educational Ministry officially recognizetheconcept of “Curriculum Management” in their documents forthelocal board ofeducation and schools asnationwide.Also, there are training systemsof “Curriculum Management” to improve school effectiveness forthemiddle leaders at every prefectural

１ Saga University（文化教育学部） ２ PhD graduate student,Saga University（工学系研究科、後期博士課程） 134 Tetsuo KURAMOTO，Huiting SHI

level. Accordingto Nakatome,who is a well-known researcher fortheconcept of “Curriculum Management”, it consistsoftwo aspects : the firstis thecurriculum design as content developmentand methodsof educational teachinginstruction, the second is themanagerial aspects by maintainingthecondition which supports theformer factor（Nakatome 2000）.“Curriculum Management” mainly has two conceptual factors : oneis based on thetheory ofCurriculum developmentandInstruction, and the other is thetheory of School Management（English 2000）. Therefore, thebasic paradigms and thefunctions of “Curriculum Management” are typically explained as an interactional theory between “School Management” and“Curriculum Development/Instruction” to improve the holistic educational performance ofaschool organization.（Kuramoto 2006） The school organization based on “Curriculum Management” theory needs tohave clear managerial visions : how teachers design the schoolcurriculum, how teachersshare their knowledge, how teachers collaborate to cultivate the schoolculture.Italso has famous PDCA managementcycle,which means Plan, Do, Check, Action.（Kuramoto 2008） The key to “School Management”dependson“Curriculum Development/Instruction”. For “School Management”, first of all, the schooleducational goal should be established（Plan）.Secondly, it isnecessary to make strategic teaching plan and curriculum, to implementthecurriculumand actual teachinglesson （ Do）, to evaluate theeducational effectiveness（ Check ）.Finally, it is completed to be an improved qualitative curriculum developmentand teaching strategies within a school year（Action）.Inother word, this typical paradigm is called“Curriculum Management” as known. Additionally, it is possible to concludethat there is “ Curriculum Management ” theory including “Lesson Study”, which is through makingtheLesson Plan, observingthe teaching class, and reflecting on teachinginstruction.This isnamely teacherʼs professional development strategy commonlyknown as “Lesson Study”. Of note, thissystem has itsorigins inJapan.“Lesson Study” isone ofthe remarkable achievements to come out ofthe variousJapaneseeducational cultures.This innovative teachersʼ professional developmenttoolentails to be observed by peer teachers incorporating teacher-led action research with the ultimate aim of improvingthe school organizational environmentand studentʼs learning in the classroom.The key concept forthe “Lesson Study” is “internal collaborative schoolculture”, in which each individual teacher is able toshare his/her professional visions and missions to improve teaching skills and morale, and indirectly to advance studentachievement.Inorder to create thepositive school culture, therolesof “Curriculum Leadership” of principal and middle leaders are indispensable forthe progress oftheLesson Study system.

As aresult,“Lesson Study” needs to be recognized as a part of “Curriculum Management” theory based on “School Management”. Itisnot only theindividual teacherʼs responsibility to educate students, butalso the whole school organization attempts to manage their schoolcurriculums and instructions.In this way, “Lesson Study” has a significantrole to carry out “Curriculummanagement” on the school level. Accordingto Figure 1 below, the detailsof structure of “School Management ”, “ Curriculum Management” and“Lesson Study” can be shown. Managementby Curriculum Objects part1 Summary of “Lesson Study” and“Curriculum Management” inJapan135

Out Put of CM（LS）＝SI

Accountability School Evaluation System n Study l level hoo Needs c s Student’s fa o t n Lesson Plan Lesson Study ＝Curriculum Management ageme n Needs Knowledge Management by Professional Learning Community Management By Curriculum Objects part 3 a Plan, Implementation, Evaluation, Improvement Teacher’s M Classroom Management Plan School Curriculum Design （Curriculum Philosophy） Teacher’s Teaching Activities m Study） CG & TS by Teacher’s Innovation CG & TS by Teacher’s u l u rric u fC o （Collaboration in the school）

