School evaluation at Japanese schools: policy intentions and practical appropriation

2008 ◽  
Author(s):  
Masaaki Katsuno ◽  
Tetsuro Takei
Keyword(s):  
Education Reform ◽  
Empirical Research ◽  
Student Involvement ◽  
Evaluation Process ◽  
School Evaluation ◽  
Japanese Education ◽  
Evaluation Policies ◽  
Japanese Schools

In the present paper the authors will describe the development of school evaluation policies in the context of recent Japanese education reform. In doing so, the applicability of Neave's 'Evaluative State' thesis shall be examined. And then they will move on to the discussion as to how the policies will work in schools. Drawing on the findings of their empirical research into student involvement in the school evaluation process, the authors will deal with the 'politics of appropriation'. The process could be of a liberating nature at the present time, as opposed to the managerial intentions of policy.

Japanese Schools

1907 ◽  
Vol 66 (7) ◽  
pp. 188-188
Author(s):  
Walter J. Ballard
Keyword(s):  
Japanese Schools

scholarly journals Ideologies of language at Hippo Family Club

Pragmatics ◽  
2015 ◽  
Vol 25 (2) ◽  
pp. 205-227
Author(s):  
Chad Nilep
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Language Use ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Ethnographic Study ◽  
Approach To Learning ◽  
Japanese Schools ◽  
State Language

Ethnographic study of Hippo Family Club, a foreign language learning club in Japan with chapters elsewhere, reveals a critique of foreign language teaching in Japanese schools and in the commercial English conversation industry. Club members contrast their own learning methods, which they view as “natural language acquisition”, with the formal study of grammar, which they see as uninteresting and ineffective. Rather than evaluating either the Hippo approach to learning or the teaching methods they criticize, however, this paper considers the ways of thinking about language that club members come to share. Members view the club as a transnational organization that transcends the boundaries of the nation-state. Language learning connects the club members to a cosmopolitan world beyond the club, even before they interact with speakers of the languages they are learning. The analysis of club members’ ideologies of language and language learning illuminates not only the pragmatics of language use, but practices and outcomes of socialization and shared social structures.

Physics in Japanese schools

1976 ◽  
Vol 27 (10) ◽  
pp. 432-432
Author(s):  
Koreo Kinosita
Keyword(s):  
Japanese Schools

Introduction

10.47908/12/i ◽  
2020 ◽  
pp. xvii-xxiii
Author(s):  
Melodie Cook ◽  
Louise Kittaka
Keyword(s):  
Research Methods ◽  
Mixed Race ◽  
Third Culture ◽  
Japanese Children ◽  
School Cultures ◽  
Single Father ◽  
Family Culture ◽  
Japanese Schools ◽  
Best Fit ◽  
Culture And Language

The authors explain their motivation for editing this book and how their backgrounds influenced the direction the project took. They also give a brief overview of the themes, research methods, and the contributing authors. The book aims to answer the following questions: How can non-Japanese or mixed-race Japanese children navigate their identities in school? How can a single father fit into the predominantly mother-dominated culture of schools? How do children fare in Japanese schools overseas? What issues exist for parents whose children have challenges? How can third-culture children navigate family culture, religion, and different school cultures? How can intercultural parents cope with the demands of homework when they are not fluent users of Japanese? How can intercultural parents cope with minority culture and language? What can intercultural parents do when schooling in Japan is not the best fit for their children?

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