Abstract:
School governance is considered a framework for decision-making on important events or items. However, the role of a school is to help students learn, and lessons are the vehicles to fulfil its mission. If considered from such a perspective, school governance can be interpreted in a different way. That is, school governance concerns how school administrators, teachers, students, and parents would view, make a decision about, and participate in lesson practices; how they would interact with each other to develop lessons; and how they manage and utilise their resources inside and outside the school. This study focuses on a Japanese junior high school in which the actors experienced a significant turn-around, from one with many delinquency problems to one of the best schools in the city. In this school, policies for change were implemented based on lesson study for a learning community (LSLC) and ways for the actors to participate in and develop lessons based on various resources.