School Lesson Study Goals re u School Culture & Curriculum Leadership ct u tr

School Educational Goals s e h T Figure１ MBCO part 2 Vision, Strategy Management of Budgets and info Management Management ・ School Secretary ・ Budget Manager ・ School Information ・ Structure of School Management, Curriculum Management and Lesso Principal Leadership Management of Organization Structure ・Teachers jobs for School School Nurse Room ・ School Grade Team ・ Class Room Management ・ Others ・ School District Curriculum Goals

Prefecture Curriculum Goals Mission MBCO 1 Social needs & Parents Community National Curriculum Goals School Management Theory from points of Lesson Study（Curriculum Administrative CM External Collaboration （Partnership） 136 Tetsuo KURAMOTO，Huiting SHI

Mission Managementby Curriculum Objects part2 Vision,Strategies Managementby Curriculum Objects part3 Plan Implementation Evaluation Improvement.

“School Management” has thefunctions regarding 4 Ms : Man,Material,Money andManagement. Above all, themost important factoraboutthefunctions is collaboration that would buildupthepositive relationship betweenorganization and teachers, and among teachers,which would have direct and indirect impactsonschool improvement.（Nakatome & Kuramoto 2011） Thisorganization and management are generally referred to as thephysical aspect, butin it, a collaborative system is expected to be embodied in daily life.In addition, for school improvement, changing organizational structure as aphysical aspect is generally allowed. However, it has been proven that only changing organizational structure, a schoolcannot be improved easily. Theessential factorfor school improvementis theexistence of schoolculture.Schoolculture is an epistemological concept in what most teachers think ofas a matter of fact , from which theentire ethos（atmosphere）will be generated. This kind of atmosphere has been filled in an ecological environment justlike air, invisible, sometimes unaware, sort of latent, but do exist without fail in the school organization.In that sense,withoutchangingform the negative to thepositive, any school improvementcannot be realized. This positive schoolethos is called“organizational culture（collaborative culture）”. Theconcept ofan interactive relationship betweenorganizational culture（collaborative culture）and organizational structure（collaborative system）is called“power of organization worthy oftrust”. They are to be puttogether and implemented through “Curriculum Management” by efficient staff called school leaders including principals, vice principals and middle leaders.

As inputsofCurriculum Management are below, ― Curriculum Philosophy. ― Mission,Vision,Strategy.（Management PDCA） ― Educational Goals.（Managementby Curriculum Object） ― School Budgets andInformation.

As Black box ofcurriculum Management are below, ― Lesson Study. ― Individual teacherʼs educational activities. ― Curriculum Leadership &SchoolCulture. ― Professional LearningCommunity. ― Knowledge Management. ― Positive Partnership with Community. ― Management of Organization Structure ― School evaluation system Summary of “Lesson Study” and“Curriculum Management” inJapan137

AsoutputsofCurriculum Management are below, ― StudentsʼAcademic achievement &Personal growth. ― Improvement of teachersʼ professional skills. ― Improvement of school treatment（reputation）in thecommunity ― Teacher collaboration of “SchoolCulture Theory” （Kuramoto 2010）

