@article{oai:naruto.repo.nii.ac.jp:00025339,
 author = {佐古, 秀一 and 住田, 隆之 and SAKO, Hidekazu and SUMIDA, Takayuki},
 journal = {鳴門教育大学学校教育研究紀要, Bulletin of Center for Collaboration in Community Naruto University of Education},
 month = {Feb},
 note = {本研究は，学校組織開発理論（佐古 ２００９等）にもとづく，小学校の組織的な教育活動の改善に関する実践研究である。本研究では，以下の一連のプロセスを展開した。すなわち，事例校の実態をふまえて，①児童の実態についての認識共有，②児童の育成課題（根っこの課題）の設定と学校ビジョンの可視化，③実践改善の指針の作成，④焦点化した授業研究，⑤教職員の実践交流型（学び合い型）研修，を連続的に展開した。一連の組織開発方法論の実施によって，質問紙調査の結果から以下の変化が認められた。１）教職員の協働性が増大した。２）児童の育成課題達成に向けた実践改善が促進された。３）児童の基本課題として設定された自信や自尊感情についても，上昇した。４）児童の学習態度も改善され，授業の面白さを肯定する比率も増大した。, This action research was aimed to improvement organized educational activities based on Theory of School Organizational Development (Sako 2009 et al.). In this study was conducted as a set of process based on Theory of School Organizational Development. Those were 1) sharing recognition of actual condition of the pupils, 2)setting fundamental development goal of pupils and visualization of school vision, 3) making guideline for improvement of teachers' educational activities, 4) implementation of lesson studies focused on school vision, 5) teachers' cooperative learning about their practices.Main effects of this action research on Theory of School Organizational Development were as follows. 1) The degree of collaboration was increased. 2) Teachers' improvement of educational activities was facilitated. 3) The degree of pupils' self-reliance or self-esteem, which were fundamental problems of this school, was increased. 4) Pupils' attitude for study was improved and the proportion of positive response for interest of lesson was increased.},
 pages = {145--154},
 title = {学校組織開発理論にもとづく教育活動の組織的改善に関する実践研究},
 volume = {28},
 year = {2014},
 yomi = {サコ, ヒデカズ and スミダ, タカユキ}
}