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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: 03 April 2020

The Teaching Force

The Teaching Force

Chapter:
(p.63) Four The Teaching Force
Source:
High-Stakes Schooling
Author(s):

Christopher Bjork

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226309552.003.0004

Chapter Four explores the roles that instructors played in implementing the government’s plans for yutori kyoiku. The first section investigates the rhetorical arguments that were used to support the devolution of authority to school-based educators. The next section analyzes teachers’ views about the Ministry’s plans for change. Particular attention is paid to tensions between new responsibilities delegated to school employees and traditional values about the role of educators. Adoption of the relaxed education reforms created challenges for all education stakeholders, but teachers internalized the repercussions of the reform differently, depending to a great extent on their location within the system.

Keywords:   implementation, teacher views, traditional values, education stakeholders, tensions, rhetorical arguments

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