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Munson, Lynne; Bornfreund, Laura – American Educator, 2010
This article presents the authors' critique of lessons proposed by the Partnership for 21st Century Skills (P21). The authors initiate a discussion about content that they hope will play out in schoolhouses and statehouses across the country. They take on a different task: they present a handful of lesson ideas from P21 that could enhance studies…
Descriptors: Foreign Countries, Public Schools, Educational Change, Elementary Secondary Education
Bollag, Burton – American Educator, 2001
Explains that writing national history involves much more than arranging facts and dates, which is why, over 50 years after the end of World War II, the Japanese are still arguing about what actually happened during that time, Japan's role in war crimes and aggressive actions, and how to present it all in textbooks. (SM)
Descriptors: Elementary Secondary Education, Foreign Countries, History Instruction, International Crimes
Kinney, Carol J. – American Educator, 1998
Explains the reasons why Japanese teachers seem to attain such high levels of performance as evidenced by the achievement of Japanese students in comparative international studies. Evidence is presented from background papers and case-site studies from the Third International Mathematics and Science Study. It reveals Japan's highly competitive…
Descriptors: Academic Achievement, Educational Research, Elementary School Teachers, Elementary Secondary Education
Stigler, James W.; Hiebert, James – American Educator, 1998
Explores teaching as a cultural activity by focusing on U.S. and Japanese systems of teaching in the context of cultural beliefs about how students learn and the teacher's role in the learning process. Educational improvement could result from greater awareness of the cultural scripts used in teaching. (SLD)
Descriptors: Comparative Education, Cultural Awareness, Cultural Differences, Educational Improvement
Stigler, James W.; Hiebert, James – American Educator, 1998
As part of the Third International Mathematics and Science Study (TIMSS), videotapes of classroom instruction were collected from 231 eighth-grade mathematics classrooms in Germany, the United States, and Japan. Findings suggest that written reports about teaching disseminated to teachers may have little effect on classroom practices. (SLD)
Descriptors: Comparative Education, Educational Practices, Foreign Countries, Grade 8
Lewis, Catherine C.; Tsuchida, Ineko – American Educator, 1998
Describes the Japanese approach to educational improvement called "research lessons," actual classroom lessons taught to a teacher's own students but observed by other teachers, recorded, and discussed. Outlines the impact of research lessons as examples of good educational practice that can be disseminated throughout Japan. (SLD)
Descriptors: Classroom Research, Educational Improvement, Educational Practices, Educational Research
Gill, Alice; McPike, Liz – American Educator, 1995
Provides excerpts from a typical third-grade Japanese teachers' manual in order to shed light on why students in the Japanese educational system outperform their American counterparts in math. Excerpts address developing the course foundation, organizing the curriculum, ways to best help children grasp the subject matter, and extra activities and…
Descriptors: Educational Improvement, Educational Quality, Elementary Education, Foreign Countries
Arthur, Herman – American Educator: The Professional Journal of the American Federation of Teachers, 1983
Compares American educational problems to Japan's universally high literacy and achievement rate, positing that Japan's success is related to cultural homogeneity, strong school discipline, and strong motivation to succeed at all levels. Suggests that some Japanese educational strategies can be adopted in American schools, despite great…
Descriptors: Academic Achievement, Cultural Influences, Educational Attitudes, Educational Environment
Wu, Ling-Erl Eileen T. – American Educator: The Professional Journal of the American Federation of Teachers, 1993
For comparison with tests and curriculum in the United States, excerpts from mathematics sections of university entrance examinations in Japan are presented. The impact of tests tightly tied to curriculum is discussed, and test results are summarized. Sample student responses to the examinations are also reviewed. (SLD)
Descriptors: Academic Achievement, College Entrance Examinations, Cross Cultural Studies, Equations (Mathematics)
Stigler, James W.; Stevenson, Harold W. – American Educator: The Professional Journal of the American Federation of Teachers, 1991
Compares elementary mathematics instruction in Taiwan, Japan, Chicago, and Minneapolis. Finds that American teachers are overworked and devote less time to conducting lessons than Asian teachers, who employ proven inductive methods within the framework of standardized curricula. (DM)
Descriptors: Classroom Techniques, Comparative Education, Elementary Education, Foreign Countries
Rosenbaum, James E. – American Educator: The Professional Journal of the American Federation of Teachers, 1989
The Japanese education system provides a model for American school reform that effectively links school with entry into the workforce. Japanese schools maintain close relationships with businesses that expect teachers to nominate high-achieving students for jobs after graduation. (FMW)
Descriptors: Comparative Education, Education Work Relationship, Educational Change, Foreign Countries
Barton, Paul – American Educator: The Professional Journal of the American Federation of Teachers, 1993
Presents findings from this condensation of major studies of the differences among U.S., Chinese, and Japanese education. Explanations for the superior performance of Chinese and Japanese students are explored in the areas of home and parents, effort and ability, organization of schooling, and teachers and teaching. (SLD)
Descriptors: Ability, Academic Achievement, Books, Comparative Analysis
Stevenson, Harold W. – American Educator: The Professional Journal of the American Federation of Teachers, 1987
Reports the findings of a comparative study of elementary students in the United States, Japan, Taiwan, and mainland China. Contrasts student attitude and behavior, intelligence, and achievement levels, and teacher and parent attitudes. Focuses on the factors behind the relative slowness of American children to acquire mathematics skills. (KH)
Descriptors: Academic Achievement, Cross Cultural Studies, Cultural Traits, Educational Environment