Japanese School Research Articles

Longitudinal associations between proactivity, rolefulness, and school maladjustment among Japanese high school students

Longitudinal associations between proactivity, rolefulness, and school maladjustment among Japanese high school students

Learning to speak mathematically at the Japanese supplementary school in Sweden: critical cases of praxeological anomaly

AbstractNatural language is known to play a crucial and specific role for children’s learning in school mathematics. Not only does it carry special vocabulary, but subtle differences between natural languages may lead to surprising challenges, for instance, for learners who are not taught mathematics in their mother tongue. In this paper, the anthropological theory of didactic (ATD) is used as a main framework, and we analyse some praxeological anomalies from the teaching of fractions at Japanese schools abroad, while learners attend, at the same time, a regular school in some other language (in this case, the local language, Swedish). Our findings indicate that these praxeological anomalies arise not only from linguistic disparities related to specialised vocabulary and syntax for elementary mathematics but also from institutional and curricular differences. This study gives new insights on these language challenges related to mathematics as taught at expatriate schools, particularly in the case of Japanese.

Attitudes toward diverse English accents among Japanese elementary school students

AbstractThis paper explores Japanese elementary school students’ attitudinal responses toward diverse English accents presented in their multimodal course material. In the study, 86 sixth‐grade students (m = 48, f = 38) watched four self‐introduction videos representing Inner Circle and Expanding Circle accent varieties and rated the comprehensibility of each accent using 7‐point Likert‐type scales. In addition, they answered questions about proximity to their own accent and desirability as a learning model. Significant results suggest two major contradictions from previous studies; (1) that the White male American‐English speaker was rated least comprehensible among the four; (2) that the participants did not base their appraisal on closeness to a “native‐speaker” model in evaluating the idealness of an accent as a learning model. Based on the findings, I discuss the possible relationship between extended exposure and enhanced comprehensibility, the absence of “native‐speaker” benchmark among novice learners, and novice learners’ agency as an English user.

Genetic analysis of pedagogical interaction in a Japanese school

Genetic analysis of pedagogical interaction in a Japanese school

A case study of Japanese teachers’ self-reflection on elementary English lessons

Since 2020, English has become a compulsory subject in Japanese elementary schools, and grade three to six teachers need to teach English despite their limited knowledge of English teaching. Most teacher training programs are transmitting styles and do not always meet the difficulties of individual teachers in English teaching. This research focuses on teacher self-reflection as an alternative to support teachers’ self-development in addition to training programs. Two Japanese elementary school teachers reflected their English lessons and how their possible selves shaped their future lessons. They recorded and reflected six lessons from a textbook unit and recorded another six lessons from a different unit. The recorded lessons were transcribed, and the reflections were coded to generate theories that revealed their possible selves. Their explanations for reflection and validation were obtained from interviews. One teacher’s Ought-to self shaped his future team-teaching practices with the assistant language teacher. The other teacher’s Ideal self modified her routine activities to meet her ideal duration for the activities. The teacher participants’ self-reflection revealed their possible selves, which served as a basis to modify their future English lessons to meet their ideals. This study recommends that this mechanism of individual reflective practice be encouraged as part of the teacher development program in addition to the existing teacher training.

ACT in school settings: A pilot study of ACT-based universal group psycho-educational program among Japanese early adolescents.

The objective of this investigation was to assess the efficacy of an Acceptance and Commitment Therapy (ACT)-based group psycho-educational intervention within school environments, administered by psychologists, for early adolescents in Japan. The effectiveness indices measured in this study were ‘clarification of value and commitment (CVC)’ and ‘experiential avoidance (EA)’ as indicators of psychological flexibility of ACT, and self-esteem and self-determination disposition as outcome indices related to well-being. The participants in this study were Japanese junior high school students with a mean age of 14.85 years (SD = 0.86), 112 in the intervention group and 143 in the control group, who completed questionnaires at three time points: before the program (pre), after attending the program (post) and three weeks after the posttest (follow-up). The intervention program, which consisted of three short-term sessions, was shown to be effective in the CVC, self-esteem, and self-determination disposition scores. Conversely, the group-time interaction did not yield a notable impact on the persistence of avoidance behaviors and EA scores, suggesting a potential avenue for refinement in intervention methodologies regarding these domains. These findings offer insight into the potential effectiveness of ACT-based group psycho-educational endeavors in school settings led by psychologists.

