Academic literature on the topic 'Japanese high school'
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Journal articles on the topic "Japanese high school"
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.
Full textOkuyama, 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.
Full textTsubota, Yukimasa. "Teaching Astronomy at Keio Senior High School, Japan." International Astronomical Union Colloquium 105 (1990): 280–83. http://dx.doi.org/10.1017/s0252921100086929.
Full textKobayashi, 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.
Full textReys, 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.
Full textAkiba, 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.
Full textBen-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.
Full textIrish, 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.
Full textMITANI, 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.
Full textGale, 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.
Full textDissertations / Theses on the topic "Japanese high school"
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.
Full textKimber, 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.
Full textKikuchi, 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.
Full textEd.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
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.
Full textEd.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
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.
Full textShirahata, 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.
Full textParmenter, Lynne K. "Becoming international in a Japanese junior high school : an ethnographic study." Thesis, Durham University, 1997. http://etheses.dur.ac.uk/1635/.
Full textButto, 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.
Full textEd.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
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.
Full textKiyosue, 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.
Full textBooks on the topic "Japanese high school"
S, George Paul. The Japanese junior high school: A view from the inside. Columbus, OH: National Middle School Association, 1989.
Find full textTorres, J. Turning Japanese. New York: Pocket Books, 2006.
Find full textSōun, Takeda, ed. Tomehane: Suzuri Kōkō shodōbu. Tōkyō: Shōgakkan, 2010.
Find full textSōun, Takeda, ed. Tomehane: Suzuri Kōkō shodōbu. Tōkyō: Shōgakkan, 2008.
Find full textSōun, Takeda, ed. Tomehane: Suzuri Kōkō shodōbu. Tōkyō: Shōgakkan, 2007.
Find full textSōun, Takeda, ed. Tomehane: Suzuri Kōkō shodōbu. Tōkyō: Shōgakkan, 2009.
Find full textSōun, Takeda, ed. Tomehane: Suzuri Kōkō shodōbu. Tōkyō: Shōgakkan, 2012.
Find full textSōun, Takeda, ed. Tomehane: Suzuri Kōkō shodōbu. Tōkyō: Shōgakkan, 2015.
Find full textSōun, Takeda, ed. Tomehane: Suzuri Kōkō shodōbu. Tōkyō: Shōgakkan, 2007.
Find full textSōun, Takeda, ed. Tomehane!: Suzuri Kōkō shodōbu. Tōkyō: Shōgakkan, 2013.
Find full textBook chapters on the topic "Japanese high school"
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.
Full textOkuwaki, 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.
Full textOhagi, 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.
Full textUesaka, 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.
Full text"Japanese students in crisis." In The Japanese High School, 21–37. Routledge, 2012. http://dx.doi.org/10.4324/9780203013601-9.
Full textPugsley, Peter C. "Introduction." In Japanese High School Films, 1–15. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474494618.003.0001.
Full text"‘Real’ High School Violence." In Japanese High School Films, 136–44. Edinburgh University Press, 2021. http://dx.doi.org/10.1515/9781474494632-042.
Full textPugsley, 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.
Full textPugsley, Peter C. "Conclusion." In Japanese High School Films, 182–86. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474494618.003.0009.
Full text"Methodology and comparative problems." In The Japanese High School, 38–78. Routledge, 2012. http://dx.doi.org/10.4324/9780203013601-10.
Full textConference papers on the topic "Japanese high school"
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.
Full textDouglas, 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.
Full textAsmaraningtyas, 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.
Full textMardani, 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.
Full textLOH, 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.
Full textKoga, 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.
Full textLOH, 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.
Full textGrimshaw, 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.
Full textNishikawa, 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.
Full textIshimori, 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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