Achieving Equity and Quality in Japanese Elementary Schools: Balancing the Roles of State, Teachers, and Students

Autor/in	Parmenter, Lynne
Titel	Achieving Equity and Quality in Japanese Elementary Schools: Balancing the Roles of State, Teachers, and Students
Quelle	In: Frontiers of Education in China, 11 (2016) 3, S.272-298 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1673-341X
Schlagwörter	Equal Education; Educational Quality; Foreign Countries; Elementary Schools; Government Role; Teacher Role; Student Role; Motivation; Resilience (Psychology); Elementary School Students; Rural Schools; Teacher Attitudes; Content Analysis; Semi Structured Interviews; Elementary School Teachers; International Assessment; Achievement; Japan + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Ausland; Elementary school; Grundschule; Volksschule; Lehrerrolle; psychologische; Motivation (psychologisch); Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerverhalten; Inhaltsanalyse; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Performance; Leistung
Abstract	The aim of this paper is to explore perspectives on equity, quality, motivation, and resilience by focusing in depth on the perspectives of educators in one small, semi-rural school in Japan. The paper is intended to provide rich, in-depth data and discussion as a way of providing insights from different perspectives into findings from large-scale international assessments. The two key questions addressed in the paper are, (1) How are equity and quality achieved and maintained in Japanese elementary schools? and (2) How are student motivation and resilience perceived and fostered in Japanese elementary schools? These questions are addressed through analysis of key official documents related to the questions, together with analysis of semi-structured interviews conducted with education professionals working in an elementary school. The paper will contribute to understanding the perspectives of teachers in a particular school context in Japan on the roles of state, teachers, and children themselves in the task of achieving and maintaining equity and quality in a high performing education system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01