Associations of menopausal symptoms with job-related stress and social support in Japanese school teachers

ObjectivesBeing a school teacher is highly stressful. This study aimed to clarify the prevalence of menopausal symptoms and explore the association between these symptoms and job-related stress among Japanese school teachers. Study designA cross-sectional study was conducted among randomly selected elementary and junior high school teachers in Japan. Data from 284 teachers aged 45–60 years were analyzed. Main outcome measuresMenopausal symptoms were measured using the Greene Climacteric Scale, and the Brief Job Stress Questionnaire was used to assess job stressors, social support, and job/family satisfaction. Associations between scores on the Greene Climacteric Scale and on the Brief Job Stress Questionnaire, and demographic information were analyzed. ResultsThe most common menopausal symptom was “feeling tired or lacking in energy” (reported by 94.4 % of menopausal respondents). The total intensity of menopausal, psychological, and somatic symptoms was significantly correlated with the total level of job stress. Moderate correlations were found between depressive symptoms and job stress regarding suitable jobs, job control, and rewarding jobs, while weak correlations were evident between depressive symptoms and job stress regarding quantitative job overload, interpersonal conflict, and poor physical environment. Higher levels of perceived support from supervisors or co-workers and job satisfaction were associated with less severe psychological and somatic symptoms. ConclusionsMost middle-aged school teachers felt tired or lacking in energy. Higher job-related stress and lower levels of support from supervisors or co-workers were correlated with more severe menopausal symptoms. A supportive work environment and stress management are essential for such teachers.

Stability and change in moral disengagement and bullying participation across three years of Japanese middle school

ABSTRACT The present study investigates the longitudinal relationships between bullying roles (bullying, passive bystanding, victimization) and moral disengagement to examine influences on the shifting role of bullying in Japanese middle school students. Participants were 271 Japanese students (Time 1: M age = 12.72, SD = .45, 136 boys and 135 girls) recruited from two public middle schools (9 classes). Five data collection occasions in Grades 7 to 9 alternated between surveys of self-reported bullying behavior (three timepoints) and moral disengagement (two timepoints). Structural equation modeling showed that moral disengagement was reciprocally related to bullying and passive bystanding. Victimization was only related to moral disengagement in Grade 9, such that moral disengagement in June predicted increased victimization experiences in December. These findings suggest that intervention and prevention programs in schools need to actively address moral disengagement, with a focus on bystanders as well as perpetrators and victims of bullying.

Clerks and the cession of Taiwan: dismantling of the undertaking system for tax collection in the process of the establishment of colonial power

ABSTRACT In traditional Chinese society, the clerks and runners – not the department magistrates, country magistrates, or secretaries from other provinces – were responsible for local administration. In particular, tax collection had a multi-layered structure of undertaking, with the chief tax clerks and the tax clerks having a monopoly. After the cession of Taiwan to Japan, regular Taiwanese officials ranked below the provincial administration commissioners and above the country magistrates and their assistants, crossed over from Taiwan to mainland China, but many clerks and runners of the yamen of various ranks stayed back in Taiwan, and some were even sent back to work for the colonial government. Many of the clerks became deputy interpreters as they could speak Mandarin and write Classical Chinese. However, as young Taiwanese graduated from Japanese language institutes and public schools (elementary schools for the Taiwanese), they began to replace the clerks. Moreover, the chief tax clerks and the tax clerks, who had previously been involved with tax collection, provided tax collection books and helped the colonial government prepare the original books that would serve as the basis for tax collection; however, they were excluded from the actual tax collection work. The Governor-General’s office used the military police and the police force to force people to pay taxes, achieving a much higher collection of tax than before. Thus, the mechanism for undertaking tax collection as intermediary groups was dismantled, and other clerks left the government offices at the end of the 1900s.

Төвийг хүмүүжүүлэх охидын сургуулийн дүрэм, сургалтын бодит байдлын тухай шинжилгээ

Yuzheng Girls' school is the first girls' school established in the history of Mongolian education. In this article, by comparing the rules of the Yuzheng Girls' school and the Japanese Aristocratic Girls' school, and analyzing the documents, previous studies and articles such as the Yuzheng Girls' school course timetable and exam results, the reality of the Yuzheng Girls' school education is concluded. When the school was established, a Japanese teacher named Misako Kawahara was invited to work, and the rules of the girls' school were drawn up based on the rules of the Japanese Aristocratic Girls' school. As for the content of the training, it contains the principle of education: bottom-up, shallow-deep, and step-by-step. Girls' schools also have rich extracurricular activities. Although the first goal of Gunsennorv's education was not to completely introduce Japanese-style education, but to restore Mongolian ethnic education, behind the educational activities of Japanese female teachers was the tendency of educational aggression and expansion.

