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High-Stakes SchoolingWhat We Can Learn from Japan's Experiences with Testing, Accountability, and Education Reform$
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Christopher Bjork

Print publication date: 2015

Print ISBN-13: 9780226309385

Published to Chicago Scholarship Online: May 2016

DOI: 10.7208/chicago/9780226309552.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 27 May 2020

US Teachers Reflect on Japanese Elementary School Instruction

US Teachers Reflect on Japanese Elementary School Instruction

Chapter:
(p.184) Ten US Teachers Reflect on Japanese Elementary School Instruction
Source:
High-Stakes Schooling
Author(s):

Christopher Bjork

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226309552.003.0010

Chapter ten reports on the findings of the fieldwork conducted for this book, including a cross-national study of teaching practices in Japan, China, Singapore, and the U.S. The chapter pays particular attention to American teachers’ opinions about a sample of lessons that were videotaped in Japan. Their responses to those videos suggest that the goals of educators in the U.S. and Japan overlap in many areas. Heightened pressures associated with high stakes tests, however, are making it difficult for American teachers to use methods designed to enhance children’s creativity, critical thinking skills, and problem solving abilities.

Keywords:   cross-national study, teaching practices, U.S. teaching practices, heightened pressures, high stakes tests, creativity, critical thinking, problem solving

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