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1
Domino, George, und Yoshitomo Takahashi. „Attitudes Toward Suicide in Japanese and American Medical Students“. Suicide and Life-Threatening Behavior 21, Nr. 4 (Dezember 1991): 345–59. http://dx.doi.org/10.1111/j.1943-278x.1991.tb00573.x.
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ABSTRACT: The Suicide Opinion Questionnaire (SOQ) was administered to two samples of medical school students, from Japan (n = 80 males and 20 females) and the United States (n = 80 males and 20 females). A MANOVA followed by univariate tests indicated significant differences on the Right to die, Normality, and Aggression scales between Japanese and United States students, and significant gender differences on the Religion and Impulsivity scales. No gender by nationality interaction was obtained. An analysis of the individual SOQ items revealed substantial differences between Japanese and United States medical students in their views on suicide.
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Lambert, Eric G., Shanhe Jiang, Lorri C. Williamson, O. Oko Elechi, Mahfuzul I. Khondaker, David N. Baker und Toyoji Saito. „Gender and Capital Punishment Views Among Japanese and U.S. College Students“. International Criminal Justice Review 26, Nr. 4 (12.10.2016): 337–58. http://dx.doi.org/10.1177/1057567716672515.
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Gender is a strong predictor of death penalty support and views in the United States, with men being more supportive and punitive than women. This exploratory study was undertaken to determine whether these same differences would be present in Japan, a nation that also imposes the death penalty. Students at a Japanese university and a U.S. university were surveyed. While the proportion of students supporting the death penalty in the United States and Japan were similar, U.S. women were less supportive and less punitive than U.S. men, while Japanese women were more likely to support the death penalty and hold more punitive views than Japanese men.
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Xu, Jun. „Why Japanese? Why Not Japanese?“ Journal of International Students 10, Nr. 4 (15.11.2020): 1023–39. http://dx.doi.org/10.32674/jis.v10i3.1327.
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As Chinese students have become a larger share of the international student population at U.S. universities, their participation in Japanese language classes has increased. However, Chinese student enrollment significantly decreases after the completion of the first Japanese class, and consequently, fewer Chinese students take intermediate or advanced level classes. This study examined the experiences of Chinese international students enrolled in Japanese classes as well as those who stopped taking Japanese after the first quarter or first-year class in a private university in the United States. We used semistructured interviews to investigate the reasons and goals of Chinese international students for studying the Japanese language, the successes or challenges both inside and outside of the Japanese classroom, and the reasons students continue or discontinue learning Japanese.
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Souza, Maria Alice Veiga Ferreira de, und Arthur Belford Powell. „How do textbooks from Brazil, the United States, and Japan deal with fractions?“ Acta Scientiae 23, Nr. 4 (24.08.2021): 77–111. http://dx.doi.org/10.17648/acta.scientiae.6413.
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Background: Researchers recognise the importance of textbooks for teachers’ lesson planning and the importance of fraction knowledge for shaping students’ future mathematics performance. Objectives: The finding of discrepant achievement by Brazilian, American, and Japanese students in the last three editions of PISA led us to investigate how textbook authors from these countries approach fraction content in elementary education relating to magnitude, flexibility, reasonableness, as well as conceptual and procedural knowledge from both symbolic and nonsymbolic perspectives. Design: The quantitative performances in mathematics of Brazilian, American, and Japanese students in the last three PISA editions lack qualitative and exploratory research to understand some reasons presented by the numerical results. Data collection and analysis: To achieve the objectives, we selected three textbook series, one each from Brazil, the United States of America, and Japan, that schools in those countries widely use. Results: The main results revealed that all textbook series practised flexibility and reasonableness with different emphases, but not the sense of magnitude. Brazilian and U.S. textbooks were based primarily on part-whole interpretation and on a procedural approach. In contrast, Japanese textbooks emphasised the understanding of measurement as the iteration of unit fractions and more conceptual development. Conclusions: The fraction knowledge approach in the Japanese textbook series seems to be close to what the mathematics education researchers recommend, which can be an essential differential to explain the Japanese results in PISA.
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Crystal, David S., W. Gerrod Parrott, Yukiko Okazaki und Hirozumi Watanabe. „Examining relations between shame and personality among university students in the United States and Japan: A developmental perspective“. International Journal of Behavioral Development 25, Nr. 2 (März 2001): 113–23. http://dx.doi.org/10.1080/01650250042000177.
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American and Japanese university students’ shame (haji)-related reactions across a number of diverse situations, and the personality correlates of these reactions, were studied. With age, shame ratings decreased significantly in situations describing defects in the “private selffiamong American students, and haji ratings decreased significantly in situations in which the “public selffiwas ridiculed or discomforted among Japanese students. Also with age, individual differences in personality, particularly internal self-introspection, played an increasingly important role in predicting shame reactions among American students, whereas among Japanese students, individual personality differences became increasingly unimportant in determining haji-related phenomena. Finally, American students showed an increasing, and Japanese students a decreasing, integration of internal- and external-oriented elements of personality with development. Results are discussed in terms of theories of emotional development and cultural differences in self-concept.
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Meyer, Heinz-Dieter, und Yui Murakami. „Culture, Institutions, and Disability Policy in Japan: The Translation of Culture into Policy“. Comparative Sociology 9, Nr. 2 (2010): 202–21. http://dx.doi.org/10.1163/156913210x12536181351150.
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AbstractWhy is the Japanese rate of students with disability a fraction of that of the United States? Barring genetic differences between Americans and Japanese, the difference in disability rates must be what Durkheim called a “social fact,” a phenomenon explained by social differences between the two countries. In this paper we focus on the institutional and cultural factors that enter into the Japanese construction of disability of school-aged students. We argue that the lower incidence of disability in Japan is a result of Japan’s strong collectivist and paternalistic orientation and the requisite institutions promulgating those beliefs. The latter play a key role in the translation of general cultural dispositions into concrete policies and behavior on the ground.
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Kobayashi, Emiko, und David P. Farrington. „Why Is Student Deviance Lower in Japan Than in the United States?: Influences of Individual, Parental, Peer, Social, and Environmental Factors“. International Criminal Justice Review 30, Nr. 4 (10.07.2020): 365–85. http://dx.doi.org/10.1177/1057567720939262.
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Drawing on the cultural collectivism–individualism literature, we predict that Japanese students, compared to Americans, tend to commit fewer deviant acts because they are less inclined toward individualistic value orientations, risk seeking, negative emotionality, and subjective stress; because they are exposed to greater parental discipline and have stronger parental attachment; because they have weaker peer attachment and associate with peers who react less favorably to deviance; because they have stronger bonds to conventional society and greater social support from significant others; and because they are exposed to fewer deviance opportunities. Analyses of comparable data from college students in Japan ( N = 469) and the United States ( N = 594) provided mixed support for our predictions. As expected, Japanese students committed fewer deviant acts during their high school days. Furthermore, consistent with expectations, Japanese students had lower scores on all four individual factors, the two peer factors, and the environmental factor of deviance opportunities. After controlling for these seven factors, the effect of Japan versus the United States decreased by one third. The decrease was not greater at least partly because, in Japan, compared to the United States, risk seeking had significantly less influence on student deviance, and subjective stress had significantly more influence on student deviance.
