Relevant bibliographies by topics / Japanese high school

Academic literature on the topic 'Japanese high school'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Japanese high school"

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Watanabe, Tad. "Japanese High School Entrance Examinations." Mathematics Teacher 93, no. 1 (January 2000): 30–35. http://dx.doi.org/10.5951/mt.93.1.0030.

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The results from the Third International Mathematics and Science Study (TIMSS) have renewed American interest in Japanese mathematics education (U.S. Department of Education 1996, 1997, 1998). Although many people are impressed with the high level of achievement of Japanese mathematics students, mathematics educators, both in and outside Japan, also realize the shortcomings of the Japanese educational system. For example, Nagasaki (1998) points out that a gender gap exists in both mathematics achievement and attitudes toward mathematics. He also points out that many Japanese children do not see the relevance of mathematics to their daily lives.
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Okuyama, Michiaki. "New Religions in Kōshien: Religious Identity and High School Baseball." Japanese Journal of Religious Studies 48, no. 2 (September 24, 2022): 341–63. http://dx.doi.org/10.18874/jjrs.48.2.2021.341-363.

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This article examines the holy ground of Kōshien, Japan’s annual high school baseball tournament, and the national festival and cultic fever that accompanies it. Some of the most successful schools that participate in Kōshien were founded by new religious groups such as Tenrikyō, PL Kyōdan, and Bentenshū. I offer some suggestions why this is the case, since none of these religions espouse either sports or competition in their formal creed. Furthermore, I consider the success of these schools in a postwar Japanese social context that has changed substantially since their establishment. The article will also touch on the most recent criticism of Japanese collectivism and how this criticism may effect baseball culture.
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Tsubota, Yukimasa. "Teaching Astronomy at Keio Senior High School, Japan." International Astronomical Union Colloquium 105 (1990): 280–83. http://dx.doi.org/10.1017/s0252921100086929.

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The major problem in teaching astronomy in our senior high schools has to do with the nature of the Japanese educational system. The typical science curriculum consists of physics, chemistry, biology, earth science, and general science I & II. The Japanese Ministry of Education allows General Science I to fulfill the minimum high-school graduation requirement in science. General Science I covers the basics of earth science. Astronomy has been taught as a part of General Science I and Earth Science.Many Japanese high schools do not offer earth science because it is not covered in the college entrance exams (Table l). Moreover, teachers usually spend many hours with the students memorizing the basics of earth science rather than allowing some time in the laboratory.
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Kobayashi, Taketo. "Orienteering in Geography Education in Japanese High School." Proceedings of the ICA 2 (July 10, 2019): 1–8. http://dx.doi.org/10.5194/ica-proc-2-63-2019.

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<p><strong>Abstract.</strong> Orienteering, a map activity, has been described as effective in learning geography in school education. When dealing with orienteering in school education, it is learning outdoors different from ordinary classroom lessons. Also, the environment surrounding school education differs from country to country. From this, it is important to show the practice of orienteering in school education in each country. In this research, I described the practice of orienteering in geography education of Japanese high schools in the following three viewpoints. The three viewpoints are the significance of orienteering in geography education, learning system of orienteering in geography education, examples of orienteering in geography education at school. The main points are as follows. <ol> <li>The skills given by orienteering are the basis of map learning and field learning in geography education.</li> <li>Learning system of orienteering is related to the map learning and field learning perspective, such as related to the map-scale linked with place.</li> <li>Orienteering practice in regular geography class at school grounds is the core, and good learning effect can be obtained. After this, orienteering can be expanded in a wide variety of directions.</li> </ol></p>
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Reys, Barbara J., and Robert E. Reys. "In My Opinion: Japanese Mathematics Education: What Makes It Work?" Teaching Children Mathematics 1, no. 8 (April 1995): 474–75. http://dx.doi.org/10.5951/tcm.1.8.0474.

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Japan's stature as an economic and political power worldwide has caused growing interest in the country's culture and. more specifically, its system of educating its youth. International comparisons of mathematics achievement highlight Japanese students' unquestioned superiority in mathematical performance. Factors that contribute to the relatively high performance include the nature of Japanese schools, the professional stature of teachers, the homogeneity of the school population, the high parental expectations for the educational success of their children, the abundance of jukus (special cram schools), and heavy reliance on entrance and qualifying examinations.
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Akiba, Motoko, Gerald K. LeTendre, and Shoko Yoneyama. "The Japanese High School: Silence and Resistance." Journal of Japanese Studies 26, no. 2 (2000): 474. http://dx.doi.org/10.2307/133294.

