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Teacher effectiveness and teacher quality have become the focus of
intense international attention and concern. Around the world,
governments are modifying existing certification requirements or
implementing value-added modeling in order to qualify teachers
without planning for the long-term consequences of these actions.
The book brings together scholars from multi-disciplinary and
international backgrounds to address two critical areas: (1) what
existing cross-national measures of teacher effectiveness and
teacher quality are most promising, and how can these be aligned to
maximize their research potential; and (2) what core constructs of
teacher quality or effectiveness are missing, and how can
cross-national research help identify these. Identifying both what
is used and what is missing in the international and comparative
analysis and reform of teacher quality is key to informing
evidence-based educational policy formation around teacher quality.
The International Handbook of Teacher Quality and Policy is a
comprehensive resource that examines how teacher quality is
conceptualized, negotiated, and contested, and teacher policies are
developed and implemented by global, national, and local policy
actors. Edited by two of the leading comparative authorities in the
field, it draws on the research and contributions of scholars from
across the globe to explore five central questions: How has teacher
quality been conceptualized from various disciplinary and
theoretical perspectives? How are global and transnational policy
actors and networks influencing teacher policies and practices?
What are the perspectives and experiences of teachers in local
policy contexts? What do comparative research studies tell us about
teachers and how their work and policy contexts influence their
teaching? How have various countries implemented policies aimed at
improving teacher quality and how have these policies influenced
teachers and students? The international contributors represent a
wide variety of scholars who identify global dynamics influencing
policy discourses on teacher quality, and examine national and
local teaching and policy environments influencing teacher policy
development and implementation in various countries. Divided into
five sections, the book brings together the latest conceptual and
empirical studies on teacher quality and teacher policies to inform
future policy directions for recruiting, educating, and supporting
the teaching profession.
In this book the authors systematically address the most common
stereotypes or myths about Japanese education that are currently
being circulated in the popular press, teaching magazines and
educational research journals. The authors show how arguments about
Japan are used to further political ends within the American
educational debate. Some of the myths that the book debunks are
Japan's high adolescent suicide rate. LeTendre and Zeng show that
adolescent suicide among males is now twice as high in the U.S. as
in Japan. Tsuchida and Lewis take on the myth of Japanese
classrooms as crowded places centered on rote-learning--providing
detailed evidence as to why Japanese students may indeed have an
"edge" in math. McConnell uses Japan's highly successful foreign
language program to deconstruct images of "Japan Inc."--showing the
highly fractious and bitter political debates that occur in Japan.
Yang provides data on differences in Japanese and American
teachers' work roles--showing that differences in the two
educational systems are not simply due to "cultural" differences,
but have a basis in educational policy and school organization.
Shimizu offers an alternative view of achievement motivation among
Japanese students based on in-depth interviews with Japanese teens.
This volume examines the lives of young adolescents in Japanese
middle schools, focusing on the dynamics of school, family, and
social life, and explores the change from child to adolescent that
takes place in the middle school years.
This volume examines the lives of young adolescents in Japanese middle schools, focusing on the dynamics of school, family, and social life, and explores the change from child to adolescent that takes place in the middle school years. The book discusses several themes which play a major role in how Japanese adolescents deal with school, academic pressure, social maturation, social hierarchy, personality development, and the development of gender identity. Students of varying economic, family, and social backgrounds tell their stories. In describing and analyzing the lives of middle school students, Drs LeTendre and Fukuzawa offer the reader a new perspective on Japanese education and society that demonstrates the successes and problems faced by Japanese students, parents, and teachers.
In this book the authors systematically address the most common
stereotypes or myths about Japanese education that are currently
being circulated in the popular press, teaching magazines and
educational research journals. The authors show how arguments about
Japan are used to further political ends within the American
educational debate. Some of the myths that the book debunks are
Japan's high adolescent suicide rate. LeTendre and Zeng show that
adolescent suicide among males is now twice as high in the U.S. as
in Japan. Tsuchida and Lewis take on the myth of Japanese
classrooms as crowded places centered on rote-learning--providing
detailed evidence as to why Japanese students may indeed have an
"edge" in math. McConnell uses Japan's highly successful foreign
language program to deconstruct images of "Japan Inc."--showing the
highly fractious and bitter political debates that occur in Japan.
