Bullies, Victims, and Teachers in Japanese Middle Schools

Autor/inn/en	Akiba, Motoko; Shimizu, Kazuhiko; Zhuang, Yue-Lin
Titel	Bullies, Victims, and Teachers in Japanese Middle Schools
Quelle	In: Comparative Education Review, 54 (2010) 3, S.369-392 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/653142
Schlagwörter	Middle School Students; Bullying; Foreign Countries; Guidance; Educational Policy; Social Development; Interpersonal Competence; Victims of Crime; Middle School Teachers; Teacher Role; Adolescent Development; Cultural Influences; Aggression; Student Characteristics; Teacher Student Relationship; Rejection (Psychology); Socioeconomic Status; Academic Aspiration; Grade Point Average; Student Attitudes; Japan + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mobbing; Ausland; Beratung; Politics of education; Bildungspolitik; Soziale Entwicklung; Interpersonale Kompetenz; Victim; Victims; Crime; Opfer; Verbrechen; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Cultural influence; Kultureinfluss; Teacher student relationships; Lehrer-Schüler-Beziehung; Ablehnung; Socio-economic status; Sozioökonomischer Status; Schülerverhalten
Abstract	Since the 1980s, school bullying--"Ijime"--has been a major concern of educational policy in Japan. In Japanese schools, homeroom teachers provide guidance for students' psychological and social development, in addition to academic development. Homeroom teachers spend significant time counseling students, visiting their families, and developing a homeroom community where students feel a sense of belonging. When "Ijime" occurs in a classroom, the homeroom teacher is mainly responsible for resolving the case. However, despite the potential for homeroom teachers to reduce "Ijime," few researchers have examined the relations between students and their homeroom teachers and the consequences of this relation for "Ijime." Even less is known about what relationships "Ijime" victims and bullies have with their other subject teachers. The aim of this article is to help fill this gap. Here the authors examine three major aspects of student-teacher relationships in Japanese schools: teaching bonding, student guidance, and instructional support. They then analyze the possible association of these relationships with victimization and perpetration of "Ijime" based on a survey of students in seven middle schools within a single school district. (Contains 4 tables and 10 footnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10