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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: 28 January 2020

Shifting Student-Teacher Relationships

Shifting Student-Teacher Relationships

Chapter:
(p.141) Eight Shifting Student-Teacher Relationships
Source:
High-Stakes Schooling
Author(s):

Christopher Bjork

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226309552.003.0008

Chapter eight illustrates that the combination of increasingly rebellious students and more accommodating guidance approaches complicated the work of educators. Parallel to the curricular revisions that grounded the relaxed education reforms, the student guidance system also underwent significant modifications. The flexibility incorporated into the curriculum was accompanied by a loosening of discipline procedures that has received negligible attention in the research literature. Deterred from employing tactics that had proven effective in the past, middle school teachers struggled to apply yutori approaches to student guidance in settings where their authority was challenged frequently.

Keywords:   rebellious students, guidance, flexibility, discipline, teacher authority

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