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Ben-Ari, Eyal, and Shoko Yoneyama. "The Japanese High School: Silence and Resistance." Pacific Affairs 73, no. 4 (2000): 603. http://dx.doi.org/10.2307/2672467.

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Irish, Ann B. "Why Does Japanese High School Education Work?" NASSP Bulletin 78, no. 562 (May 1994): 31–36. http://dx.doi.org/10.1177/019263659407856207.

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MITANI, Hiroshi. "Reflections on History Education in Japanese High School." TRENDS IN THE SCIENCES 16, no. 9 (2011): 60–63. http://dx.doi.org/10.5363/tits.16.9_60.

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Gale, David. "Egyptian Rope, Japanese Paper, and High School Math." Math Horizons 6, no. 1 (September 1998): 5–7. http://dx.doi.org/10.1080/10724117.1998.11975064.

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Dissertations / Theses on the topic "Japanese high school"

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Backwell, Benjamin Edward. "Applying cooperative learning lessons in a Japanese junior high school /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,292.

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Kimber, Larry David. "Japanese junior high school students' attitudes toward English partial immersion." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479291.

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Kikuchi, Keita. "LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/157753.

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CITE/Language Arts
Ed.D.
The primary purpose of this study is to investigate external and internal factors that act as learning demotivators that can discourage students from learning in Japanese high school English classrooms. More than 1,200 students responded to two questionnaires designed to measure five external demotivators, Teachers, Characteristics of Classes, Experiences of Failure, Class Environment, Class Materials, and one internal demotivator, Learners‘ Lack of Interest. Using the Rasch rating scale model and confirmatory factor analysis, the questionnaire results were analyzed to test the inter-relationships among the six hypothesized demotivators. Qualitative data were also obtained from an open-ended questionnaire asking the participants what demotivated them from learning. Two models, a six-factor and a four-factor demotivation model, were tested. As the four-factor model displayed slightly better fit than the six-factor model, it was selected as the final model. In this model, the first-order latent variable that best explained Demotivation was Experiences of Difficulty (b = .74), which was followed by Class Environment (b = .72), and Loss of Interest (b = .71). In contrast to the findings of previous studies, teachers‘ direct behaviors (b = .51) were the least influential of all the demotivators studied. In a follow up study, relationships between the teacher ratings of students‘ motivation, the students‘ perception of their current motivational level and their motivation in high school were investigated. Although it was anticipated that students‘ self-reported motivational states and teacher ratings of students‘ motivation would have a reasonably strong relationship, a series of regression analyses indicated that the teacher rating of students‘ motivation was not significantly related to either motivational level. While students might appear to be motivated in the classroom from the teachers‘ point of view, the students might feel otherwise. The first important finding concerned the two hypothesized demotivation models that were tested using confirmatory factor analysis. In the final four-factor model, the first-order latent variable that best explained Demotivation was Experiences of Difficulty followed by Loss of Interest, and Class Environment. In contrast to the findings of previous studies, teachers‘ direct behaviors were the least influential of all the demotivators studied. The results revealed that Japanese high school English learners can become demotivated due to difficult experiences they encounter or loss of interest in studying in the classroom. While influences from teacher behaviors can also cause demotivation, it appears that the approach or materials that focus on difficult reading passages and/or vocabulary cause the strongest sense of demotivation. The second important findings concerned group differences. The high and low motivation groups and the male and female groups differed in their perceptions of Class Environment. However, no statistically significant differences were found among the first- and second-year groups, and the students attending academic and non-academic schools. The third finding was from the follow-up study. It was found that the teacher rating of students‘ motivation is not related to the students‘ perception of their current motivational level and their motivation in high school time. While students might appear to be motivated in the classroom from the teachers‘ point of view, the students‘ perception of their current motivational level and their motivation in high school can differ greatly. Overall, the results revealed that Japanese high school English learners can become demotivated due to the difficulties they experience in the English language classroom, or a loss of interest in classroom study. While influences from teacher behaviors can also cause demotivation, this study shows that an approach or materials that focus on difficult reading passages and/or vocabulary cause the strongest sense of demotivation.
Temple University--Theses
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Kanda, Makiko. "DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/355716.