Yang provides data on differences in Japanese and American
teachers' work roles--showing that differences in the two
educational systems are not simply due to "cultural" differences,
but have a basis in educational policy and school organization.
Shimizu offers an alternative view of achievement motivation among
Japanese students based on in-depth interviews with Japanese teens.
The International Handbook of Teacher Quality and Policy is a
comprehensive resource that examines how teacher quality is
conceptualized, negotiated, and contested, and teacher policies are
developed and implemented by global, national, and local policy
actors. Edited by two of the leading comparative authorities in the
field, it draws on the research and contributions of scholars from
across the globe to explore five central questions: How has teacher
quality been conceptualized from various disciplinary and
theoretical perspectives? How are global and transnational policy
actors and networks influencing teacher policies and practices?
What are the perspectives and experiences of teachers in local
policy contexts? What do comparative research studies tell us about
teachers and how their work and policy contexts influence their
teaching? How have various countries implemented policies aimed at
improving teacher quality and how have these policies influenced
teachers and students? The international contributors represent a
wide variety of scholars who identify global dynamics influencing
policy discourses on teacher quality, and examine national and
local teaching and policy environments influencing teacher policy
development and implementation in various countries. Divided into
five sections, the book brings together the latest conceptual and
empirical studies on teacher quality and teacher policies to inform
future policy directions for recruiting, educating, and supporting
the teaching profession.
The organization of middle schools and the practices of middle
school teachers in Japan and the United States differ dramatically,
Gerald K. LeTendre demonstrates in this compelling comparative
study. Based on his long-term observations in Japanese and American
schools and on analyses of curricula and classroom practices, the
author describes what teachers, administrators, and counselors in
each country believe about adolescent development. He explores how
these beliefs are put into practice and how they affect adolescent
development. In both nations, LeTendre observes, school personnel
are extremely concerned with volition: the developing willpower of
young adolescents. But while both Americans and Japanese believe
that nurturing a young person's ability to use his or her will is
crucial, they take very different approaches to dealing with
expressions of will. LeTendre also finds conflicting expectations
and theories about adolescent development within each system, and
he investigates how these can lead to confusion and contradictory
rules.
In this important work, major scholars on Japan draw on ethnographic and experimental studies of learning throughout the lifespan to explore the Japanese style of learning. The reader will get an inside view of Japanese teaching methods, where the emphasis is on the process of learning, rather than the end product. In Japan, applications across contexts--from religion to music, to mathematics, to guidance are very differently handled than in the West. Contributors analyze various models of learning within and without the Japanese school system. The examples considered here allow the reader to understand better the rich coherence and variety of educational experiences in the broader social context. A carefully articulated introduction and conclusion by the editors provide salient comparisons of East and West and cautions that we do not simplify our model of either one. Teaching and Learning in Japan will be of interest to educators, Japan scholars, and to educational psychologists.
In this important work, major scholars on Japan draw on ethnographic and experimental studies of learning throughout the lifespan to explore the Japanese style of learning. The reader will get an inside view of Japanese teaching methods, where the emphasis is on the process of learning, rather than the end product. In Japan, applications across contexts--from religion to music, to mathematics, to guidance are very differently handled than in the West. Contributors analyze various models of learning within and without the Japanese school system. The examples considered here allow the reader to understand better the rich coherence and variety of educational experiences in the broader social context. A carefully articulated introduction and conclusion by the editors provide salient comparisons of East and West and cautions that we do not simplify our model of either one. Teaching and Learning in Japan will be of interest to educators, Japan scholars, and to educational psychologists.
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