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Achieving Equity and Quality in Japanese Elementary Schools: Balancing the Roles of State, Teachers, and Students
Lynne PARMENTER
Front. Educ. China. 2016, 11 (3): 272-298.
https://doi.org/10. 3868/s110-005-016-0024-2
The aim of this paper is to explore perspectives on equity, quality, motivation, and resilience by focusing in depth on the perspectives of educators in one small, semi-rural school in Japan. The paper is intended to provide rich, in-depth data and discussion as a way of providing insights from different perspectives into findings from large-scale international assessments. The two key questions addressed in the paper are, (1) How are equity and quality achieved and maintained in Japanese elementary schools? and (2) How are student motivation and resilience perceived and fostered in Japanese elementary schools? These questions are addressed through analysis of key official documents related to the questions, together with analysis of semi-structured interviews conducted with education professionals working in an elementary school. The paper will contribute to understanding the perspectives of teachers in a particular school context in Japan on the roles of state, teachers, and children themselves in the task of achieving and maintaining equity and quality in a high performing education system.
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Configuration of the Teacher–State Relationship: The Shanghai Experience
ZHAO Zhenzhou,ZHU Zhiyong,RUAN Linyan
Front. Educ. China. 2016, 11 (3): 322-337.
https://doi.org/10. 3868/s110-005-016-0026-6
As one of the most prominent cases of high performing education systems in Asia, Shanghai has received widespread attention in recent years. The existing literature has shown that the formation of a high performing education system in Shanghai is closely associated with the high-quality teaching force. The purpose of this paper is to explore the experience of Shanghai in configuring the teacher–state relationship and building the teaching profession against China’s background of centralized education. Our analysis was framed around three key actors that have reshaped the relationship between teachers and State in the post-Mao era, including the establishment of teaching as a profession, schools, and the labor market. Based on policy analysis and empirical evidence from Shanghai, the research findings indicate Shanghai’s own experience in building the teaching profession, teachers’ professional well-being, and other subjective perceptions related to school management and the labor market.
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