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NOMURA, TATSUYA, TOMOHIRO SUZUKI, TAKAYUKI KANDA, JEONGHYE HAN, NAMIN SHIN, JENNIFER BURKE und KENSUKE KATO. „WHAT PEOPLE ASSUME ABOUT HUMANOID AND ANIMAL-TYPE ROBOTS: CROSS-CULTURAL ANALYSIS BETWEEN JAPAN, KOREA, AND THE UNITED STATES“. International Journal of Humanoid Robotics 05, Nr. 01 (März 2008): 25–46. http://dx.doi.org/10.1142/s0219843608001297.
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To broadly explore the rationale behind more socially acceptable robot design and to investigate the psychological aspects of social acceptance of robotics, a cross-cultural research instrument, the Robot Assumptions Questionnaire (RAQ) was administered to the university students in Japan, Korea, and the United States, focusing on five factors relating to humanoid and animal-type robots: relative autonomy, social relationship with humans, emotional aspects, roles assumed, and images held. As a result, it was found that (1) Students in Japan, Korea, and the United States tend to assume that humanoid robots perform concrete tasks in society, and that animal-type robots play a pet- or toy-like role; (2) Japanese students tend to more strongly assume that humanoid robots have somewhat human characteristics and that their roles are related to social activities including communication, than do the Korean and the US students; (3) Korean students tend to have more negative attitudes toward the social influences of robots, in particular, humanoid robots, than do the Japanese students, while more strongly assuming that robots' roles are related to medical fields than do the Japanese students, and (4) Students in the USA tend to have both more positive and more negative images of robots than do Japanese students, while more weakly assuming robots as blasphemous of nature than do Japanese and Korean students. In addition, the paper discusses some engineering implications of these research results.
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ZHANG, Muchu. „“Passionate Protest”:The Value Choice of Chinese Students Studying in the United States to“Resist Japanese Goods” under the“Shandong Issue”“. Theory and Practice of Chinese Pedagogy 2, Nr. 1 (28.03.2023): 62–71. http://dx.doi.org/10.48014/tpcp.20230206001.
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After the failure of China's negotiations at the Paris Peace Conference in 1919, a fierce national consciousness quickly spread to the entire intellectual community, especially among Chinese students in the United States, who remained intensely national even though they were on the other side of the ocean. Under the stimulation of domestic and foreign difficulties, the call for national salvation is increasingly rising, and the connection between“scholar” and“national salvation” has become close, and many students consciously take the mission of national salvation to themselves. Students in the United States expressed their close attention to this situation through the“passionate revolution” of“boycotting Japanese goods”. For the students studying in the United States, although they live on the other side of the ocean, the number is not large compared with the vigorous protests in China, but they inevitably participate in the tide of national salvation and become one of the important forces for national salvation. In terms of the attitude of foreign students to“boycott Japanese goods”, most of them have a deep-rooted national consciousness in China since ancient times, while a minority of them, as representatives, are more inclined to adopt a way of self-improvement that tends to“national self-determination” and has more internal awareness of the nation. Reflects the scholar to serve the country another face. It can be said that the value choices and a series of historical activities of students studying in the United States driven by patriotic spirit reflect the dual interaction between students studying in the United States and the fate of the country in modern times, and shine the light of pure patriotic ideals of overseas students on the other side.
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Masuda, Akihiko, Kinya Suzumura, Kenneth L. Beauchamp, Gary N. Howells und Cris Clay. „United States and Japanese college students' attitudes toward seeking professional psychological help“. International Journal of Psychology 40, Nr. 5 (Oktober 2005): 303–13. http://dx.doi.org/10.1080/00207590444000339.
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Taylor, Charles R., George R. Franke und Michael L. Maynard. „Attitudes toward Direct Marketing and its Regulation: A Comparison of the United States and Japan“. Journal of Public Policy & Marketing 19, Nr. 2 (September 2000): 228–37. http://dx.doi.org/10.1509/jppm.19.2.228.17127.
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The authors propose that the high-context nature of Japanese communication and the collectivistic nature of Japanese culture have an impact on attitudes toward direct marketing and its regulation. The results of a survey of Japanese and U.S. university students suggest that certain types of direct marketing messages are less effective in Japan than in the United States. The results also indicate a greater willingness by Japanese respondents to support regulation of direct marketing practices. The authors discuss managerial implications of the findings for multinational marketers and advertisers and suggest public policy implications for direct marketing in Japan.
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Kobayashi, Emiko, und David P. Farrington. „Influence of Peer Reactions and Student Attitudes on Student Deviance: Differences Between Japan and the United States“. International Journal of Offender Therapy and Comparative Criminology 63, Nr. 10 (21.02.2019): 1876–95. http://dx.doi.org/10.1177/0306624x19832168.
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The current study examines the cross-cultural applicability of Akers’ social learning theory in explaining why Japanese commit fewer deviant acts than Americans. It is predicted that deviance would be less common in Japan because Japanese have less favorable attitudes toward deviance, which in turn are attributable to less favorable peer reactions to deviance. Analyses of comparable survey data from college students in Japan ( N = 583) and the United States ( N = 615) provide mixed support for our arguments. As expected, Japanese students had less favorable attitudes toward deviance because they had peers who reacted less favorably to deviance. Contrary to expectation, however, even after controlling for student attitudes toward deviance and peer reactions to deviance, the initially large difference between the two samples in student deviance remained significant. This was at least partly because, in Japan, compared with the United States, peer reactions and student attitudes had significantly less influence on student deviance.
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Reys, Robert E., Barbara J. Reys, Nobuhiko Nohda, Junichi Ishida, Shigeo Yoshikawa und Katsuhiko Shimizu. „Computational Estimation Performance and Strategies used by Fifth- and Eighth-Grade Japanese Students“. Journal for Research in Mathematics Education 22, Nr. 1 (Januar 1991): 39–58. http://dx.doi.org/10.5951/jresematheduc.22.1.0039.
