Cultural Support for Schooling
Contrasts between Japan and the United States
Dados Bibliográficos
| ID | 9733693 |
|---|---|
| Autores | Robert D Hess (Stanford University, autor correspondente), Hiroshi Azuma (0000-0001-6605-5416, Shirayuri University) |
| Ano | 1991 |
| Volume | 20 |
| Fascículo | 9 |
| Páginas | 2-9 |
| Data de publicação | 1991-12-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Educational Researcher (JOURNAL) |
| Identificadores do periódico | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editora | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x020009002 |
| OpenAlex | W2006931217 |
| Idioma | EN |
| Citações recebidas | 62 |
| Referências citadas | 14 |
Conditions that confront students in formal schooling–instruction in groups, sharing teacher's attention, working independently, dealing with arbitrary rules regulating behavior–are not conducive to learning. Teachers deal with these circumstances by encouraging facilitative dispositions in students or by making learning events more appealing. Cultures differ in the emphasis they place on these two strategies. Japanese tend to stress developing adaptive dispositions; Americans try to make the learning context more attractive. National differences in educational achievement may be more completely understood by analysis of cultural differences in student dispositions. The interaction of student characteristics and teacher strategies creates very different classroom climates in the two countries
Context (archaeology · Cross-cultural · Cultural diversity · Cultural Influence · Mathematics education · Pedagogy · Social science · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Parental Involvement in Education · Psychology · School Choice and Performance · Social Psychology · Teacher Education and Leadership Studies
Symbiosis or Cultural Clash? Indigenous students learning mathematics
Curriculum, Culture and Ethnomathematics
Culture Structures the Environment for Development
In Search of an East Asian Identity in Mathematics Education
Is there a universal need for positive self-regard?
Raising School Effects While Ignoring Culture? Local Conditions and the Influence of Classroom Tools, Rules, and Pedagogy
Mind or Virtue
Misconceptions about the learning approaches, motivation and study practices of Asian students
Instructional practices in secondary science
Teachers' conceptions of mathematics and students' achievement
Mother-child conversation during joint picture book reading in Japan and the USA
Confirmatory Factor Analysis of the Chinese Version of the Motivated Strategies for Learning Questionnaire
Discursive Construction of the Images of U.S. Classrooms
Identifying and assessing the conceptions of teaching of secondary school physics teachers in China
Chinese Families’ Pursuit of Confucian Learning Beliefs through Overseas Education
Formative assessment in Confucian heritage culture classrooms
Other Japanese educations and Japanese education otherwise
Contextualization of Communicative Language Teaching in Confucian Heritage Culture
Affective and cognitive factors associated with Chinese and Italian children’s arithmetic performance
The Emotional Development of Gifted and Talented Children
Learning models in different cultures
Building and using a social network
Culture at work
Korean Immigrant Mothers’ Praise and Encouragement, Acculturation, and Their Children’s Socioemotional and Behavioral Difficulties
Perceptions of Achievement and Achieving Peers in U.S. and Chinese Kindergartners
Values of Portuguese/non‐Portuguese mothers of kindergarten children, and of kindergarten teachers
Young children’s beliefs about school learning in Japan and the United States
Everything goes smoothly”
Variations of Gender–math Stereotype Content Affect Women’s Vulnerability to Stereotype Threat
Gender Differences in Interest and Knowledge Acquisition
Boys Don’t Work? On the Psychological Benefits of Showing Low Effort in High School
Teacher Beliefs about Adolescent Development
Planned educational change in Japan
Japanese and American student teacher voice
Understanding Chinese Students' Use of Language Learning Strategies from Cultural and Educational Perspectives
Differential patterns of achievement among Asian-American adolescents
Regularities in the development of children's causality beliefs about school performance across six sociocultural contexts
Cultural variations in global versus local processing
Why attend school? Chinese immigrant and European American preschoolers' views and outcomes
Learning as a Task or a Virtue
Comparing American and Japanese Achievement
Beyond Fourth-Grade Science
The Problem of Japan
Play or learn
Assessing Barriers to the Reform of U.S. Mathematics Instruction From an International Perspective
Cultural Differences in the Use of Strategies for Self-Regulated Learning
Course‐Based Teacher Professional Communities (With District and Union Support) at the Center of Three‐Dimensional Science Teaching
Divergent consequences of success and failure in Japan and North America
Task- and self-related pathways to deep learning
The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment
Cross-cultural measurement and new conceptions of culture
Childhood Ideology in the United States
Critical Challenges in Researching Cultural Issues in Mathematics Education
Conceptions of Doing and Learning Mathematics among Chinese
Academic Interests and Perceived Competence in American, Japanese, and Korean Children
Examining the Cultural Specificity of Approaches To Learning in Universities in Hong Kong and Sydney
A Cultural Model of Learning
Power Struggles
Japanese Patterns of Behavior
Mathematics learning in Japanese, Chinese, and American classrooms
Research in Sociology of Education and Socialization
Cultural differences in cognitive style development
Asian-American educational achievements
Japanese Patterns of Behavior
Parental Belief Systems
Model Students? Teachers' Perceptions and Expectations of Their Asian and White Students
Maternal Strategies for Regulating Children's Behavior
| Obras citantes distintas | 58 |
|---|---|
| Citações por ano | 1,82 |
| Intervalo de citações | 1992 - 2025 (34) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 59 |