The meaning of segregated placements from the perspectives of people with acquired visual impairment: Focusing on posttraumatic growth and Japanese schools for the blind

Acquired visual impairment exhibits distinctive characteristics, which may include progressive impairment, along with the fundamental feature of a low incidence of visual impairment. In Japan, many with acquired visual impairment seek reintegration into society through schools for the blind. This qualitative study examined the relationship between enrolment in schools for the blind and experiences of posttraumatic growth (PTG) in people with acquired visual impairment, focusing on the role of segregated placements. Participants with acquired visual impairment ( n = 21) were selected by sampling target schools for the blind across Japan and participated in qualitative interviews that were analysed using theoretical thematic analysis, with both inductive and deductive approaches. To understand PTG in participants and the specific factors and mechanisms that produce it, PTG theory, which describes growth in five different domains, was used as a framework. The results showed that PTG in these participants was apparent in terms of ‘personal strength’, ‘new possibilities’, ‘relating to others’, and ‘appreciation of life’. The school for the blind, designated as a ‘school’ for this minor population with special provisions catering to their unique needs, appeared to play a key role in PTG. In addition, other factors such as ‘acupuncture/moxibustion/massage therapy’ introduced during enrolment, and the progressive nature of their visual impairment, also seemed to influence PTG. In essence, schools for the blind allowed respondents to meet others facing similar challenges, who provided mutual support, leading to increased PTG. These schools also serve as places to instil confidence in individuals experiencing vision loss and expand their limitations. This study suggests that schools for the blind may facilitate positive psychological changes in people with acquired visual impairment, underscoring the need for a nuanced understanding of the significance of segregated placement in fostering positive outcomes.

Inclusive elementary school musicking practice for Japanese students with special needs: A narrative inquiry

Musicking is an old, yet new concept of music-making. The term, first proposed by anthropologist Christopher Small, intended to reinterpret music as not merely an act but also as an object. While musicking, anyone can participate in musical activities, which include singing, dancing, improvisation, and listening to musicking sessions. This study examines the use of musicking strategies in a Japanese elementary school with special needs students. The initial participants comprised 10 students from the first to sixth grades from a public elementary school in the northern part of Okayama Prefecture, Japan. Dr. A, the lead researcher of this study, is a violinist–teacher–researcher with professional orchestra experience in the United States. His career as a guest music teacher spans more than 20 years. In addition, two homeroom teachers and two university students supported the research project as participant observers. Based on Dr. A’s related practice in this area, this study explored musicking with a special emphasis on student inclusion. By applying a narrative inquiry and multivocal ethnography, this study investigated various events that were experienced in the musicking practice. Finally, the participants co-constructed a research-based narrative, focusing on creating a learning environment enabling all participants to build a musical community together. By synthesizing the participants’ thoughts, providing insights into musicking practice, exploring unexpected events, and utilizing the intuitive nature of music, the participants identified an approach for a comprehensive model for musicking.

The professional structure required of primary school teachers in Japanese schools for the deaf

AbstractThis study aimed to identify the professional structure required by teachers working in primary schools for deaf students in Japan. Ten university teachers training in education for deaf students at Japanese universities participated in semi‐structured interviews. Data were analysed using the KJ method of qualitative analysis based on similarity, with 409 codes, 12 categories and 99 sub‐categories extracted. The results were aggregated into teaching skills and knowledge and collaborative skills categories, clarifying the specific structure of expertise required for teachers of deaf students. Teaching skills and knowledge have already been integrated into teacher training programmes; however, curriculum development for collaborative skills is required. The results of this study suggest that teachers need to acquire a wide range of professional skills to educate children with hearing impairment. We recommend improving social mechanisms for training these teachers in the future.