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Four hundred and sixty-six fifth- and eighth-grade Japanese students were administered a computational estimation test. The fifth-grade mean was 7.39 and the eighth-grade mean was 11.15 on the 39-item open-ended test. Interviews with 21 students who had scored in the top 5% revealed that the Japanese students employed the three general cognitive processes outlined in a theoretical model based on interviews with United States students: reformulation, translation, and compensation. They also used many of the same strategies (front-end, compatible numbers, flexible rounding) utilized by American students. Few of the Japanese students could recall being taught to estimate in school. Japanese students demonstrated a greater degree of mental computation ability than American students, less frequently made order-of-magnitude errors, and were more reluctant to accept error. Japanese students tended to apply algorithmic computational procedures. Their tendency to use paper-and-pencil procedures mentally often interfered with the estimation process.
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Neuliep, James W., Michelle Chaudoir und James C. McCroskey. „A cross‐cultural comparison of ethnocentrism among Japanese and United States college students“. Communication Research Reports 18, Nr. 2 (März 2001): 137–46. http://dx.doi.org/10.1080/08824090109384791.
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Baron, Martin R., und Yoshinori Matsuyama. „Symptoms of Depression and Psychological Distress in United States and Japanese College Students“. Journal of Social Psychology 128, Nr. 6 (Dezember 1988): 803–16. http://dx.doi.org/10.1080/00224545.1988.9924558.
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Houston, John M., Paul B. Harris, Robert Moore, Rebecca Brummett und Hideki Kametani. „Competitiveness among Japanese, Chinese, and American Undergraduate Students“. Psychological Reports 97, Nr. 1 (August 2005): 205–12. http://dx.doi.org/10.2466/pr0.97.1.205-212.
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Although research indicates that competitiveness, defined as the desire to win in interpersonal situations, is an important individual difference that influences a range of social interactions, little research has focused on competitiveness in cultures outside the United States. This study investigated competitiveness in three cultures by comparing Chinese ( n = 61), Japanese ( n = 232), and American ( n = 161) undergraduate college students. Nationality and sex were compared on two scales of the revised Competitiveness Index. Analysis indicated that American students scored higher on Enjoyment of Competitiveness than Chinese and Japanese students, but no difference was found on Contentiousness. Men scored higher than women on Enjoyment of Competition but not on Contentiousness. The findings indicate that sex and cultural patterns influence some but not all aspects of competitiveness.
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Crystal, David S., Kazuo Kato, Sheryl Olson und Hirozumi Watanabe. „Attitudes Towards Self-change: A Comparison of Japanese and American University Students“. International Journal of Behavioral Development 18, Nr. 4 (Dezember 1995): 577–93. http://dx.doi.org/10.1177/016502549501800401.
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This study examined attitudes related to the possibility of changing cognitions and behaviours among samples of college students in the United States and Japan. Students were asked to identify three things about themselves that they wanted to change, the method they would use to effect these changes, how difficult they thought making such changes would be, and how much they desired to make the changes. Japanese and US students differed significantly in the frequency with which they mentioned all seven aspects of the self that were targeted for change. Students in the United States expressed a desire to improve their sociability, academic achievement and cognitive abilities, physical appearance, and sense of individuality. Students in Japan were most concerned about enhancing their relationships with others, self-control and motivation, and ability to manage practical affairs. In addition, US respondents were more likely than their Japanese counterparts to use behaviour-oriented strategies, to believe it was easy to make self-changes, and to indicate a strong desire to improve the self. The findings are discussed in the context of theories describing different cultural construals of self, and of empirical research on differences between collectivistic and individualistic cultures.
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Kambara, Hitomi, und Yu-Cheng Lin. „Differences in Reading Motivation Between American and Japanese Students“. Journal of Literacy Research 53, Nr. 3 (08.08.2021): 361–81. http://dx.doi.org/10.1177/1086296x211030455.
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This cross-cultural study investigated country and gender differences among American (U.S.A.) and Japanese students’ reading motivation. Fourth-grade students (94 from the United States and 102 from Japan) were administered a reading motivation questionnaire. Study results indicated American students had higher reading motivation than Japanese students on most dimensions, including Self-Efficacy, Challenges, Curiosity, Importance, Involvement, Recognition, Grades, Competition, and Social. We found that culture may impact students’ reading motivation and discuss how individualistic and collectivistic cultures influence students’ reading motivation. Contrasting with the existing research, this study did not show any significant gender differences in reading motivation across the two countries. The null effect of gender needs to be re-examined in future studies.
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Horvath, Patricia J. „A Look at the Second International Mathematics Study Results in the U.S.A. and Japan“. Mathematics Teacher 80, Nr. 5 (Mai 1987): 359–68. http://dx.doi.org/10.5951/mt.80.5.0359.
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Japanese results from the Second International Mathematics Study (SIMS) for first-year middle school and third-year high school students appeared in Septemher 1981 under the title Chuugakkoo-Kookoo no Suugaku no Seiseki (Mathematics Achievement of Middle and High School Students). United States' results for SIMS for the eighth and twelfth graders appeared, respectively, in the April 1985 editions of the Arithmetic Teacher and Mathematics Teacher (McKnight and Travers 1985a, 1985b). More detailed results were available in a report entitled Second International Mathematics Study Summary Report for the United States of January 1985. Given the current state of thinking and interest on both sides of the Pacific in mathematics achievement, a look at some of the results for Japan in comparison with those of the United States is very timely.
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Shoji, Shinichi, und Noriko Okura. „A Collaborative Online Learning Activity (COIL) Between Japan and United States of America on Culture and Language Studies“. Journal of Language Teaching and Research 15, Nr. 1 (31.12.2023): 9–15. http://dx.doi.org/10.17507/jltr.1501.02.
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This paper reports on the outcomes of a Collaborative Online International Learning Activity (COIL), conducted between a Japanese and an American university. Both schools gave their students a total of eight weeks of activity. Sixty students from two institutions participated in this study. During each week, students received various cultural topics to discuss, and students from both schools exchanged opinions on Zoom. The Social Networking Approach (SNA) (“3x3+3”) was used to assess students’ competencies: the three content realms contain (1) linguistic; (2) cultural; and (3) global social domains, and within each of these three domains, three different skills: (i) “Can Understand”; (ii) “Can Do”; (iii) “Can Connect”, that need to be developed in language education. Our findings show that Zoom Talk provided a positive experience for the students by facilitating connectivity among the participants. However, Japanese students were more confident in their “can understand” than “can do” skills whereas the American data was entirely positive, making determination difficult.
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Izumi, Hideyuki, und Masaaki Tsuruike. „Portability of United States Athletic Training Education in an International Setting“. Athletic Training Education Journal 13, Nr. 1 (01.01.2018): 33–41. http://dx.doi.org/10.4085/130133.