２）To discuss the conceptual structures and differences between “ Professional Learning Community”, “Knowledge Management” and “Lesson Study” as a Futureʼs Research. Conversely, it is also importantto discuss theconceptual structures between “Professional Learning Community” and“Lesson Study”, inorder to understanddifferentaspectsof “Lesson Study”. As mentioned before, thegoal of “ Lesson Study ” is to effectively improve the quality of teaching, as demonstrating teachers model techniques for others.Workingin groups, teachers collaborate withone another, meetingto discuss learninggoals, to plan actual classroomlessons, toobserve how lessons work in practice, and then to reviseand report on theresultssothat other teachers can learnsomething new through their action research.（Stevenson &Stigler, 1992 ;Stigler &Hiebert, 1997 ; Lewis 2002 ;Akita & Lewis, 2008） Itis a very common professional developmentprocess that Japanese teachers engage in to systematically examinetheir practice aloneandwith peers.“Lesson Study ” has been creditedwith dramatic success in improving classroom practices in the Japanese school system. Thus, researching Japanese “ Lesson Study ” is internationally becomingahotissuein the field of Teacher Education, CurriculumandInstructional Design, andSchool Management, and so on.Forinstance, “The Teaching Gap : Best Ideas fromthe Worldʼs Teachers for Improving Education in the Classroom” sparked aphenomenal educational movement which authors termed“Researchof Teaching”（Stigler & Hiebert, 1999 ）, and“Lesson Study : A Japanese Approach to Improving Mathematics Teachingand Learning ” （ Fernandez & Yoshida, 2004 ）has internationally indicated the usefulness of Japanese teacherʼs professional development system and teaching qualities.Thoseeducational researchhallmarks, onefocused on teaching strategies, and the others focused on teacherʼs professional development,were launched fromthe Japaneseeducation system. Therefore, theresearch resultshave mainly been divided into two clusters. First,we will look at teacher collaboration.As discussed above,“Lesson Study” focusesonthepoint that Japanese teachers work together to build“Professional LearningCommunities” throughsharing their experiences andknowledge. Internal Collaboration within the school organization related to “Lesson Study” can be understood through SchoolCulture Theory, which is based on teachersʼ“Professional LearningCommunities”. If we graspthe whole structure of “Lesson Study” as factorsof SchoolCulture, such as personal valuesof teachers, principal leadership, and protocolforin-service teacher training systems, the effectiveness of teacherʼs instruction, accordingto SchoolCulture Theory, would increaseandwould likewise effect teacherʼs professional developmentpositively. Forinstance, concrete points about teacher collaboration are as follows : “Thecommunication 138 Tetsuo KURAMOTO，Huiting SHI

opportunities are increased to talk about schoolissues and teachinginstructions.” “Our school became positive atmosphere to challenge something new by teachers.” “Our school became to effectively arrange teachers abilities by our principal leadership”（Nakatome, 2007 ;Tsuyuguchi, 2008）. In conclusion,“Lesson Study” is apowerfultoolin enhancingprofessional developmentfor teachers, and further, improvingthe school organization a whole, mainly because “Lesson Study” is located at the center ofagrowingpositive SchoolCulture.（Kuramoto, 2008a）（Nakatome, 2007 ;Tsuyuguchi, 2008） Second, it is directly related to theconcept of “School Improvement”. “School Improvement” means to promote the whole abilitiesofthe school organization,which isnot only focusing on individual teacherʼs efforts, butalso on collaborative teacher-team learningcommunities within the school organization.In general, theconceptsof “School Improvement” means to build apositive “SchoolCulture”, to minimize outsidecontrol, to learn problem solving skills forthe school organization, and lastly, to be accountable for thecommunities. However, to defineexcellentmodel schools, one has to consider not only school organizational managementissues, butalso how to foster studentʼs intellectual and personal development.This is why “School Improvement” should prioritize academic and character growthof students, not only school managerial issues.（Kuramoto, 2008b ; Nakatome, 2007 ;Tsuyuguchi, 2008） In addition, evaluation ofthemanagementanddesignofthe schoolcurriculumalso needs to accountfor both personal developmentand academic achievement of students.These factors also show a direct oran indirect relationship toschoolmanagementconsiderations.Therefore, fromaresearch perspective on “Lesson Study”, theeducational effectiveness of “inputand outputtheory” of “School Improvement” indicates the importance ofboth professional development of teachers and studentachievement. （Nakatome, 2007 ;Tsuyuguchi, 2008） Accordingto theaforementioned research, it can be concluded that “Lesson Study” is apowerfultoolto integrate “ Curriculum DevelopmentandManagement ” and“School Improvement ” to improve the holistic performancesof school organization. As aresult,“Lesson Study” theory, incorporatingpositive SchoolCulture, has pointed toward“School Improvement ”, which consistsof teachersʼ professional development, and increasingthe studentsʼ achievement. Since “ Lesson Study ” is recognized as a special school-based in-service professional development program, it isone ofthe key concepts for empowering teachers, leadingto instructional improvementin Japanese schools.This is why“Lesson Study” has a strong impact on researchof “School Improvement”. Therefore, in this research, fromthepoint of view mentioned above, theresearchers will analyze Honjyo ElementarySchool（HES）, atypical Japanese elementary school,well-known as aresearchschoolfor “Lesson Study” and“School Improvement”. HES is located in SouthernJapan.The objectivesofthis research is to investigate the effectiveness of onecase study of “Lesson Study” froman empirical point of view of studentachievementand professional developmentfor teachers. “ Lesson Study ” focusesonthepointthat teachers work together to buildProfessional Learning Communities throughsharingtheir experience andknowledge, preparinglesson plans, pre-researchingfor lessons, and teachinglessons in which all ofthe relevant team teachersobserve. “SchoolCulture Theory” would positively increasethe effect of teacherʼs professional development. Summary of “Lesson Study” and“Curriculum Management” inJapan 139

