Bücher der Reihe Reference Books in International Education

This book systematically addresses the most common stereotypes or myths about Japanese education that are currently circulated.

In this book the authors systematically address the most common stereotypes or myths about Japanese education that are currently being circulated in the popular press, teaching magazines and educational research journals. The authors show how arguments about Japan are used to further political ends within the American educational debate. Some of the myths that the book debunks are Japan's high adolescent suicide rate. LeTendre and Zeng show that adolescent suicide among males is now twice as high in the U.S. as in Japan. Tsuchida and Lewis take on the myth of Japanese classrooms as crowded places centered on rote-learning--providing detailed evidence as to why Japanese students may indeed have an "edge" in math. McConnell uses Japan's highly successful foreign language program to deconstruct images of "Japan Inc."--showing the highly fractious and bitter political debates that occur in Japan. Yang provides data on differences in Japanese and American teachers' work roles--showing that differences in the two educational systems are not simply due to "cultural" differences, but have a basis in educational policy and school organization. Shimizu offers an alternative view of achievement motivation among Japanese students based on in-depth interviews with Japanese teens.

First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

This volume examines the lives of young adolescents in Japanese middle schools, focusing on the dynamics of school, family, and social life, and explores the change from child to adolescent that takes place in the middle school years.

First Published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1996. The current world order poses new challenges to the theory and practice of peace education. Drawing on data gathered from around the world, Burns and Aspeslagh focus on how peace is presented in formal and informal educational settings and what effects ideologies have in shaping that presentation. The book views peace education in the context of education about other major social and political issues and in a variety of geopolitical settings, exploring factors that affect the generation, selection, organization, transmission, and evaluation of knowledge for peace.Following a review of major approaches to policy and praxis in peace education, the editors draw on original research to offer interpretations based on pragmatic, normative, and conceptual approaches to the individual, the state, and the role of political literacy. The use of a comparative educational framework that goes beyond curriculum studies and descriptive case studies presents a perspective that is innovative, and timely. The volume includes both bibliography and index.

Visions of the past are crucual to the way that any community imagines itself and constructs its identity. This edited volume contains the first significant studies of the politics of history education in East Asian societies.

First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

This detailed ethnographic study of fifth- and sixth-grade classrooms offers new insights into Japanese culture, as many aspects of daily social life are embedded in the educational system. Additionally, this book provides new perspectives on educational reform in the U.S., since many current issues and programs focus on notions of community, collaboration, and systemic reform, all of which are central to understanding Japanese teaching-learning processes in schools.

This book calls for a broader approach to comparative educational administration: one which uses culture as the principle means of analysis.

This book covers the seven-year project involving China, Germany, Japan, Singapore, Switzerland, and the US, to show how collaborative research can help expand worldwide knowledge of education.

This book contrasts the interrelationship between state formation and Chinese school politics in postwar Singapore and Hong Kong.

This book debunks the argument that quality in education can only be achieved by limiting, or trading off, equality. This book argues that any worthy definition of quality education must include the interest of the underprivileged.

First Published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.

This volume focuses on policies and practices in the education of China's national minorities with the purpose of assessing the goals and impact of state sponsored education for China's non-Han people's.

This book explored global issues in the professional development of science teachers, and considers classroom applications of teacher training with a comparative lens.

A collection of essays which consider the recent changes in Denmark, Finland, Iceland, Norway and Sweden brought about by the problems in implementing a democratic educational policy given the political, religious and economic changes Scandinavia is currently undergoing. This is volume 39 in the REFERENCE BOOKS IN INTERNATIONAL EDUCATION series.

A collection of ten essays advocating the important link between social justice and education and pointing out the threats posed to both by internal policy and budgeting. The contributors include a selection of international scholars and program administrators presenting their views on Third World

This collection of ethnographic studies of Chinese schooling explores the meaning of ethnography, both in describing Chinese schools and in the broader context of the defined purposes and practices of research.

This book aims to provide an explanation for the slow introduction into Japan of development education.

This book examines the approach to civic education and its recent re-emergence in the Pacific Rim and the US. Under the influence of globalization, nationalism and sovereignty the authors reveal how definitions of citizenship are contested.