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Context: United States-educated athletic trainers (ATs) are expected to have more opportunities in the international environment as the number of mutual recognition agreements grows. However, no information is available from existing studies regarding the portability of current US athletic training education in an international environment. Objective: To determine if there are differences in the practices and perceptions of ATs' tasks between US-educated Japanese ATs and Japan-educated Japanese ATs. Design: Cross-sectional study. Setting: Analysis of secondary datasets from the Global Practice Analysis Survey. Patients or Other Participants: Two hundred seventeen Japanese ATs in Japan, of whom 34 were educated in the United States and 183 completed the required coursework to be certified by Japan Sports Association. Main Outcome Measure(s): Fisher exact tests were used (P < .05) to determine the difference in each of 24 task ratings in terms of the criticality, importance, and frequency dimensions between the 2 groups. Further, Spearman's ranked correlation, in which rankings were based on the average score of 4-point Likert scales (P < .05), were used to compare priorities regarding the 24 tasks between the 2 groups. Results: Differences were identified for only 2 tasks among 72 (24 tasks for 3 dimensions) in task-level evaluations. The correlation coefficients were as follows: criticality = 0.92 (P < .01), importance = 0.93 (P < .01), and frequency = 0.92 (P < .01). Conclusions: There were negligible differences in the practice patterns and perceptions between those trained in Japan and those who were US trained, indicating that US athletic training education prepares Japanese students well to work in Japan and may be portable internationally.
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Stevenson, Harold W., Chuansheng Chen und Shinying Lee. „Motivation and Achievement of Gifted Children in East Asia and the United States“. Journal for the Education of the Gifted 16, Nr. 3 (April 1993): 223–50. http://dx.doi.org/10.1177/016235329301600302.
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Analyses were conducted of data from 5 studies related to the academic achievement and cognitive abilities of students in Japan, Taiwan, Mainland China, and the United States. Cross-sectional and longitudinal data were available for students in kindergarten and grades 1, 5, and 11. The analyses compared the top 10 percent of students with the 10 percent of the students whose scores clustered most closely to the average on (a) tests of cognitive ability and then on (b) tests of mathematics achievement. The high ability students in Asian samples outperformed high ability American students in mathematics at grade level 1, 5, and 11 but not in reading. Parents of high ability students in the United States had a higher opinion of their children's ability and performance than did Japanese parents of high ability students. Many factors related to high ability and/or to high achievement are discussed, including mothers' and students'evaluations of the students' abilities and personality characteristics, attributional beliefs, sources of motivation, psychological well-being, and demographic factors. The relation of cognitive ability to academic achievement is also discussed.
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Viswat, Linda, und Junko Kobayashi. „Negotiation Styles - Similarities and Differences between American and Japanese University Students -“. Journal of Intercultural Communication 12, Nr. 1 (10.03.2012): 1–11. http://dx.doi.org/10.36923/jicc.v12i1.592.
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This paper discusses similarities and differences in negotiation styles between Americans and Japanese based on the results of questionnaires administered to 96 students in the United States and 102 students in Japan. Both in negotiations with a family member or a friend and in a business context, universal factors and those specific to American and Japanese cultures are identified. Although the essence of negotiation is universal, Americans and Japanese need to acquire different abilities in order to foster give-and-take relationships that will benefit both parties. It is essential for Americans to acquire the abilities: to listen attentively to what the other person says, and display a willingness to compromise by controlling emotions. On the other hand, it is indispensable for Japanese to acquire the abilities: to utilize logic and reasoning, and help others recognize points of disagreement by expressing their opinions clearly.
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Stephens, Tamara, Akiko Kamimura, Niwako Yamawaki, Haimanti Bhattacharya, Wenjing Mo, Ryan Birkholz, Angie Makomenaw und Lenora M. Olson. „Rape Myth Acceptance Among College Students in the United States, Japan, and India“. SAGE Open 6, Nr. 4 (Oktober 2016): 215824401667501. http://dx.doi.org/10.1177/2158244016675015.
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Rape myth acceptance is an important determinant of sexual assault behaviors. This study explored country and gender differences in rape myth acceptance among undergraduate students in the United States, Japan, and India. Male and female college students ( N = 637) in these three countries participated in a self-administered survey in the fall of 2012 (the United States, n = 206; Japan, n = 215; and India, n = 216). The order of the countries arranged in increasing order of likelihood of disbelieving rape claim was as follows: the United States, Japan, and India. U.S. and Japanese students were less likely to disbelieve rape claims ( p < .01) while U.S. students also were less likely to believe that victims are responsible for rape ( p < .01). Overall, female participants were less likely to believe in the rape myth acceptance, disbelief of rape claim and victims are responsible for rape ( p < .05). Acceptance of rape myth also varied by whether a participant knew about an organization or who do not believe they would seek help for sexual assault. Non-help seeking is associated with rape myth acceptance. This study, which used the same survey and data collection methods, provides comparative information on rape myth acceptance among college students in the United States, Japan, and India, which is not otherwise available, and contributes to providing fundamental knowledge to develop country-specific prevention programs.
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VAN HOUWELINGEN, PEPIJN. „Societal pessimism in Japan, the United States, and The Netherlands“. Japanese Journal of Political Science 17, Nr. 3 (12.08.2016): 427–50. http://dx.doi.org/10.1017/s1468109916000177.
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AbstractThis paper starts out with a theoretical argument, based on panel data, that public mood in general and societal pessimism in particular should be measured from an explicitly temporal perspective. Next, based on a survey among more than 200 Japanese students and a wide array of existing (longitudinal) data sources in three different languages and covering several decades it is shown that public mood in three quite different countries – first and foremost Japan, but also the United States and The Netherlands – is quite apprehensive. In all these three countries societal pessimism can be observed during the past quarter century. Finally, utilizing a MDSD approach a few possible tentative explanations for this observed pessimism are sought.
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Oliver, Diane E. „Improving Services for International Students by Understanding Differences Between Japanese and United States Culture and Educational Systems“. NACADA Journal 19, Nr. 1 (01.03.1999): 22–28. http://dx.doi.org/10.12930/0271-9517-19.1.22.
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This article is presented to help advisors gain a better understanding of international students; specific emphasis is given to students who have received their secondary education in Japan. Major topics covered are a) differences between the Japanese and U.S. educational systems, b) the complexities of cross-cultural communications, and c) universal concepts in adolescent development. Problems experienced by international students attending U.S. institutions of higher education often fall into at least one of these areas.
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Kato, Fumie. „Innovations in Integrating Language Assistants: Inter-Collaborative Learning“. Journal of Language and Education 4, Nr. 4 (31.12.2018): 54–62. http://dx.doi.org/10.17323/2411-7390-2018-4-4-54-62.
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A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.
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Kato, Fumie. „Innovations in Integrating Language Assistants: Inter-Collaborative Learning“. Journal of Language and Education 4, Nr. 4 (31.12.2018): 88–96. http://dx.doi.org/10.17323/2411-7390-2018-4-4-88-96.
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A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.