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Language Arts
Ed.D.
This study is a longitudinal study that investigated the development of English oral proficiency—complexity, accuracy, and fluency—under the pre-task and on-line planning conditions with task repetition among Japanese high school students. This study is unique because it is longitudinal and includes qualitative data. The participants were 15 Japanese high school students whose English proficiency level is categorized as low proficiency. Narrative tasks, post-task questionnaires, journals, and interviews were used in this study. In the narrative tasks, they were asked to describe a four-picture story three times with two minutes planning time, when they were allowed to listen to an ALT (assistant language teacher) tell the story and take notes. They completed a post-task questionnaire and a journal after completing the task. Interviews were conducted two times to further investigate their questionnaire responses and what they wrote in their journal entries. The results showed that low proficiency learners increased oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy through repeating the same task within a single session, and syntactic complexity and lexical complexity through repeating the same type of task during the academic year. The aural input between the first, second, and third performance can lead them to draw their attention to form-meaning connections, resulting in increased oral performance. In addition, low and intermediate beginners benefited in increasing oral fluency, syntactic complexity, and syntactic accuracy, while high beginners benefited in improving oral fluency and lexical complexity under pre-task and on-line planning conditions with repetition during the academic year. The study suggests that the combined use of pre-task planning, on-line planning, and task repetition have a cumulative effect and can facilitate the development of oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy for low proficiency high school learns of English. If learners are given the opportunity to plan before and during task performance with repetition, and to make the condition that draws their attention to both form and meaning, it is the most effective strategy to improve oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy in task-based teaching in the classrooms.
Temple University--Theses
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Hoichi, Asako. "The relationship between hopelessness and anxiety levels and school performance among Japanese high school students." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998hoichia.pdf.

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Shirahata, Tomohiko 1957. "The learning of English grammatical morphemes by Japanese high school students." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276802.

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This thesis is a study of the learning of English grammatical morphemes (copula, possessive, ING, plural, progressive auxiliary, irregular-past, regular-past, definite article, indefinite article, and the third-person-singular-present) by 31 Japanese high school students. The data were based on the results of the subjects' spoken language, which were tape-recorded and carefully investigated. The results indicated some similarities and differences between the present study and the previous L1 and L2 studies. The present study showed more similarities to the studies which dealt with Japanese subjects by both the Spearman rank order correlation coefficients and the Implicational Scaling Analysis based on Group Range. This indicates strong transfer from the Japanese language. But language transfer is not such a simple phenomena as the researchers in the Behaviorism era thought. Some methodological problems concerning the grammatical morpheme studies and possible determinants of the accuracy order of the morphemes were also discussed.
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Parmenter, Lynne K. "Becoming international in a Japanese junior high school : an ethnographic study." Thesis, Durham University, 1997. http://etheses.dur.ac.uk/1635/.

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Butto, Louis. "THE EFFECTS OF EMPLOYING MINDFULNESS ACTIVITIES WITH JAPANESE HIGH SCHOOL STUDENTS." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/484377.

