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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: 29 March 2020

Looking Forward

Looking Forward

Chapter:
(p.198) Eleven Looking Forward
Source:
High-Stakes Schooling
Author(s):

Christopher Bjork

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226309552.003.0011

Chapter eleven summarizes the evidence presented in previous chapters, and extends the findings to broader questions about educational reform, testing, and accountability. First the author discusses the factors that most directly influenced Japanese teachers as they attempted to follow policy guidelines for relaxed education. Next, he connects the behavior of classroom teachers to shifts in the Japanese education bureaucracy. Finally, he considers how the findings of this study could be applied to other education systems attempting to find an appropriate balance between academic rigor and student engagement.

Keywords:   summary of evidence, broader questions, testing, accountability, Japanese education, bureaucracy, balance, academic rigor, student engagement, policy guidelines

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