High-Stakes Schooling
What we can Learn from Japan's Experiences with Testing, Accountability, and Education Reform , by Christopher Bjork
Bibliographic Data
| ID | 7837579 |
|---|---|
| Authors | Peter Cave (0000-0003-2101-8640, University of Manchester, corresponding author) |
| Year | 2017 |
| Volume | 29 |
| Issue | 3 |
| Pages | 427-429 |
| Publication date | 2017-07-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Japan Forum (JOURNAL) |
| Journal identifiers | ISSN: 0955-5803 • E-ISSN: 1469-932X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09555803.2016.1259249 |
| OpenAlex | W2558412713 |
| Language | EN |
| References cited | 2 |
In 2002, Japan implemented a major reform of its elementary and junior high school curricula. A five-day school week replaced the five-and-a-half day week, which had been gradually phased out after
Accountability · Economics · Mathematics education · Pedagogy · Political science · Sociology · Global Educational Reforms and Inequalities · Law · Psychology · Public Administration · Accounting
| Highly cited | No |
|---|