ABSTRACT
This chapter examines the theory of action in school reform for School as Learning Community at the Secondary School attached to the Faculty of Education, the University of Tokyo from 2005 to 2007, particularly addressing the theory of action in school reform of Vice Principal Takato Kusakawa. At the outset of the school reform for School as Learning Community, significantly, Kusakawa established his theory of action based on Manabu Sato’s and Masaaki Sato’s theory as “espoused theory”; additionally, at the “tripartite conference” on June 2005, Kusakawa formulated and presented the theory of action in school reform for School as Learning Community to students and parents, including the potential resolution of poor academic performance of the students. Thereafter, the teachers have constructed the theory of action in school reform for School as Learning Community.