Beyond the classroom: the evolving spectrum of ESD research in Japan

PurposeEducation for Sustainable Development (ESD) has been robustly endorsed through policy mechanisms, prompting numerous context-specific voluntary initiatives in Japanese schools and communities. However, this field remains in its infancy. This study aimed to investigate the literature on ESD in Japan to reveal research trends, identify research gaps and propose areas for future research, from early childhood to higher and non-formal education.Design/methodology/approachThis study employed a qualitative design with a Systematic Literature Review (SLR) approach to analyze 88 peer-reviewed empirical studies on ESD in Japan from 2005 to 2023.FindingsThis study has revealed an observable increase in the number of ESD-related publications, especially after 2015. Most studies emphasize formal education, particularly from elementary school to universities. These articles were categorized into seven thematic foci, with “Pedagogical Approaches and Material Development in ESD” being the most prevalent. There has been an evident shift in Japan from traditional lecture-style methods toward learner-centered ESD pedagogies. However, the country lags behind the global education community in terms of research on and the implementation of Teacher Education for Sustainable Development and the Whole-School Approach.Research limitations/implicationsThe study is confined to peer-reviewed, empirical publications in Japanese or English, potentially overlooking significant non-empirical works and studies in other languages. This limitation could mean missing out on broader insights and perspectives. Furthermore, as a qualitative analysis, there's an inherent risk of bias in interpreting data and categorizing themes. These constraints suggest caution in generalizing the findings and indicate areas for further research, such as expanding the linguistic and methodological scope and enhancing objectivity in analysis.Practical implicationsThe findings suggest a pressing need for Japan to refine its approach to ESD, particularly in teacher training and school management, aligning more closely with global practices. For practical application, this involves adopting more holistic teacher education programs and school management strategies that integrate ESD principles comprehensively. Recognizing the unique challenges of Japan's educational culture is crucial for developing tailored strategies that not only follow global best practices but also resonate locally. These insights aim to guide meaningful interventions, promoting an education system adept at addressing sustainability challenges.Originality/valueCategorizing the literature into formal and non-formal settings and subsequently into seven themes offers a clear depiction of the research trends. A comparison of Japan's specific advancements and challenges in ESD with global trends, particularly in pedagogy, teacher education and institutional management, highlights the areas needing further exploration.

The effects of chunk reading strategy training on the word chunking skills of L1-Japanese English learners

The Chunk-and-Pass model posits that language acquisition involves learning to effectively chunk linguistic input, thereby recoding it into larger linguistic sequences, such as from words to phrases, to form more abstract representations. This quasi-experimental study investigates the impact of Chunk Reading Strategy Training (CRST) on enhancing the word chunking skills of low-proficiency Japanese English learners. In the CRST intervention, English sentences were segmented into smaller units—each grammatically and semantically meaningful—and presented on a computer screen one chunk at a time. Using a pre-posttest design, 29 Japanese secondary school students underwent the CRST intervention (treatment group), while 21 students received block-format reading training (control group) in 10 sessions of 15–20 min each. Results from a self-paced reading task showed that the treatment group significantly improved their word chunking skills in the posttest, whereas the control group did not. These findings suggest that CRST has the potential to enhance word chunking skills among Japanese English learners and shed light on the pedagogical implications of the Chunk-and-Pass model.

Hypertension in children and adolescents: perspectives in Japan.

Hypertension in children and adolescents is associated with increased risk of hypertension and cardiovascular disease (CVD) in adulthood. Therefore, preventing hypertension among children and adolescents is an important public health objective worldwide. Although the importance of hypertension in children and adolescents has increasingly been recognized, the field of research is relatively new and evidence for etiologies, prevention and treatment is sparse. This review mainly summarizes the content regarding hypertension in children and adolescents published in Hypertension Research in 2023/24. Highlights include the following: The prevalence of hypertension was higher in female than male Japanese junior high school students (13.7% vs. 4.7%), but there was no significant gender difference among Japanese senior high school students (7.4% vs. 5.4%). Hematological parameters, including red blood cell counts, hemoglobin counts, hematocrit and iron levels, were positively associated with blood pressure (BP) levels in healthy children and adolescents. Higher-risk longitudinal BP trajectories in early life were associated with increased risk of target organ damage (TOD) and higher combined TOD load in midlife. BP phenotypes (e.g., masked hypertension, white-coat hypertension) assessed using office and 24-h ambulatory BP monitoring were not highly reproducible in children. The salt check sheet was a useful tool for evaluating the approximate dietary salt intake in Japanese children and adolescents. It is recommended that healthcare providers screen for hypertension in children and adolescents and recognize the importance of early intervention for those with elevated BP levels. Beginning in childhood, continuous education on hypertension and proper dietary salt intake are key to reducing the risk of hypertension and decreasing the burden of CVD in adulthood.

Early detection of students' mental health issues from a traditional daily health observation scheme in Japanese schools and its digitalization.