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Kurebayashi, Koichi, Lesa Hoffman, Carey S. Ryan und Aya Murayama. „Japanese and American Perceptions of Group Entitativity and Autonomy“. Journal of Cross-Cultural Psychology 43, Nr. 2 (15.12.2010): 349–64. http://dx.doi.org/10.1177/0022022110388566.
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The authors examined cross-cultural differences in the relationships of essence and dynamic group properties to perceived group entitativity (i.e., perceived “groupiness”) and the influence of entitativity, essence properties, and dynamic properties on group autonomy beliefs. American and Japanese college students completed questionnaires that assessed perceptions of essence properties (e.g., similarities in group members’ physical and personality traits), dynamic properties (e.g., common goals and outcomes), entitativity, and autonomy for nine target groups. Multilevel analyses indicated that essence and dynamic properties predicted entitativity among both Americans and Japanese. However, between-person effects indicated that essence properties more strongly predicted entitativity in the United States than in Japan, whereas within-person effects indicated that dynamic properties more strongly predicted entitativity in Japan. Finally, dynamic properties and entitativity were independently associated with group autonomy and their effects were stronger when essence properties were high. However, as expected, these autonomy relationships were only evident in the United States.
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drum, duskin. „Surprising Pedagogy through Japanese Anime“. (Re)sounding Bodies East and West: Embodied Engagements with Japanese Traditions 10, Nr. 1 (09.04.2024): 94–106. http://dx.doi.org/10.7202/1110555ar.
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<p>At the intersection of embodiment, education, and anime, this essay describes how transcultural classroom encounters with anime can pollinate changes in ecological self-conceptions and thus embodiment. Using examples from teaching with anime in Russia and the United States, I describe how interpretive encounters shifted students’ ecological self-sense and conceptualization of embodiment. In the classroom, anime acted as an interpretive device for teaching contemporary thought about ecology, technology, microbes, animal-human figures, interconnection, and interdependence. I present evidence of oddly successful encounters between local Japanese cultural/embodied contexts of anime and its partial connections to globally shared human ecological and technological situations. In these transcultural encounters, the Japanese anime pollinate and germinate material and conceptual possibilities that are incipient for the students but not easily possibly with outside pollination.</p>
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Hu, Wenrui. „Comparative Analysis of American and Japanese Educational Models“. Lecture Notes in Education Psychology and Public Media 36, Nr. 1 (15.01.2024): 176–81. http://dx.doi.org/10.54254/2753-7048/36/20240455.
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Different countries have their own unique culture. The education for cultivating future talents is largely influenced by their own culture. This paper aims to excavate the influence that is affected by the culture of the Japanese educational model and the American educational model respectively on Hofstedes cultural dimensions theory. The main tool used in this paper is a website called country comparison tool which can select two different countries to make a comparison in cultural dimensions. This paper compares collectivism and individualism in American and Japanese education. Using the method of literature research and comparative research method, the similarities and differences in education between the United States and Japan are shown from the comparison of students textbooks, cram schools, educational philosophies, etc. The result shows that compared with the United States, Japan is a country that proposes collectivism obviously. However, this is not an invariable conclusion since global change is prevailing right now. American educational mode is embedded in collectivism to a certain extent while Japan has the same trend which is leaning toward individualism.
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Charlebois, Justin. „Community of Practice Involvement Obligations.“ Journal of Intercultural Communication 6, Nr. 2 (30.09.2006): 1–15. http://dx.doi.org/10.36923/jicc.v6i2.423.
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One way of studying group involvement is through the paradigm of communities of practice (CofP) (Lave 1988, Lave & Wenger 1991). Students on university campuses are simultaneously members of various CofPs. This article investigates the CofPs Japanese students were involved in while studying in the United States. It found that the whole notion of CofP involvement is framed (Bateson 1972; Tannen & Wallet 1993) differently by Japanese. Specifically, the Japanese frame for attendance obligations and appropriate behavior is tighter (Goffman 1963) than that of their American counterparts. The results of this study suggest that what constitutes good demeanor is different in both societies and highlights the cultural relativity of frames regarding community of practice involvement. (community of practice, frame, obligations, expectations, deference, demeanor, tightness, looseness, giri, ninjo,omote, soto, uchi, ura).
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Charlebois, Justine. „Cross-Cultural Representations of Hegemonic Masculinity in Shall we Dance“. Journal of Intercultural Communication 9, Nr. 1 (10.03.2009): 1–15. http://dx.doi.org/10.36923/jicc.v9i1.472.
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One way of studying group involvement is through the paradigm of communities of practice (CofP) (Lave 1988, Lave & Wenger 1991). Students on university campuses are simultaneously members of various CofPs. This article investigates the CofPs Japanese students were involved in while studying in the United States. It found that the whole notion of CofP involvement is framed (Bateson 1972; Tannen & Wallet 1993) differently by Japanese. Specifically, the Japanese frame for attendance obligations and appropriate behavior is tighter (Goffman 1963) than that of their American counterparts. The results of this study suggest that what constitutes good demeanor is different in both societies and highlights the cultural relativity of frames regarding community of practice involvement. (community of practice, frame, obligations, expectations, deference, demeanor, tightness, looseness, giri, ninjo,omote, soto, uchi, ura).
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Madsen, Harold. „Evaluating A Computer-Adaptive ESL Placement Test“. CALICO Journal 4, Nr. 2 (14.01.2013): 41–50. http://dx.doi.org/10.1558/cj.v4i2.41-50.
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The purpose of this article is to evaluate one of the first operational computerized-adaptive ESL tests in the United States. Utilizing an item bank of 300 grammar and reading items, the CALT exam was administered to 72 foreign students and later to 42 FL students; subjects also responded to a questionnaire. Results showed an overwhelmingly positive reaction to the computerized tests, but significant negative reaction by most Japanese students. In addition, the CALT was far more efficient than conventional paper and pencil tests.
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Robinson, Greg. „The Debate Over Japanese Immigration: The View from France“. Prospects 30 (Oktober 2005): 539–80. http://dx.doi.org/10.1017/s0361233300002179.
