Japanese First-Grade Classrooms: Implications for U. S. Theory and Research

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Previous articleNext article No AccessJapanese First-Grade Classrooms: Implications for U. S. Theory and ResearchCatherine C. LewisCatherine C. Lewis Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 32, Number 2May, 1988 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446754 Views: 2Total views on this site Citations: 13Citations are reported from Crossref Copyright 1988 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Yoshio Sugimoto An Introduction to Japanese Society, 3 (Dec 2020).https://doi.org/10.1017/9781108661669Suresh Canagarajah, Yumi Matsumoto Negotiating voice in translingual literacies: from literacy regimes to contact zones, Journal of Multilingual and Multicultural Development 38, no.55 (May 2016): 390–406.https://doi.org/10.1080/01434632.2016.1186677Hidetada Shimizu Cognitive Anthropology and Education: Foundational Models of Self and Cultural Models of Teaching and Learning in Japan and the United States, (Jul 2011): 430–449.https://doi.org/10.1002/9781444394931.ch23John Woodward, Yumiko Ono Mathematics and Academic Diversity in Japan, Journal of Learning Disabilities 37, no.11 (Aug 2016): 74–82.https://doi.org/10.1177/00222194040370010801Todd D. Little, Takahiro Miyashita, Mayumi Karasawa, Mari Mashima, Gabriele Oettingen, Hiroshi Azuma, Paul B. Baltes The links among action-control beliefs, intellective skill, and school performance in Japanese, US, and German school children, International Journal of Behavioral Development 27, no.11 (Jun 2016): 41–48.https://doi.org/10.1080/01650250244000001Haruko Minegishi Cook Language socialization in Japanese elementary schools: Attentive listening and reaction turns, Journal of Pragmatics 31, no.1111 (Nov 1999): 1443–1465.https://doi.org/10.1016/S0378-2166(98)00110-6Mayumi Karasawa, Todd D. Little, Takahiro Miyashita, Mari Mashima, Hiroshi Azuma Japanese Children’s Action-Control Beliefs about School Performance, International Journal of Behavioral Development 20, no.33 (Jun 2016): 405–423.https://doi.org/10.1080/016502597385207Daiyo Sawada Mathematics as Connection Making in Japanese Elementary Schools, School Science and Mathematics 96, no.55 (Mar 2010): 258–262.https://doi.org/10.1111/j.1949-8594.1996.tb10238.xCatherine C. Lewis Beyond conflict resolution skills: How do children develop the will to solve conflicts at school?, New Directions for Child and Adolescent Development 1996, no.7373 (Jan 1996): 91–106.https://doi.org/10.1002/cd.23219967308Ryoko Tsuneyoshi Small Groups in Japanese Elementary School Classrooms: comparisons with the United States, Comparative Education 30, no.22 (Aug 2006): 115–129.https://doi.org/10.1080/0305006940300204Robert D. Hess, Hiroshi Azuma Cultural Support for Schooling: Contrasts Between Japan and the United States, Educational Researcher 20, no.99 (Jul 2016): 2–9.https://doi.org/10.3102/0013189X020009002VIRGINIA LOCASTRO The English in Japanese university entrance examinations: a sociocultural analysis, World Englishes 9, no.33 (Jul 1990): 343–354.https://doi.org/10.1111/j.1467-971X.1990.tb00271.xPatricia Broadfoot In Search of Excellence, Oxford Review of Education 15, no.22 (Jan 1989): 197–200.https://doi.org/10.1080/0305498890150207