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

关于日本学校跟踪的社会学研究传统上侧重于校际跟踪。这是因为日本学校的第一次大规模选拔发生在义务教育结束时，也就是学生从初中升到高中的时候。另一方面，关于跟踪的国际讨论，特别是在美国，主要集中在微观层面的校内跟踪、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的权利，特别是种族和族裔少数群体的权利，一直是追踪问题国际讨论的主要焦点。考虑到这些问题，本研究试图分析日本教育中跟踪的特点，重点关注少数族裔和多元文化问题。这项研究使用了学校观察、访谈和其他田野调查技术来达到这一目的。此外，这项研究还分析了日本学校模式的组成部分，比如强调对整个孩子的教育，这可能会抵消跟踪的负面影响。

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.