Learning to Be Adolescent
Growing up in U.S. and Japanese Middle Schools
Bibliographic Data
| ID | 10293114 |
|---|---|
| Authors | Catherine Lewis (0000-0002-0557-0876, corresponding author), Gerald K Letendre (0000-0003-3737-4324) |
| Year | 2001 |
| Volume | 56 |
| Issue | 3 |
| Pages | 433-433 |
| Publication date | 2001-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Monumenta Nipponica (JOURNAL) |
| Journal identifiers | ISSN: 0027-0741 • E-ISSN: 1880-1390 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3096804 |
| OpenAlex | W2088223171 |
| Language | EN |
| Citations received | 13 |
The organization of middle schools and the practices of middle school teachers in Japan and the United States differ dramatically, Gerald K. LeTendre demonstrates in this compelling comparative study. Based on his long-term observations in Japanese and American schools and on analyses of curricula and classroom practices, the author describes what teachers, administrators, and counselors in each country believe about adolescent development. He explores how these beliefs are put into practice and how they affect adolescent development. In both nations, LeTendre observes, school personnel are extremely concerned with volition: the developing willpower of young adolescents. But while both Americans and Japanese believe that nurturing a young person's ability to use his or her will is crucial, they take very different approaches to dealing with expressions of will. LeTendre also finds conflicting expectations and theories about adolescent development within each system, and he investigates how these can lead to confusion and contradictory rules
Developmental psychology · Mathematics education · Sociology · Demography · Diverse Education Studies and Reforms · History · Psychology
Bukatsudo
The Rise of Eating Disorders in Japan
Taibatsu
Schooling Selves
What Is Tracking? Cultural Expectations in the United States, Germany, and Japan
International and Interstate Gaps in Value-Added Math Achievement
Response to K. Anderson-Levitt’s Rejoinder
Teachers’ Work
Peter Cave, Schooling selves
The School Violence Dilemma
Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools
Teacher Beliefs about Adolescent Development
Teaching Culture as National and Transnational
| Unique citing works | 13 |
|---|---|
| Citations per year | 0,52 |
| Citation span | 2001 - 2019 (19) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 13 |