Japan's Educational Practices for Mathematically Gifted Students

Autor/inn/en	Basister, Michel P.; Kawai, Norimune
Titel	Japan's Educational Practices for Mathematically Gifted Students
Quelle	In: International Journal of Inclusive Education, 22 (2018) 11, S.1213-1241 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Basister, Michel P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1420252
Schlagwörter	Foreign Countries; Academically Gifted; Mathematics Instruction; Barriers; Middle Schools; Middle School Students; Student Evaluation; Intervention; Teacher Collaboration; Educational Practices; Teaching Methods; Problem Solving; Student Needs; Mentors; Competition; Ability Grouping; Middle School Teachers; Teacher Competencies; Talent Identification; Japan + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Middle school; Mittelschule; Mittelstufenschule; Middle schools; Student; Students; Schüler; Schülerin; Schulnote; Studentische Bewertung; Lehrerkooperation; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Wettkampf; Homogene Gruppierung; Niveaugruppierung; Streaming; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrkunst; Begabtenanalyse; Talentsuche
Abstract	This study documents the inclusive, deliberate, and unintended educational practices in Japan for mathematically gifted students. It also aims to identify various schools' strengths and challenges in improving the mathematics education of these students. Case studies with multisite designs were undertaken in five middle schools selected using purposive sampling. Mathematics education practices -- assessed in terms of assessment, mathematics instruction, support and interventions, and teachers' collaboration -- guided the data collection and analysis. The primary goal of this study was to describe current school practices and identify common strengths and challenges (including outlier practices across schools) which were valuable in generating conclusion regarding how certain practices might lead to different student and/or teacher outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01