School Management Principal’s Curriculum Leadership Mission and Vision T T Distribute Facilitating B Educational O O O Leadership U Communication Leadership P T P on P between Teachers on Curriculum T School D and Principal O Issues & D Management O M D O W Opinions W O U N on Curriculum N W & Instruction P N BOTTOM UP Curriculum Class room Coordinator’s UP & DOWN Teacher Leadership - Fostering Teacher’s - Teaching Professional Culture & Collaboration Students -Curriculum Design - Curriculum -Managing Lesson Study - Educational Leadership Implementation & Stuff Meeting - Coaching skill （Kuramoto&Moriyama 2010）

Figure２ Structure ofCurriculum Leadership Theory

Also, theconcept of “School Improvement ” means to build apositive “SchoolCulture ”, to learn problem solving skills forthe school organization, and lastly to be accountable to thecommunity. And to promote all abilitiesofthe school organization,which isnot only focusing on individual teacherʼs efforts, butalso on collaborative Professional LearningCommunities within the school organization.

２． Thecasestudy of “Curriculum Management” ― An Action Research Study of “Curriculum Leadership” in Japan ― Introduction The Japaneseeducation system has been adapted fromthe USA after worldwar Ⅱ.The system is composed of6-year elementary education, and 3-year Junior High Schooleducation. On thecontrary, in the currenteducational movement ofthe USA, there has been a shift fromthe traditional system to the Middle School system,which is based on various formsof grade divisions.“Middle School Reform Movement” in the USA hassome conditions to lead newAmerican public educational reform（e.g., Lindelow, 1981 ; Malan, Ogawa,&Franz, 1990.）. Currently Japan is undergoinganationwidemovementtoward re-arranging school grades using new transformative institutional strategies which combine elementary and Junior Highschools.Itis called the movementto integrate systems between Elementary and Junior High Schools（IEJHS）（e.g., Kuramoto,Moriyama, 2010.）.

Theoretical Framework ―“Curriculum Leadership”― To implement IEJHS project, the school organization needs tohave a clear vision on how to design the schoolcurriculum, how teachersshare their knowledge, and how theywill collaborate with eachother to 140 Tetsuo KURAMOTO，Huiting SHI cultivate their schoolculture.Itis possible to transform regular schools into positive and active organizations by havingan educational vision of teachingand learningand also by evaluatingthe curriculum delivery. The main factorsofthecurriculumprocess,which are plan,do, check, and action, are recognized as thetheory of “Curriculum Leadership” （e.g., Bernhardt, 1998 ;Gelsthorpe,&Burnham, 2003）. The definition of “Curriculum Leadership” is theeducational supportive leadership of “Curriculum Coordinator ” （ CC ）toward school organization to achieve educational goals, bydevelopingand implementingtheir curriculumand instruction.In addition, it is by activatingaschool organization which arouses apositive professional culture such as internal collaboration among teachers and external collaboration with communities（e.g., Steven,1998 ;Henderson,&Kasson,1999 ;Henderson, 2000）. Thetheory of “Curriculum Leadership” falls within theinterdisciplinary study area,which is integrated between teaching activities and schoolmanagerial activities.Also,“Curriculum Leadership” has a PDCA cycle,which is effective to improve theprocess of school systems and schoolculture, and to promote the studentsʼ achievements（Kuramoto,2008）.