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The story of the Issei — the 100,000 Japanese immigrants who traveled to Hawaii and the United States during the turn of the 20th century — is an epic of survival amid hardship. Through the efforts of labor contractors backed by the Japanese consulate, the majority of the newcomers were recruited to undertake heavy labor on Hawaiian plantations. Others settled on the mainland, predominantly on the nation's Pacific Coast, where they worked as farmers, fishermen, railroad workers, and agricultural laborers. Smaller contingents of students, artists, and professionals also crossed the ocean and scattered through the United States. As the immigrants became established, many brought over “picture bride” wives and started families. Through careful saving of wages and communal self-help, numerous immigrant laborers bought farms and established small businesses, churches, and community institutions. At the same time, they were victimized by widespread racial prejudice and discriminatory legislation. Like other Asian immigrants, they were barred from naturalization by federal law, and therefore from voting, and in many states the Issei were forbidden to marry whites or to practice certain professions. In Hawaii, the white planter class limited educational opportunity and kept Issei in menial labor positions. On the West Coast, white laborers and political leaders, who rigidly excluded Asian workers from unions, organized movements to exclude the Issei from residence on the grounds that they depressed wage scales through their willingness to work for lower pay. Following the “Gentlemen's Agreement” of 1907–8, the entry of Japanese laborers into the country was largely restricted. Shortly thereafter, in response to demands by white farmers enraged by competition from their Issei counterparts, California and neighboring states enacted alien land acts, which forbade all Japanese and other “immigrants ineligible to citizenship” from owning agricultural land. As a result, the Issei were forced to take short-term leases on land or to put their holdings in the names of white colleagues or of their own children, the Nisei (American-born citizens of Japanese ancestry). Exclusionist pressure, founded on nativist opposition to the alleged racial danger posed by the Issei to the American population, flared up again following World War I and climaxed in the Immigration Act of 1924, which outlawed all Japanese immigration to the United States.
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Ishikura, Yukiko, und Tatsuo Kawashima. „Admissions in Japanese National Universities: The Need for Change“. International Higher Education, Nr. 92 (14.01.2018): 25. http://dx.doi.org/10.6017/ihe.2018.92.10043.
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Higher education institutions have undergone significant changes concerning college admissions. Leading countries for higher education, such as the United Kingdom and the United States, as well as countries in Asia such as China, Korea, and Taiwan are making changes to their higher education systems. There is also a call for change in college admissions in Japan. Japanese universities, especially national universities, have heavily relied on test scores for student selection. However, universities are currently shifting theircollege admissions processes toward a holistic review approach. This involves making admission decisions by assessing not only academic achievements, but also students’ backgrounds, personal experience, and potential. This task was initiated by the government in response to the changing concepts of knowledge and fairness, as well as the perceived desirability of attracting students with diverse educational backgrounds. For higher education institutions both in Japan and abroad, college admission reforms become a necessary process. Japan, where the government has the most power for making decisions, offers other countriespriceless lessons about how top-down education/admission reforms are implemented or impeded.
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Ishikura, Yukiko, und Tatsuo Kawashima. „Admissions in Japanese National Universities: The Need for Change“. International Higher Education, Nr. 92 (14.01.2018): 25–27. http://dx.doi.org/10.6017/ihe.2018.92.10287.
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Higher education institutions have undergone significant changes concerning college admissions. Leading countries for higher education, such as the United Kingdom and the United States, as well as countries in Asia such as China, Korea, and Taiwan are making changes to their higher education systems. There is also a call for change in college admissions in Japan. Japanese universities, especially national universities, have heavily relied on test scores for student selection. However, universities are currently shifting theircollege admissions processes toward a holistic review approach. This involves making admission decisions by assessing not only academic achievements, but also students’ backgrounds, personal experience, and potential. This task was initiated by the government in response to the changing concepts of knowledge and fairness, as well as the perceived desirability of attracting students with diverse educational backgrounds. For higher education institutions both in Japan and abroad, college admission reforms become a necessary process. Japan, where the government has the most power for making decisions, offers other countriespriceless lessons about how top-down education/admission reforms are implemented or impeded.
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Aoki, Eiichi, und Jeffrey R. Henig. „Mayoral Control and School Superintendents: Lessons from Japan“. Teachers College Record: The Voice of Scholarship in Education 124, Nr. 9 (September 2022): 175–98. http://dx.doi.org/10.1177/01614681221134761.
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Background/Context: Since the early 1990s, the United States has been witnessing reforms in large, high-visibility cities, with mayors granted the power to appoint school boards, superintendents, or both. This shift away from elected school board governance has been characterized as marginalizing traditional educators and ushering in reforms that traditional educators oppose. On the other hand, Japan’s experience with mayoral control of schools is nationwide and longer-lived. In 1956, mayors were given authority to appoint members of the school board, and in 2015 they were given further authority to appoint school superintendents. Purpose/Objective/Research Question/Focus of Study: This study analyzes whether Japanese mayors appoint superintendents whose backgrounds make them likely to challenge the education establishment and introduce dramatic educational reforms. We provide some early evidence on how mayors have been using their new powers and how they interact with the superintendents they select. Research Design: We used data from nationwide surveys conducted by the Japanese government to map the broad pattern of superintendent characteristics over time as well as for a sampling framework to identify and select a smaller number of superintendents to be interviewed for obtaining in-depth information. Semistructured interviews of six superintendents were conducted to delve more deeply into the relationship between mayors and superintendents, and the communication between the superintendents and the school board members in Japan. To triangulate the interview data, transcripts of school board meetings, city council meetings, election bulletins (official campaign manifestos), demographic data, and national test scores of students were collected from 2015 to 2019. Conclusions/Recommendations: We identified important differences between the United States and Japan. Rather than aligning with the reform-oriented mayors against school boards and education bureaucracies, the Japanese mayor-appointed superintendents act as mediators between the mayors and the school boards. The difference may be that, in the United States, only mayors who sought mayoral control had the right to appoint school superintendents, whereas in Japan the national government gave all mayors the right to appoint superintendents, regardless of the political context.
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Keith, Kenneth D., Makoto Yamamoto, Noriko Okita und Robert L. Schalock. „CROSS-CULTURAL QUALITY OF LIFE: JAPANESE AND AMERICAN COLLEGE STUDENTS“. Social Behavior and Personality: an international journal 23, Nr. 2 (01.01.1995): 163–70. http://dx.doi.org/10.2224/sbp.1995.23.2.163.
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The Quality of Student Life Questionnaire (QSLQ) was used to collect data on 946 students in eight colleges and universities in Japan and the United States. A series of 2 × 2 × 2 analyses of variance on total scores and four factors (Sa tisfaction, Competence/Productivity, Independence, and Social Belonging) were completed, comparing scores by gender, type of school (four-year vs. two-year) and nationality.For total quality of life scores, main effects were found for country (American scores were higher) and type of school (scores were higher for four-year colleges). Analysis of factor scores showed main effects for country (higher scores for American students) on all factors except Independence. These results are discussed in the context of differing cultural values and assumptions. Japanese and American views vary considerably, for example, on such issues as individuality, the role of groups, and perception of self. These differences must be considered in interpretation of cross-cultural findings.
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SHIOZAKI, Satoshi. „Critical Reading of Autobiographies of the Japanese Students Studying in the United States During Meiji Era“. Historical English Studies in Japan, Nr. 34 (2001): 1–11. http://dx.doi.org/10.5024/jeigakushi.2002.1.
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Kunieda, Mari. „Umeko Tsuda: a Pioneer in Higher Education for Women in Japan“. Espacio, Tiempo y Educación 7, Nr. 2 (07.07.2020): 29–45. http://dx.doi.org/10.14516/ete.313.
