A Study on Managerial Conditions Prescribing Development of Interdisciplinary Curriculum

はじめに,第1節 Interdisciplinary Curriculumの形成過程にみる特徴,1 学際的カリキュラムの小史,2 Interdisciplinary Curriculumの概念・用語の吟味,第2節 Interdisciplinary Curriculum\u22実施\u22の改革にともなう条件づくりの吟味,1 カリキュラム\u22実施\u22(Implementation)のための視点の類型化,2 「8年研究」からの経営的条件の抽出,3 Interdisciplinary Teamにおけるウチとソトとの協働,4 Interdisciplinary Curriculumマネジメントのリーダーとしての条件,5 経営的戦略形成のための促進,阻害的条件,第3節 \u22実践\u22(practice)の効果とその吟味,1 Interdisciplinary Teamによる実践の効果,2 実践上の効果のまとめInterdisciplinary curriculum & instruction, which has been used in different design terminologies by curriculum researchers and practionners, has a long history in American Education. This thesis attempts to survey notable efforts to develop interdisciplinary curriculum from the historical perspectives, focussing on theory for and organization of interdisciplinary initatives. Rather than presenting a comprehensive historical study on the idea and practice of interdisciplinary in American education, the 1st section of this paper deals with a historical former efforts that will be valuable and practical import for today\u27s school practionner. Next the focus of the second section is to review the knowledge base on the implementation of interdisciplinary curriculum such as curriculum knowledge, curriculum change, role of teachers, support system needed from curriculum implementation, and to make clear what managerial strategies (conditions) promoting the implementation of interdisciplinary curriculum & instruction are. One of the leading study of interdisciplinary instruction, the Story of the Eight-Year Study, following concepts, such as democratic leadership, time, parent community participation and support, student participation, new method of evaluation, external support, etc. Moreover collaboration systems of within a school and that of out of a school, based on a comparison of self-contained classroom, interdisciplinary teams (units) and department, is presented here. Thus prompting or hindering conditions, which are personal, interpersonal and institutional (especially one, focusing on leadership, scheduling, resources, evaluation, time, parent and community) are inquired from the present resources. And moreover, I\u27ll discuss about the conditions needed in interdisciplinary culliculum leaders. Thirdly, I present that effects (effectveness) on students of interdisciplinary progress do as well as, and often better than, students in so called traditional curriculum. After all, the excellent effort on interdisciplinary curriculum and instruction for students by interdisciplinary teams will be presented in this paper