The “Curriculum Leadership” ofCCis differentfrom leadership ofthe principal.Because, CC is atype ofmiddle leader in the school organization and needs to consult withother teachers aboutthe school managementissues to design thecurriculum efficiently. Therefore, the definition of “Curriculum Leadership ” in this research is a specific type ofCCʼs leadership which is focusing on curriculum developmentand schoolmanagement.The detail ofthe structure is above.（e.g., Kuramoto &Moriyama 2010）.

Research Question (Purpose) When Curriculum Leaders usetheir own “Curriculum Leadership” to improve their schools, it canhave positive effectsonschools.So we need to discuss the schoolculture fromthepoint of “ Curriculum Leadership”. This researchstyle is based on Action Research which practitioners useto improve their own school practice.The main purpose ofthisstudy is to clarify facilitatingand preventing factorsof school improvementand curriculummanagement, by“Curriculum Leadership ”whoseroles are to design curriculum development, and to promote teacherʼs professional community. Assubpurposesoftheresearch, and fromthepoint of view of schoolculture theory, first ofthe sub purposes is theanalysisofthe validity between “Collaboration of teachers” in the schooland“Curriculum Leadership Approach”. Second, this research analyzes the effective influence process of “Curriculum Leadership” ofCCfor IEJHS project.Forexample, the effectsofthe “Curriculum Leadership” ofthecoordinator are whether it cultivates the teacherʼs workingmotivation and morale fortheir schoolmanagement.

Method Part 1 (Pre-survey) １．Thepurpose of pre-survey Thepurpose ofthissurvey is to clarify thecurrent status regarding IEJHS. Especially, it is related to Summary of “Lesson Study” and“Curriculum Management” inJapan 141

the Leadership ofCC, collaboration of teachers, and curriculum developmentfor IEJHS. ２．The method The questionnaires were randomlydelivered tosome ofthe school districts in Saga prefecture, Japan.Each cityʼs board ofeducation requested individual schools in their district to respond to the survey. Thepopulation ofthisstudy was the727 teachersout ofabout 1200, those who had continuously implemented their own IEJHS project. ３．The period ofthe survey 2009,December〜2010, January. ４．The questionnaire The question items consist ofthefour categories as follows. １）Current statusof SchoolCulture（15 items） ２）Current statusof “Curriculum Leadership” for school improvement（14 items） ３）Attitude of teachers regardingtheir IEJHS（11 items） ４）Free-answer question ５．Theanalysis method ofthissurvey Factoranalysis and correlations by SPSS version 19

Part 2 (Main-survey) １．Thepurpose ofthe main-survey Thepurpose ofthe mainsurvey is to clarify the validity of “Curriculum Leadership” ofCC,who is the first person practitioner to carry out IEJHS. As consideration ofthe quantitative data of pre-survey, thisstudy needs to inspect how theCCshould takethe leadership to facilitate the IEJHS project. ２．The method The main methodology in this research is based on Action Research.Action Research gradually becomesobjective understanding ofeducational issues by“Triangulation”, which is inter-subjective cognitions between the practitioner and theresearcher.Also, the “Triangulation ”dependson First-Second-Third person theory. Therefore, it analyzedqualitative narrative story ofCCof Junior High School with interpretation of triangulation role below. -First person : CC of Junior High School（N.Moriyama） -Second person : CC of ElementarySchool（K. Yamamoto） -Third person : Research Adviser（T. Kuramoto） ３．The period of survey 2010,April〜2011,March（Japanese School Year）. ４．Theanalysisofthissurvey The School ofthe first person has implemented aLesson Study project for IEJHS on almost every Wednesday. After each meeting ofLesson Study, the first person reflected on the situation ofthe meeting with the second person to keep meeting records.Then, thethird person had a discussion with them to analyzethe reflection each Friday.（The number of discussions was more than30times in the 142 Tetsuo KURAMOTO，Huiting SHI