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Teaching & Learning
Ed.D.
Learning a foreign language can be challenging. If the learning environment is compulsory, motivation can also contribute to the struggles. Mindfulness, a psychological construct, is a robust topic in the academic literature. Mindfulness is a mindset that views the world from multiple perspectives, reorganizing what is perceived, focusing on the present moment and keeping open to new ideas (Langer, 1997). Moreover, mindfulness is claimed to increase interest and academic outcomes. Therefore, the construct was employed in this research to validate these claims and to contribute to second language education. This study was designed to fill several gaps in the second language acquisition (SLA) literature. First, the construct of mindfulness has not been explored in SLA as a mindset to engage students in learning. Second, the construct of interest has not been investigated in SLA in tandem with mindfulness. Lastly, mindfulness has never been employed with motivated or unmotivated high school students in the compulsory education system in Japan. The following research hypotheses and research question were investigated: (a) The treatment group receiving the mindful tasks will outperform the comparison group receiving normal foreign language instruction on vocabulary learning and reading comprehension measures; (b) The treatment group receiving mindful tasks would be more engaged, interested, and like English more than before. Increased interest will lead to improvements in language performance; and, (c) To what extent do mindful practices assist low-achieving proficiency high school students in enhancing their abilities? The participants were students attending a private high school in Japan. Both the treatment and comparison groups included 45 female and 34 male students, respectively, for a total of 79 participants. A Rasch analysis was utilized to confirm the validity and reliability of the mindfulness and interest questionnaires and to transform the raw scores into equal interval measures. MANOVA, ANOVA and Pearson correlation coefficient data were analyzed to ascertain differences between groups and within groups for all tests and constructs measured. The results indicated that mindfulness was not a significant influence on improved outcomes in language performance for the treatment group, although the descriptive statistics did show small gains in the hypothesized direction. The dependent variables included the mindfulness and interest questionnaires, as well as vocabulary and reading comprehension questions. The independent variable was the mindfulness tasks. The dependent variables were vocabulary and reading comprehension measures. The results of the MANOVA were the treatment effect was not significant, F(2,81) = .397, p < .67, η2 = .01. The results of the ANOVA were the treatment effect was not significant, F(1,82) = .82, p < .77, η2 =. 001. There was also no significant correlation between increased mindfulness and increased interest. Out of the six factors, all except for sensitivity to new contexts, showed negative relationships. The only positive relationship was not significant. Lastly, a one-way repeated measures ANOVA showed no improvement for the low-proficiency treatment group, ∧= .30, F(2,18) = 1.30, p < .30, η2 = .13, over time. The effect of mindfulness on improved language performance outcomes might have been influenced by the following: shallow levels of processing, lack of clear goals for the participants, unclear task design protocols, working memory issues and environmental restraints. A lack of correlation between increases in mindfulness and interest gains might have been attributable by the compulsory nature of the course, time constraints and the lack of perceived utility of the tasks by the part pants. Lastly, the reason for the lack of improvement for the low-achieving proficiency participants might not be an issue of proficiency, because both the low- and high-achieving participants of the treatment condition did not improve. Overall, these findings suggest that mindfulness is more nuanced and more complex than originally expected.
Temple University--Theses
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Thompson, Gene R. "Japanese high school English teachers' self-Efficacy beliefs about teaching English." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/99500/1/Gene_Thompson_Thesis.pdf.

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This study used a sequential mixed method design to investigate the self-efficacy for teaching beliefs of Japanese high school teachers of English (JTEs). It identified five dimensions of teacher efficacy beliefs related to student achievement, English capability, communicative teaching, collective collaboration, and workload regulation. Findings indicate that contextual and personal factors influence JTE self-efficacy for teaching beliefs, and suggest that social persuasion (i.e., a source of efficacy beliefs) may be a stronger influence on the development of teacher efficacy beliefs in the Japanese context.
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Kiyosue, Teppei. "Teaching Japanese in an American high school how Japanese teachers make sense of their American students' communication styles /." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=476.

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Books on the topic "Japanese high school"

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S, George Paul. The Japanese junior high school: A view from the inside. Columbus, OH: National Middle School Association, 1989.

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Torres, J. Turning Japanese. New York: Pocket Books, 2006.

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Sōun, Takeda, ed. Tomehane: Suzuri Kōkō shodōbu. Tōkyō: Shōgakkan, 2010.

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Sōun, Takeda, ed. Tomehane: Suzuri Kōkō shodōbu. Tōkyō: Shōgakkan, 2008.

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Sōun, Takeda, ed. Tomehane: Suzuri Kōkō shodōbu. Tōkyō: Shōgakkan, 2007.

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Sōun, Takeda, ed. Tomehane: Suzuri Kōkō shodōbu. Tōkyō: Shōgakkan, 2009.

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Sōun, Takeda, ed. Tomehane: Suzuri Kōkō shodōbu. Tōkyō: Shōgakkan, 2012.

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Sōun, Takeda, ed. Tomehane: Suzuri Kōkō shodōbu. Tōkyō: Shōgakkan, 2015.

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Sōun, Takeda, ed. Tomehane: Suzuri Kōkō shodōbu. Tōkyō: Shōgakkan, 2007.

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Sōun, Takeda, ed. Tomehane!: Suzuri Kōkō shodōbu. Tōkyō: Shōgakkan, 2013.