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This article explores the life and achievements of Umeko Tsuda, who played a pioneering role in higher education for women in Japan in the early twentieth century. In 1871, the Japanese government sent five girls to the United States to study. They were expected to become models for Japanese women when they returned. Six-year-old Umeko Tsuda was the youngest among them, and she remained in the United States for eleven years until she had graduated from high school. We trace her steps historically in order to highlight the experiences which drove her to work to raise women’s status in Japan. The first biography of her, by Toshikazu Yoshikawa, was reviewed by Umeko herself, and in the years since other researchers have analysed Umeko’s life from various viewpoints. Umeko’s writings, speeches, and correspondence with her American host family and friends also reveal her thoughts. As an early female returnee, Umeko developed her ideas of what schools for women should be like. With the moral and financial support of close American and Japanese friends, Umeko started her ideal school in 1900 with only ten students. This Tokyo school was the first private institution for higher education for women in Japan. Thus, Umeko’s determination to help Japanese women become more educated and happier was the foundation of Tsuda University, now offering BAs, MAs, and PhDs in a variety of programmes in Tokyo.
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Lee, sang-won. „The base country Japan’s aid diplomacy to Vietnam“. Korean Association of Regional Sociology 23, Nr. 3 (31.12.2022): 183–98. http://dx.doi.org/10.35175/krs.2022.23.3.183.
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After the war, Japan laid the groundwork for the establishment of the ideology of a “peaceful state” by stipulating the renunciation of war in Article 9 of the Constitution. However, a contradictory situation arises when Japan assumes the role of a rear base for US warfare during the Korean War and Vietnam War. In other words, the concept of a ‘peace state’ was a ‘base state’ that entrusted Japan’s security guarantees to American-style diplomacy. Japan gained enormous benefits from the special effects of the Korean War, accounting for 63% of Japan’s exports at the time. On the other hand, the Vietnam War accounted for only 7-8% of Japan's exports, even including direct and indirect impacts, and there was no economic gain as much as in the Korean War. However, due to the Vietnam War, some countries in Southeast Asia, including Korea, have been on the trajectory of economic development, and Considering the structure of the international environment that has supported Japan’s rapid economic growth and economic development, the impact of the Vietnam War was much greater than expected. The Vietnam War is generally evaluated by Japanese as ‘Fire Across the Sea’, and in the discussion surrounding Japan’s role, it is pointed out it is a ‘participant in the aggression’. From the point of view of the Japanese people who regard Japan as a “peace country” and the Japanese people who have accepted democracy as a national identity, it has become natural for Japan to oppose the US war in Vietnam. Therefore, during the Vietnam War, citizens and students each participated in the nonviolent anti-war movement called Bepyongryeon (Peace in Vietnam! Citizens’ Union) and the ‘Zenkyoto Battle’ movement, which was organized around the students of the new left, in connection with the movement developed with the residents around the base, and Civil society began to be embraced. In this paper, we try to explore the form of the Japanese government's aid to Vietnam in this social awareness. In this paper, I try to explore the form of the Japanese government’s aid to Vietnam in this social awareness. In particular, in accordance with the mandatory implementation of the U.S.-Japan security treaty, the Japanese government provided a base to the United States and played a role in the Vietnam War and at the same time engaged in aid diplomacy. I think it will be meaningful to review and explore the direction of aid diplomacy through characteristics.
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Kataoka, Hiroko C. „A Pilot Study of Japanese Language Students at Three State Universities in the United States: Implications for Japanese Language Teaching Policy“. Journal of the Association of Teachers of Japanese 20, Nr. 2 (November 1986): 179. http://dx.doi.org/10.2307/488989.
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Azuma, Eiichiro. „“The Pacific Era Has Arrived”: Transnational Education among Japanese Americans, 1932–1941“. History of Education Quarterly 43, Nr. 1 (2003): 39–73. http://dx.doi.org/10.1111/j.1748-5959.2003.tb00114.x.
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Looking back on the two years at Keisen Girls' School, I am so grateful for the opportunity to have been able to study here…. Our teachers have taught us that it was mistaken if we simply aspired to mimic the ways of Japanese woman. Cognizant of our special position as Americans of Japanese ancestry, we must instead strive to promote the U.S.-Japan friendship. Furthermore, we must adapt the merits of the Japanese spirit [that we have acquired here] to our Americanism. Back in the United States, we will dedicate ourselves to the good of our own society as best possible citizens, cooperating with Americans of other races and learning from each other…. Such is the mission of the Nisei as a bridge between Japan and the United States—one that we have come to appreciate [through our schooling in Japan].Just about two years before Pearl Harbor, a young Japanese American woman took this pledge to herself when she completed a special study program in Tokyo, Japan. Although the shadow of war loomed increasingly over the Pacific, thousands of American-born Japanese (Nisei) youth like her flocked to their parents' native land during the 1930s to pursue cultural and language learning, as well as formal secondary and higher education. In any given year following 1932, an estimated 1,500 young Nisei students from North America resided in Tokyo and other urban areas of Japan. Often referred to as Kibei after returning to their native land, these young women and men attempted to embrace their ethnic heritage and identity during their sojourn in Japan with the support of Japanese educators.
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Heuser, Linda. „Service-Learning as a Pedagogy to Promote the Content, Cross-Cultural, and Language-Learning of ESL Students“. TESL Canada Journal 17, Nr. 1 (26.10.1999): 54. http://dx.doi.org/10.18806/tesl.v17i1.880.
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This article describes the incorporation of service-learning in a sheltered-content course called American Society for Japanese college sophomores studying in the United States. By engaging students in activities designed to address community needs, service-learning holds great promise for furthering cognitive knowledge, cross-cultural awareness, and language competences. After profiling the academic program, a definition of service-learning is provided along with a review of the preparatory steps leading to a weekend of service. The exercises developed to help students make sense of their firsthand experiences and a critique of this instructional activity round out this discussion.
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Jackson, Todd, Shannon R. Flaherty und Robert Kosuth. „Culture and Self-Presentation as Predictors of Shyness among Japanese and American Female College Students“. Perceptual and Motor Skills 90, Nr. 2 (April 2000): 475–82. http://dx.doi.org/10.2466/pms.2000.90.2.475.
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Self-presentation theories of shyness have been supported in North American samples but have not been evaluated cross-culturally. This study examined the relative influence of cultural and psychological variables on self-reported shyness among Japanese and American college students. 35 female Japanese-born and 47 United States-born Euro-American female students completed the Shyness Scale, Rosenberg Self-esteem Scale, Interpersonal Competence Questionnaire, Sensitivity to Rejection Scale, and Individualism–Collectivism Scale, and a demographic data sheet. After statistically controlling for Individualism–Collectivism, psychological measures, especially perceived interpersonal competence and sensitivity to rejection, combined for Adjusted R2 =.32 in shyness. Findings suggest that similar factors are central to experiences of shyness for both samples. Researchers should assess the stability of such findings in larger, heterogeneous samples and evaluate whether treatment strategies that reduce expectations of rejection and increase perceived interpersonal competence have comparable efficacy in reducing shyness across cultures.