Table１ Factorʼs Correlations

F １ F ２ F ３ F ４ F ５ F ６ F７F ８ Pearson 1 .760** .572** .613** .207** .523** .267** .383** １：Collaboration Correlation among teachers Sig.(2-tailed) .000 .000 .000 .000 .000 .000 .000 N 720 720 712 711 704 704 705 705 Pearson .760** 1 .659** .561** .148** .557** .220** .347** ２：Independency Correlation of teachers Sig.(2-tailed) .000 .000 .000 .000 .000 .000 .000 N 720 720 712 711 704 704 705 705 Pearson .572** .659** 1 .762** .279** .544** .151** .316** ３：Transformative Correlation Leadership Sig.(2-tailed) .000 .000 .000 .000 .000 .000 .000 N 712 712 718 717 710 701 702 703 Pearson .613** .561** .762** 1 .322** .473** .200** .361** ４：Supportive Correlation Leadership Sig.(2-tailed) .000 .000 .000 .000 .000 .000 .000 N 711 711 717 717 710 700 701 702 Pearson .207** .148** .279** .322** 1 .210** .083** .133** ５：Conservativeness Correlation of teachers Sig.(2-tailed) .000 .000 .000 .000 .000 .028 .000 N 704 704 710 710 710 694 695 697 Pearson .523** .557** .544** .473** .210** 1 .282** .397** ６：Cooperation Correlation betweenschools Sig.(2-tailed) .000 .000 .000 .000 .000 .000 .000 N 704 704 701 700 694 709 707 707 Pearson .267** .220** .151** .200** .083** .282** 1 .719** ７：vision for Correlation students Sig.(2-tailed) .000 .000 .000 .000 .028 .000 .000 N 705 705 702 701 695 707 710 709 Pearson .383** .347** .316** .361** .133** .397** .719** 1 ８：Progressive Correlation schools Sig.(2-tailed) .000 .000 .000 .000 .000 .000 .000 N 705 705 703 702 697 707 709 711 ** p ＜.01 *p ＜.05

school year.）

Result Part 1（ Pre-survey ） : To analyzethe data obtained fromthe pre-survey is usefulto promote integration between Elementary schools and Junior High Schools.These are facilitatingand preventing data regarding school improvement, such ashow Curriculum Leaders lead to teacherʼs positive morale, and how they help to developand manage thecurriculumatschool level.

Factor Analysis : First,we have to checkdescriptive statisticsof variables used in theanalysis．As a result of factoranalysis（Principal factor method, Promax rotation）forthe measurement ofthisstudy, an 8 factor structure has been found. These factors are shown in the table below． Summary of “Lesson Study” and“Curriculum Management” inJapan 143

Table２ TheanalysisofCurriculum Leadershipʼs concepts

Main Category Concepts of CC Typical Episode Consideration about CC

Collaborative The ability of AtLesson Study, CC produced (Itis “Transformative Leadership ”. SchoolCulture communication, teachers are given learning CC tried to motivate teacherʼs work (facilitating opportunities by GTA method to ethics and morale.) organizational discuss the schoolintegration issues. culture)

Discussion about support special need (Necessity ofbuildingthe schoolgoal students. and vision for studentfuture)

Discussion aboutthe differences (Coaching skill for discussion with less between Elementary and Junior High experiencedyoung teachers) Schools.

Criticism against junior highstudents.(The meetings are held by both CCs more than30times in the year. BecausebothschoolCCs wantto understand other school.)

The ability of Criticism against schoolintegration.(The necessity of schoolmanagement situational adjustment, by Up/Downstrategies) (collaborative organizational culture)

Difficulty ofmaking time for meetings (Distributed leadership is importantto between teachers. manage, especially curriculum developmentand implementation)

Efficiency of meetings.(CC limited each meeting time within 60 minutes, becauseit's efficiency.)

