A01=Ryoko Tsuneyoshi
American Education
American School Reform
Assistant Language Teachers
Author_Ryoko Tsuneyoshi
Category=JN
Category=JNK
classroom
Classroom Monitors
Classroom Small Groups
classrooms
comparative education
Contemporary Societies
Cooperative Learning
cram
Cram Schools
cross-cultural pedagogy
educational policy analysis
elementary
Elementary School
Empathetic Cooperation
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
faculty
group dynamics in learning
inclusive teaching strategies
international
International Classroom
IQ Test
Japan's High Economic Growth
Japanese Childrearing
Japanese Elementary School
Japanese School
Japanese Teachers
Korean School
Largest National Origin Group
Low Profile Structure
Newcomer Children
Overburdening
Permanent Residents
refusal
Research Development School
room
sociocultural child development
Special Education Activities
teacher
teachers
whole child educational approach
Product details
- ISBN 9780815336419
- Weight: 476g
- Dimensions: 152 x 229mm
- Publication Date: 03 Jan 2001
- Publisher: Taylor & Francis Inc
- Publication City/Country: US
- Product Form: Hardback
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In this book, Dr. Tsuneyoshi observes the educational approach of two nations, one most often cited as being the home of rugged individualism, and the champion of the free market, the other more often cited as being the most groupist amongst the industrialized societies, known for strong central guidance. He argues that American approach individualizes assistance, is competitive, focuses on the child's cognitive sphere, differentiates its faculty, and each faculty deals with the child in a specialized sphere. Meanwhile, the Japanese approach stresses the whole child, places children and faculty in close proximity with each other for extended periods of time in a cooperative framework, levels of self-containment are higher, collective goals, tasks, and reward structures are extensively organized, and the school provides the same treatment for all. Yet, despite such differences, Dr. Tsuneyoshi points out that we can notice many parallels, both in the contexts of education, and in the direction in which the two societies are headed. Dr. Tsuneyoshi brings to light both similarities and differences, asking and attempting to answer the difficult question all educators are asking: What do we need to teach children for the 21st century?
Ryoko Tsuneyoshi is Associate Professor in the Graduate School at the University of Tokyo, Japan.
