Hiroshi Akoh
Dados Biográficos
| ID | 157359 |
|---|---|
| NOME | Hiroshi Akoh |
| PRENOMES | Hiroshi |
| SOBRENOME | Akoh |
| ASSINATURA | AKOH H |
| AFILIAÇÕES | Chiba University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 14 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1989 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 1991 |
| ÍNDICE H | 3 |
Group and Gender in Japanese and American Elementary Classrooms
Teachers' individualism versus collectivism and androgenous versus gender-differentiated handling of boys and girls were compared in 10 Japanese and 9 American fifth-grade classrooms. Results showed that, as predicted, Japanese teachers attended significantly more often to groups rather than individual children, even controlling for their tendency to use whole group modes of instruction. Regarding gender differences, teachers in both countries pa…
Credit and blame among American and Japanese children
Japanese and American 5th graders (N = 593 children, 198 American and 395 Japanese) assigned credit and blame to good and bad classroom deeds and performances. Theoretically, a morality of aspiration involves assigning more credit for a good deed than blame for a corresponding bad deed; a morality of duty involves assigning more blame than credit. In both countries academic achievement norms were most consistent with aspiration, moral norms were …
Japanese and American Children's Reasons for the Things They Do in School
Japanese and American children’s reasons for achievement and good conduct in school were compared. Fifth grade children (184 American and 399 Japanese) were asked the reasons for either their actions or their feelings about adhering to or violating classroom norms. Their open-ended responses were assessed both for the type of reason—external, internal, or emphatic—and for its target—authorities (parents, teacher) versus others, such as peers or s…
Citizenship and Scholarship in Japanese and American Fifth Grades
Japanese and American teachers’ attempts to socialize children and their students’ judgments of norms were examined across four domains of classroom life: academic performance, academic procedures, social procedures, and morality. The descriptive framework contrasted a morality of duty with a morality of aspiration. Duty refers to minimal standards that must be met or punishments will ensue; in teachers’ communication it is characterized by after…
Japanese and American Children’s Reasons for the Things They Do In School
Japanese and American children’s reasons for achievement and good conduct in school were compared. Fifth grade children (184 American and 399 Japanese) were asked the reasons for either their actions or their feelings about adhering to or violating classroom norms. Their open-ended responses were assessed both for the type of reason—external, internal, or emphatic—and for its target—authorities (parents, teacher) versus others, such as peers or s…
Citizenship and Scholarship in Japanese and American Fifth Grades
Japanese and American teachers’ attempts to socialize children and their students’ judgments of norms were examined across four domains of classroom life: academic performance, academic procedures, social procedures, and morality. The descriptive framework contrasted a morality of duty with a morality of aspiration. Duty refers to minimal standards that must be met or punishments will ensue; in teachers’ communication it is characterized by after…
Group and Gender in Japanese and American Elementary Classrooms
Teachers' individualism versus collectivism and androgenous versus gender-differentiated handling of boys and girls were compared in 10 Japanese and 9 American fifth-grade classrooms. Results showed that, as predicted, Japanese teachers attended significantly more often to groups rather than individual children, even controlling for their tendency to use whole group modes of instruction. Regarding gender differences, teachers in both countries pa…
Credit and blame among American and Japanese children
Japanese and American 5th graders (N = 593 children, 198 American and 395 Japanese) assigned credit and blame to good and bad classroom deeds and performances. Theoretically, a morality of aspiration involves assigning more credit for a good deed than blame for a corresponding bad deed; a morality of duty involves assigning more blame than credit. In both countries academic achievement norms were most consistent with aspiration, moral norms were …
Japanese and American Children’s Reasons for the Things They Do In School
Japanese and American children’s reasons for achievement and good conduct in school were compared. Fifth grade children (184 American and 399 Japanese) were asked the reasons for either their actions or their feelings about adhering to or violating classroom norms. Their open-ended responses were assessed both for the type of reason—external, internal, or emphatic—and for its target—authorities (parents, teacher) versus others, such as peers or s…
Japanese and American Children's Reasons for the Things They Do in School
Japanese and American children’s reasons for achievement and good conduct in school were compared. Fifth grade children (184 American and 399 Japanese) were asked the reasons for either their actions or their feelings about adhering to or violating classroom norms. Their open-ended responses were assessed both for the type of reason—external, internal, or emphatic—and for its target—authorities (parents, teacher) versus others, such as peers or s…
Citizenship and Scholarship in Japanese and American Fifth Grades
Japanese and American teachers’ attempts to socialize children and their students’ judgments of norms were examined across four domains of classroom life: academic performance, academic procedures, social procedures, and morality. The descriptive framework contrasted a morality of duty with a morality of aspiration. Duty refers to minimal standards that must be met or punishments will ensue; in teachers’ communication it is characterized by after…
Japanese and American Children’s Reasons for the Things They Do In School
Japanese and American children’s reasons for achievement and good conduct in school were compared. Fifth grade children (184 American and 399 Japanese) were asked the reasons for either their actions or their feelings about adhering to or violating classroom norms. Their open-ended responses were assessed both for the type of reason—external, internal, or emphatic—and for its target—authorities (parents, teacher) versus others, such as peers or s…
Credit and blame among American and Japanese children
Japanese and American 5th graders (N = 593 children, 198 American and 395 Japanese) assigned credit and blame to good and bad classroom deeds and performances. Theoretically, a morality of aspiration involves assigning more credit for a good deed than blame for a corresponding bad deed; a morality of duty involves assigning more blame than credit. In both countries academic achievement norms were most consistent with aspiration, moral norms were …
Group and Gender in Japanese and American Elementary Classrooms
Teachers' individualism versus collectivism and androgenous versus gender-differentiated handling of boys and girls were compared in 10 Japanese and 9 American fifth-grade classrooms. Results showed that, as predicted, Japanese teachers attended significantly more often to groups rather than individual children, even controlling for their tendency to use whole group modes of instruction. Regarding gender differences, teachers in both countries pa…
Psychology (5 obras) · Developmental psychology (4 obras) · Social Psychology (4 obras) · Social Psychology (4 obras) · Early Childhood Education and Development (3 obras) · Feeling (3 obras) · Academic achievement (2 obras) · Action (physics (2 obras) · Blame (2 obras) · Cultural Differences and Values (2 obras)