Reformative The ability of Necessary proposal learning method (The necessity of creative ideas) Curriculum curriculum and studentguidance. Development development, (teaching professionalism)

Disagreement against greeting (It has limitations ofeducational campaign. leadership and supporting leadership)

Importance ofcollaborative (As Curriculum Leadership, CC needs curriculum design. tohave professional ability of Curriculum design.)

“Large vision” for schoolintegration.(CC proposed that most important issue ofcurriculummanagementis schoolvision.)

Struggle for implement oftheproject, ( CC recognized teachersneed to be because of lack ofcommon sense. more honestabouttheir feelings toward eachother.)

The ability ofpositive Negative opinions of teachers when We have limitations on thebothsides thinkingand attitude, visitingaintegrated model school, the of soft system and hard system. (transformative teachers complained it is too high level Besides,wepositively need toorganize organization) for us.Impossible. the situations by currentresources.

The great cultural gap between CC emphasized that fostering student schools. abilities is more necessary. CC manages to free fromthe stress.Flexible talentto adjustmany situations is important.

F1 : Collaboration among teachers.F2 : Independency of teachers. F3 : Transformative Leadership.F4 : Supportive Leadership. F5 : Conservativeness of teachers.F6 : Cooperation betweenschools. F7 : vision for students.F8 : Progressive schools. 144 Tetsuo KURAMOTO，Huiting SHI

Factorʼs correlations : One ofpurposesofthisstudy is theanalysisofthe validity between “Collaboration of teachers” in the schooland“Curriculum Leadership Approach”. Therefore, it analyzed strongpositive factorʼs correlations（. 760）between “F1 : Collaboration among teachers ”, which is related to their teamwork and corporation, and“F2 : Independency of teachers ”, which is their self-learningfor improvingtheir teaching skills. Itis possible to interpret that teachersneed tosupport eachother to establish their own educational specialties, and to respect their different teaching skills.Therefore, it means that the schoolculture mustbe improved by positive morale of teachers. On theissuesof “Curriculum Leadership”, inorder to progress the schoolmanagement, it hasstrongcorrelations（.762）between “Transformative Leadership”, which enhances theconstructive organizational transition, and“Supportive Leadership”, which theCChelps other teachers to be highly motivated. On thecontrary, when CC took role in theconservative action, it was generally shown thelow correlations between “F5 : Conservativeness of teachers” and other factors.Particularly, thecorrelations with “F7 : vision for students”（.083）andwith “F8 : Progressive schools”（.133）are remarkable. Since CC is in the importantposition, if theCCisnotpositive to reform the schoolcurriculumculture, which is related to thevision and mission forfostering students, it becomes to promote the negative and conservative teacherʼs value which theydonot wantto change any current situations.

Part 2 ( Main-survey/Action Research as Triangulation ) : The School which Mr.Moriyama（ “First person” and CC in this Action research）is teachingathas been implementingLesson Study for IEJHS project on almost everyWednesday. The mainsurvey is based on Action Researchʼs Triangulation methodology; which is the First-Second-Third person theory. After each meeting ofLesson Study, the First person reflected the dialogsofthe meeting with the “Second person ” to keep the recordsobjectively. Then the “Third person” haddiscussion with them to analyzethe reflection.After analyzing qualitative narrative story about Leadership ofCCbyAction Researchʼs Triangulation, thetheoretical components and thetypical episodes are shown as a table below.

Discussion Itisnecessary fortheproject IEJHS to focusonthe strongcorrelation between “Vision for students” and“Reforming new curriculum”. Most teachers understood the importance ofproject IEJHS. However, theydid not have enough discussion time and opportunities fortheLesson Studies.Forthis reason, the different teaching styles and philosophy between elementary schooland Junior highschool teachers caused difficulties for implementingtheproject IEJHS. Thetypical discussions by this Action Research are below. -When teachershave collaborative attitudes, and recognize eachother as respective professionals, schools have tendencies to improve their schoolcultures. -IfCCssupport the teachers as much as possible, the transformative “Curriculum Leadership” is also taken place.Itis very effective to improve schoolculture based on thecollaboration among teachers. -IftheCCtakesnegative type of Leadership,which is conservative action to preventthecurrent school Summary of “Lesson Study” and“Curriculum Management” inJapan145

from improvingthe schoolculture, finally, it mightbeablockageʼs factortostudentʼs development. -To foster studentgrowth academically, the IEJHS has to be compulsory to exploit thecollaborative subject curriculums and career guidance program.Inorder to complete theeducational goalsof schools, themost important facilitative factoris to transform schoolculture into positive teacherʼs practical ethics. Finally, the improvement of school firstly needs to makecorporative harmonies and common consensuses among teachers.

