School reactions to and problems with U.S. Common Core State Standards : An examination of fi eldwork conducted in New York City’s elementary, middle, and high schools

アメリカ　ニ　オケル　キョウツウ　コアシュウ　スタンダーズ　ニ　タイスル　ガッコウ　ノ　ハンノウ　ト　カダイ　ニューヨークシ　ノ　ショウ　チュウ　コウトウ　ガッコウ　デノ　フィールドワーク　ヲ　モト　ニ

オカムラ, エイ

Okamura, Ei

上田, 勝江

ウエダ, カツエ

Ueda, Katsue

新谷, 龍太朗

シンタニ, リュウタロウ

Shintani, Ryutaro

オオサカ ダイガク ダイガクイン ニンゲン カガク ケンキュウカ キョウイクガクケイ

Department of Education, Graduate School of Human Sciences, Osaka University

This paper examines the problem of the narrowing of the achievement gap in U.S. schools on the basis of fi eldwork focused on Common Core State Standards (CCSS). The fi eldwork was conducted in New York City’s elementary, middle, and high schools. We found that schools that kept the school culture with parents and teachers and that had strong ties with local communities did not seem to be infl uenced by CCSS. On the other hand, schools in which other private organizations or educational institutions took initiatives did seem to be influenced by CCSS. Therefore, we hypothesize that the influence of CCSS on school practices relates to the extent of a school’s association with private organizations. If schools depend on the leadership of principals, the sustainability of their eff orts depends on whether they have networks with other like-minded schools in the same situation. We point the problem of scale that private organizations really support every public school or not.

上田, 勝江

新谷, 龍太朗