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Haneda, Mari, und Gumiko Monobe. „Bilingual and biliteracy practices“. Journal of Asian Pacific Communication 19, Nr. 1 (06.03.2009): 7–29. http://dx.doi.org/10.1075/japc.19.1.02han.
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In this paper, we report the findings of our qualitative inquiry conducted with two male and two female sojourner students in their early teens living in the United States. Sojourner students, an under-researched population in literacy studies, refers to expatriate children who reside and study abroad for a number of years because of their parents’ jobs and who anticipate eventual return to their home country. Our participants were Japanese sojourner students. Drawing on multiple sources of data, including the students’ literacy logs that documented their reading and writing activities in Japanese and English, interview transcripts, and literacy artifacts, we investigated what kind of literacy practices they engaged in outside school and what developing bilingual and biliterate competences meant to them as individuals. Our findings indicate that (a) although the four students spent much time on academic literacy in Japanese and English outside school, they also had active literate lives of their own; and (b) gender affected not only how they perceived their competencies in the two languages but also how they allocated their time outside school to engage in literacy practices in each language. While there is little investigation of this student population from the perspective of gender, we suggest that it is an important issue to take into account in future research.
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Fukasawa, Emi. „Changes in Speech Acts During Study Abroad Programs: Japanese Students Studying in the United States and Australia“. JALT Journal 41, Nr. 2 (01.11.2019): 105. http://dx.doi.org/10.37546/jaltjj41.2-1.
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This paper details an exploration into changes in speech acts and interactions in English (i.e., requests and refusals) in nonclassroom interactions before and after study abroad programs. I transcribed role-plays of two Japanese students before and after they completed study abroad programs in the United States and Australia, carried out periodic online interviews during their stays overseas, and conducted follow-up interviews once they returned to Japan. The results show that changes in the use of expressions occurred for three reasons: 1) input-initiated changes from noticing form–meaning–function relationships, 2) instruction-initiated changes, and 3) output-initiated changes. Because some of the changes were problematic and led to misunderstandings or impoliteness, I conclude that learning from natural input alone is not sufficient to learn how to navigate between function and situation. Therefore, the results suggest that explicit feedback and instructions in classrooms are important before and during study abroad programs. 本論文は留学前後の教室外のインタラクションにおける、英語での発話行為（依頼と断り）とインタラクションの変化を探る。アメリカとオーストラリアへ留学前後の2名の日本人学生のロールプレイを書き起こし、留学中に定期的なオンラインインタビューを実施し、帰国後にフォローアップインタビューを行った。その結果、言語使用の変化には3つの理由があることが示された：1）表現形式・意味・機能の気づきから起こるインプットによる変化、2）指導による変化、3）アウトプットによる変化である。これらの変化の中には誤解や失礼さを招くという問題も見られることから、機能と状況のバランスの取り方を学ぶためには自然なインプットだけでは不十分であると言える。したがって、本研究の結果は留学前と留学中に教室での明示的なフィードバックと指導が重要であることを示唆し
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Moseley, Bryan, und Yukari Okamoto. „In My Opinion: Making it Accessible: What U.S. Teachers Should Know about Japanese Mathematics Teaching and Schooling“. Teaching Children Mathematics 14, Nr. 7 (März 2008): 387–88. http://dx.doi.org/10.5951/tcm.14.7.0387.
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Much research has been conducted comparing education in the United States with education in Asian nations, such as Japan, but just how much of this research has been of real use to teachers in the United States? We believe that despite the significant amount of impressive research that has been done analyzing Japanese teaching practices, the manner in which these important findings have been reported to teachers has been largely ineffective. This is unfortunate, because one of the unique strengths of crossnational research is that it provides intact working models of successful practices. Japan is particularly important in this respect because, in many ways, it represents one of the most successful models of constructivist mathematics teaching in the world. We believe that this information is not pursued by U.S. teachers for two general reasons. First, research studies frequently couch results in terms of U.S. deficits. Although we believe these results to be accurate and important, it is difficult for teachers in the United States to compare themselves to teachers in Japan when much of the research that is available makes the persistent lament that U.S. teachers and their students are underachievers. Second, we believe that although important differences exist between Japanese and U.S. school systems (e.g., length of the school year, total time spent on mathematics), the truth is that teachers in both nations have a great deal to learn from each other in terms of the successful practices they use. An unfortunate consequence of the focus on test scores is that school system differences have been mistakenly conflated with teaching practices. This has led to the propagation of several myths about Japanese practices that U.S. teachers tend to cite as evidence of the unsuitability of Japanese practices for U.S. classrooms. We believe that U.S. teachers should separate differences in school systems from differences in teaching practices that could be beneficial to teachers in both nations.
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Matsuo, Hirokazu, Takuya Tsukamoto, Haruka Kasahara, Kohei Funasaki, Ryu Sakamoto und Motohiro Fujino. „Japanese international student-athletes’ adjustment experience at the National Collegiate Athletic Association“. F1000Research 11 (08.12.2022): 1455. http://dx.doi.org/10.12688/f1000research.124788.1.
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Currently, the number of International-Student Athletes (ISAs) in the National Collegiate Athletic Association (NCAA) is increasing over time and Japan is the biggest market for recruiting in Asia. Whereas international students are playing an increasingly important role in the NCAA, several studies have reported that ISAs face challenges in adjusting to their dual identities as students and athletes at universities in the US. Furthermore, it has been cleared Asian students studying at US universities have some challenges because of cultural and linguistic differences. However, it remains unclear whether the difficulties experienced by Japanese ISAs are the same as or different to the adjustment-related challenges experienced by other ISAs or Asian students. The purpose of this study is to clarify challenges for ISAs from Japan in adjusting to the United States’ universities. Situating in the ISA adjustment model and using a unique case study design, 13 Japanese ISAs at the NCAA Division I universities were interviewed, and data were coded by a continuous comparative analysis method. The results revealed that Japanese ISAs who participated in this study faced academic, social, athletic, personal-emotional, and institutional adjustment challenges. Particularly, Japanese ISAs differed from ISAs from other countries in several points; cultural differences, differences in communication styles, and systemic differences in academia and athletics between Japan and the US. For promoting adjustment of Japanese ISAs, this study suggests; gaining experience and getting information to understand and familiarize with the differences, building relationships with linguistic and culturally diverse people to understand various cultures, encouraging universities and coaches to understand specific difficulties for Japanese ISAs.