Conclusion (Scholarly significance of this study) These are the necessary and functional conditions that will drive “Curriculum Management” to be activated. ａ）“Curriculum Management”will be actualized in autonomy and independence of school.That is to say, eachschoolʼs capacities and accountabilities for measuringitself againstachallenge together with enlargement of discretion in curriculum planning of eachschool. ｂ）“Curriculum Management”will be an effectual method for school improvementinorder to achieve educational goal that is based on curriculum.Itis achallenge of how educational problems reflect on the basic principle ofcurriculum. ｃ）“Curriculum Management”will be actualizedwhen curriculumas content, method ofeducational activities and managementby providingand maintainingthecondition are effectively complementary to eachother.Thetype ofcombinations of relevancy and collaboration should be patternized and its necessary conditions should be extracted. ｄ）By correspondingcurriculumto managementcycle P（plan）,D（do）, C（check）, andA（action）, the dynamic force in this cycle will effectivelywork and makeiteasier tosolve various problems each school has.In thissense, there issome time when rather than PDCA cycle,D-CA cycle should be repeatedly implemented. It means that if the first Ddoesnot workwell, checking（C）outthe factors caused by theproblem will lead to the action（A）that will improve the defective parts in D. Collaboration in “ Curriculum Management ” paradigm is attributed to two parts : organizational culture（collaborative culture）and organizational structure（collaborative system）. ｅ）Inorder to fulfill thefunction of “ Curriculum Management ” effectively by connecting organizational culture（ collaborative culture ）and organizational structure（ collaborative system ）to curriculumas content, method ofeducational activities, capacities and abilitiesof school leadersʼ, especially schoolmiddle leadersʼ leadership will be essential.Thesetwo parts are enhanced by their capacities and abilities forconstructingcurriculum. ｆ）Thecollaborative activitiesof schooland community assisted by the Educational Administration will be essential so as to activate thefunction of “Curriculum Management”.

Thepurpose of narrative analysis,which is mainsurvey andAction Researchʼs Triangulation methodology, is forthe school improvementby means of “ Curriculum Leadership ”with analysisof pre-survey. Accordingto theresult ofcorrelations among factors, it found outthat each pair of １）“Collaboration 146 Tetsuo KURAMOTO，Huiting SHI among teachers ” and“Independency of teachers ”, ２）“Transformative Leadership ” and ３） “Supportive Leadership ”, “ Vision for students ” and“Progressive schools ”, hasstrongpositive correlations. On thecontrary, thecorrelations between “Curriculum Leadership” and“Conservativeness of teachers” are still negative. Theconceptsof “ Collaboration among teachers ” and“Independency of teachers ”, from narrative analysis, theCCpaid careful attention toother colleagues as much as possible, and tried to improve the school.Especially, at Lesson Study, CC often used the strategies,which is GroundedTheoryApproach in order to motivate teachers at Lesson Study meeting. On the “Transformative Leadership” and“Supportive Leadership” of “Curriculum Leadership”, the First person is CC who takes an importantrole in transformingthe school.In addition to educating students, fostering teacherʼs motivation is the key concept for schoolmanagement. The First person adapts uniquetype Leadership which is to understand the feelingsof yourcolleagues, and tosupport them with coaching techniques.To also understand the hidden feelingsof his colleagues toward the IEJHS project, the method of “CoachingandMentoring”was very available to reform the school organizational culture. As aconclusion, fromthepoint of scholarly significance ofthisstudy, it is possible to interpret that the transformative schoolculture is effective to facilitate the schoolmanagementby supportive “Curriculum Leadership”.

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