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Book chapters on the topic "Japanese high school"

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Barnard, Christopher. "Pearl Harbor in Japanese high school history textbooks." In Re/reading the past, 247–71. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/dapsac.8.14bar.

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Okuwaki, Toru. "Sports Injury Surveillance in Japanese Junior and Senior High School Students." In Sports Injuries and Prevention, 15–38. Tokyo: Springer Japan, 2015. http://dx.doi.org/10.1007/978-4-431-55318-2_2.

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Ohagi, Asuka. "Japanese-Language Education at Junior High School: Post-yutori, the PISA Shock, and the Abe Administrations." In Japan’s School Curriculum for the 2020s, 147–62. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2076-9_9.

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Uesaka, Yuri, Shun Saso, and Takeshi Akisawa. "How Can We Statistically Analyze the Achievement of Diagrammatic Competency from High School Regular Tests?" In Diagrammatic Representation and Inference, 562–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_57.

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AbstractOwing to the recent global changes in education goals, students nowadays need to achieve ‘key competencies’ in school. ‘Diagrammatic competency’ is an essential part of such competencies. To cultivate diagrammatic competency, it is necessary to evaluate teachers and students and provide feedback on the students’ degree of achieving diagrammatic competency. Regular school tests can provide useful opportunities for assessing such achievement. However, in such tests, Japanese high schools mainly focus on evaluating the understanding of learning contents rather than the development of competencies (such as diagrammatic competency). The current study was a collaboration between educational psychologists and a high school mathematics teacher. Together they modified a regular school test to incorporate tasks that require diagrammatic competency to solve them, thus enabling the assessment of such achievement. The study was conducted in an actual high school. The students’ performance was analyzed using cognitive diagnostic models [1], which statistically estimate how well students have mastered the elements of cognitive abilities and skills required to solve problems, generating ‘attribute mastery probabilities’. The attribute mastery probabilities obtained demonstrated that students’ achievement of diagrammatic competency was insufficient, indicating a need for cultivating such competency in subject learning instruction provided in schools.
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"Japanese students in crisis." In The Japanese High School, 21–37. Routledge, 2012. http://dx.doi.org/10.4324/9780203013601-9.

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Pugsley, Peter C. "Introduction." In Japanese High School Films, 1–15. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474494618.003.0001.

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This chapter provides a brief outline of the ways that Japan’s schools are linked to the Western history of disciplinarity and institutionalisation. It explores the rise of the high school film and its particular features that signal either universality or cultural/national specificities.
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"‘Real’ High School Violence." In Japanese High School Films, 136–44. Edinburgh University Press, 2021. http://dx.doi.org/10.1515/9781474494632-042.

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Pugsley, Peter C. "Marking a Distinct Society." In Japanese High School Films, 80–99. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474494618.003.0005.

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This chapter focuses on the ways in which cinematic high school characters are fleshed out to reflect fully formed individuals within narratives. This enables high school films a larger scope to incorporate and comment on Japanese society and its influence on adolescents. It explores the portrayal of Japanese family life as often peripheral to the emotional growth and development of Japanese youth.
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Pugsley, Peter C. "Conclusion." In Japanese High School Films, 182–86. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474494618.003.0009.

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The conclusion to this book reiterates the importance of Japanese high school films as a mainstay of the Japanese film industry, and in terms of reflecting how Japanese youth may see themselves. The identity-making that transpires through adolescence can be difficult in any society or culture, but in Japan the ability for young people to see representations of themselves on screen may validate their fears and apprehensions as they enter adulthood. Capturing the often-tumultuous final years of institutionalised schooling (pre-university), often delivered through a romanticised, heavily nostalgic, lens, this book argues that the popularity of Japanese high school films is because of their ability to capture a mood that is culturally specific and age dependent.
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"Methodology and comparative problems." In The Japanese High School, 38–78. Routledge, 2012. http://dx.doi.org/10.4324/9780203013601-10.

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Conference papers on the topic "Japanese high school"

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Takahashi, H., H. Nitta, Boonchoat Paosawatyanyong, and Pornrat Wattanakasiwich. "Peer Instruction at Japanese High School Physics." In INTERNATIONAL CONFERENCE ON PHYSICS EDUCATION: ICPE-2009. AIP, 2010. http://dx.doi.org/10.1063/1.3479866.

