A Cross-National Study of the Japanese Model of Tracking : Coexistence and Equity in Education

日本追踪模式的跨国研究:教育中的共存与公平

• 批准号: 21530873
• 负责人: TSUNEYOSHI Ryoko
• 金额: $ 2.66万
• 依托单位: The University of Tokyo
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2009
• 资助国家: 日本
• 起止时间: 2009 至 2011
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-21530873/
• 关键词: 比較教育; トラッキング; マイノリティ; 多文化共生; 教育社会学; 多文化教育

Sociological studies of tracking in Japanese schooling have traditionally focused on between-school tracking. This is due to the fact that the first largest selection in Japanese schooling occurs at the end of compulsory education, as students move from junior to senior high school. On the other hand, international discussions on tracking, notably in the United States, have focused on the micro level in-school tracking, on teaching, the selection process, and learning. Tracking in the international context has also been tied to issues of equity. The rights of underachieving minorities, especially racial and ethnic minorities, have been a major focus in the international discussions of tracking. With such issues in mind, this research attempted to analyze the characteristics of tracking in Japanese education with a focus on minorities and multicultural issues. The study used school observation, interviews, and other fieldwork techniques to this end. In addition, the study analyzed components of the Japanese model of schooling, such as the emphasis on educating the whole child, which could counter the negative effects of tracking.

日本学校跟踪的社会学研究传统上侧重于校际跟踪。这是因为日本教育中第一次最大的选择发生在义务教育结束时，即学生从初中升入高中的时候。另一方面，关于跟踪的国际讨论，特别是在美国，集中在微观层面的学校跟踪，教学，选择过程和学习。在国际范围内的跟踪也与公平问题联系在一起。成绩不佳的少数群体，特别是种族和族裔少数群体的权利，一直是国际上关于跟踪的讨论的一个主要焦点。基于这些问题，本研究试图以少数民族和多元文化问题为重点，分析日本教育中的跟踪特征。为此，本研究采用了学校观察、访谈和其他实地调查技术。此外，该研究还分析了日本学校教育模式的组成部分，例如强调对整个孩子的教育，这可以抵消跟踪的负面影响。

项目成果

『基礎学力を問う』「グローバル化社会における学力観」

“质疑基本学术能力”“全球化社会中学术能力的视角”

• 发表时间: 2009
• 期刊: 東大出版協会
• 作者: Ryoko Tsuneyoshi (ed.;P.Peterson;et al.);山村滋;一見真理子(代表)編;森下稔;恒吉僚子(基礎学力研究開発センター)
• 通讯作者: 恒吉僚子(基礎学力研究開発センター)

Communicative English in Japan and'Native Speakers of English', Houghton, Stephanie, Damian Rivers, eds. The Native-Speaker English Language Teacher : From Exclusion to Inclusion

日本的交际英语和“英语母语人士”，Houghton、Stephanie、Damian Rivers 编辑。

• 发表时间: 2012
• 作者: Tsuneyoshi;R.
• 通讯作者: R.

Cultural Diversifica-tion and Japanese Education : Social Constructions of the New Di-versity, in The International Encyclopedia of Education, vol.1, 3rd Edition, edited by Penelope Peterson, Eva Baker, and Barry McGraw

《文化多元化与日本教育：新多样性的社会建构》，载于《国际教育百科全书》，第 1 卷，第 3 版，佩内洛普·彼得森、伊娃·贝克和巴里·麦格劳编辑

• 发表时间: 2010
• 作者: Tsuneyoshi;R.
• 通讯作者: R.

The 'Internationalization' of Japanese Education and the Newcomers : Uncovering the Paradoxes

日本教育的“国际化”与新来者：揭示悖论

• 发表时间: 2011
• 期刊: Reimagining Japanese Education : Borders, Transfers, Circulations, and the Comparative
• 作者: Ryoko Tsuneyoshi (ed.;D.Willis;et al.)
• 通讯作者: et al.)

Kaori Okano, and Sarane Boocock eds. Minorities and Education in Multicultural Japan : An Interactive Perspective

Kaori Okano 和 Sarane Boocock 编辑。

• 发表时间: 2010
• 作者: Tsuneyoshi;R.
• 通讯作者: R.