The implementation of school-based mental health screening offers promise for early detection of mental health issues in children; however, various barriers hinder its widespread adoption. This study aimed to investigate the predictive value of digital data obtained from an established daily health observation scheme in Japanese schools to identify later mental health issues in children. Data for the analysis were obtained from 2,433 students enrolled in five public schools. The data acquisition period spanned 76 school days, from September 1, 2022, to December 23, 2022, and student absences were recorded during this period. Depressive and anxiety symptoms were assessed in January 2023. The students' daily physical and emotional health status was recorded as "daily health issue" scores and group-based trajectory modeling was employed to classify the long-term trends in these scores. Additionally, rolling z-scores were utilized to capture variability in daily health issue scores, with z-scores above +1 considered unusual responses. After 4 months of daily health observations, students' response trends were classified into five trajectory groups. The group experiencing the highest number of daily health issues (Group 5; 5.4% of the sample) exhibited more subsequent depressive and anxiety symptoms compared to the group with fewer issues (Group 1; 47.5%) (incident rate ratio [IRR] = 5.17; 95% confidence interval [CI]: 3.82, 6.99). Group 5 also demonstrated significantly more days of absence than Group 1 (IRR = 2.14, 95% CI: 1.19, 3.85). The average daily health issue scores for the entire period were associated with both depressive/anxiety symptoms and the number of days absent from school (IRR = 1.59, 95% CI: 1.45, 1.73; IRR = 1.18, 95% CI: 1.04, 1.35, respectively). Furthermore, a higher number of unusual responses during the entire period was also associated with more depressive/anxiety symptoms (IRR = 1.10, 95% CI: 1.07, 1.12). The current study is the first to demonstrate the predictive capability of a traditional daily health observation scheme to identify mental health issues in children. This study highlights the scheme's potential to screen and safeguard children's mental health, emphasizing the importance of digitalization and collaboration with various stakeholders.

Navigating between cultures: foreign teachers within Thai and Japanese schools

ABSTRACT This study investigated the experiences of foreign teachers working within Thai and Japanese schools. Using qualitative methods, sixteen teachers were interviewed about their adjustment and communication within the foreign educational setting. Results showed that expectations, intercultural sensitivity, intercultural communication differences had an influence on how well the teachers were able to integrate into the culture of their host country. It particularly points to the preconception of cultural proximity as a factor that strengthens an ethnocentric view held by some teachers whose country of origin is in Asia.

Possible determinants of physical fitness in Japanese school children: Across-sectional study.

Physical fitness is one of the most important health indicators in children. Although appropriate body composition or certain lifestyle factors such as frequent physical activity are thought to improve physical fitness, results of previous studies are inconsistent, and most studies were from Western countries. We investigated associations of body composition and modifiable lifestyle factors such as physical activity, screen time, diet and sleep duration with physical fitness in Japanese primary school children. 2308 children (age 10-12 years old) in 12 primary schools were analysed in this cross-sectional study. Physical fitness was evaluated by sports battery tests conducted routinely and annually at schools. The total score of sports battery tests, 20-m shuttle run (laps) and grip strength (kg) were selected as outcomes. Information about lifestyle factors was collected by two questionnaires. Associations between lifestyle factors and physical fitness were assessed by multivariable linear mixed models by sex. Frequent exercise was related to better overall physical fitness. Regarding the 20-m shuttle run, many unfavourable lifestyle factors such as higher BMI in boys (β -7.37, 95% confidence interval [CI] -8.39, -6.35) and girls (β -3.54, 95% CI -4.50,-2.58), longer screen time (β -4.31, 95% CI -7.29, -1.34) in boys and girls (β -5.65, 95% CI -9.01, -2.30); shortest (reference) versus longest, breakfast skipping in boys (β -5.24, 95% CI -8.71, -1.77) and girls (β -3.57, 95% CI -6.84, -0.30); consumers (reference) versus skippers were associated with worse performance. Better quality of diet was associated with better results in the 20-m shuttle run only in girls (β 2.58, 95% CI 0.24, 4.93); lowest (reference) versus highest. Frequent exercise was related to better physical fitness. Higher BMI and unfavourable lifestyle factors such as longer screen time and breakfast skipping were associated with worse results of the 20-m shuttle run.

Preliminary trial of a well-being diary with Japanese primary school students

The well-being of Japanese children has been reported to be low, compared with children in other developed countries. However, there has been a lack of social and emotional education specially designed to promote the well-being of this demographic. To address this gap, the authors developed a well-being diary (WE diary) suited for the Japanese school context during the COVID-19 pandemic. This study was a two-arm controlled trial to investigate the efficacy and feasibility of the WE diary using the social and emotional learning approach. The participants comprised Japanese primary school students aged 7–8 (35 females and 34 males) who volunteered for this 8-week program, which was implemented during 10–15-minute extra class periods. The students in the WE diary group and waitlist conditions completed questionnaires at three time points, under the supervision of the teacher. Based on the findings, there were significant positive changes in the scores for well-being and perceived social support, indicating the feasibility of this program in Japanese primary schools. The overall usefulness of the well-being diary among this demographic could motivate researchers, policymakers, and practitioners to promote social and emotional learning in Japanese schools.