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Douglas, Marenda. "THE INFLUENCE OF LEADERSHIP PRACTICES IN A JAPANESE PRIVATE HIGH SCHOOL." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2619.

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Asmaraningtyas, Lusi, Miftachul Amri, and Syamsul Sodiq. "The Implementation of Portfolio Assessment in Japanese Learning at Senior High School." In International Joint Conference on Arts and Humanities 2021 (IJCAH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211223.016.

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Mardani, Desak Made Sri, and I. Wayan Sadyana. "How is the Learning Process and Assessment in E-Learning According to Japanese High School/ Vocational High School Teachers in Bali." In 4th International Conference on Innovative Research Across Disciplines (ICIRAD 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211222.005.

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LOH, Leon, Noriko TAKANO, Moe SHIMOMURA, and Yanfang ZHANG. "INTERVENTIONS REQUIRED TO SUPPORT JAPANESE HIGH SCHOOL TEACHERS TO FACILITATE DESIGN-BASED PROJECTS." In 24th International Conference on Engineering and Product Design Education. The Design Society, 2022. http://dx.doi.org/10.35199/epde.2022.47.

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Koga, Shunya. "Lessons Aimed at Demonstrating Statistical Literacy Skills: A Case Study of Japanese High School Lessons." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t7b1.

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This study examined whether statistical literacy skills could be demonstrated through high school lessons. First, a statistical literacy process, based on critical thinking, was developed for the interpretation and evaluation of statistical reports. A worksheet, which reflected this process, was provided to help the students read statistical reports. A total of seven 50-minute lessons were conducted with 34 high school students, mainly using this worksheet. In addition, statistical literacy tests were administered at the beginning and end of the lessons to determine whether students’ skills improved through the lessons. The results indicated the presence of multiple skills that students demonstrated through the lessons.
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LOH, Wei Leong, Moe SHIMOMURA, and Yanfang ZHANG. "UNLOCKING CREATIVE MINDS TO ENGAGE SDGS THROUGH DESIGN EDUCATION IN JAPANESE HIGH SCHOOL EDUCATION." In The 22nd International Conference on Engineering and Product Design Education. The Design Society, 2020. http://dx.doi.org/10.35199/epde.2020.16.

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Grimshaw, S. D., C. L. Sequeira, and M. Hewkin-Smith. "A Computational and Experimental Compressor Design Project for Japanese and British High-School Students." In ASME Turbo Expo 2016: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/gt2016-56231.

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This paper describes an innovative, three-day, turbomachinery research project for Japanese and British high-school students. The project is structured using modern teaching theories which encourage student curiosity and creativity. The experience develops team-work and communication, and helps to break-down cultural and linguistic barriers between students from different countries and backgrounds. The approach provides a framework for other hands-on research projects which aim to inspire young students to undertake a career in engineering. The project is part of the Clifton Scientific Trust’s annual UK-Japan Young Scientist Workshop Programme. The work focuses on compressor design for jet engines and gas turbines. It includes lectures introducing students to turbomachinery concepts, a computational design study of a compressor blade section, experimental tests with a low-speed cascade and tutorials in data analysis and aerodynamic theory. The project also makes use of 3D printing technology, so that students go through the full engineering design process, from theory, through design, to practical experimental testing. Alongside the academic aims, students learn what it is like to study engineering at university, discover how to work effectively in a multinational team, and experience a real engineering problem. Despite a lack of background in fluid dynamics and the limited time available, the lab work and end of project presentation show how far young students can be stretched when they are motivated by an interesting problem.
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Nishikawa, Tomoko, and Giido Izuta. "Probing when Japanese junior high school students begin to feel difficulty in learning mathematics." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON EDUCATION, MATHEMATICS AND SCIENCE 2016 (ICEMS2016) IN CONJUNCTION WITH 4TH INTERNATIONAL POSTGRADUATE CONFERENCE ON SCIENCE AND MATHEMATICS 2016 (IPCSM2016). Author(s), 2017. http://dx.doi.org/10.1063/1.4983893.

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Ishimori, Hiromi, and Masahiro Arimoto. "FORMATIVE ASSESSMENT OF GLOBAL EDUCATION -JAPANESE HIGH SCHOOL STUDENTS’ CONCEPTIONS OF A GLOBAL LEADER-." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end073.

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