SOC 463/663 (Social Psych of Education) - Culture & Education
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SOC 463/663 (Social Psych of Education) - Culture & Education
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SOC 463/663 (Social Psych of Education) - Culture & Education
- 1. Culture & Education Melanie Tannenbaum, Ph.D. SOC 463/663 Spring 2015
- 4. PISA: Programme for International Student Assessment
- 5. PISA 2000: 15 year olds, Math
- 6. PISA 2000: 15 year olds, Science
- 9. PISA 2012 – Video – Key findings – AFT video – Newshour
- 10. BUT
- 11. Challenges and Changes in Japan Disrespect toward teachers Overworked students Sleeping in class Student aggression Bullying Drug use Suicide Concern with falling levels of student competency Remedial courses at the university level Lack of individual brilliance Lack of creativity Movement toward less standardized testing!
- 12. (Some) American Strengths Creativity Avoid excruciating competition American universities
- 13. – James Fallows “If we have to out-cooperate and out-sacrifice the Japanese, we may as well quit. We need to find our own tools.”
- 14. – The Learning Gap, p. 20 “Taking an interest in Asian education does not mean that we should, or can, adopt the successful aspects of Asian systems of child-rearing and education. They are adaptive for the cultures in which they exist, and our problems are not going to be solved by importing Chinese or Japanese culture.”
- 15. Discussion Questions If American teachers took similar approaches…as Japanese teachers, would we get the same good outcomes? Or would other cultural factors make them less successful? Other than Japan/China, are there aspects of other countries' educational systems that we could and should adapt to our own?
- 16. Discipline
- 17. Discussion Questions What type of disciplinary strategies do we have in our schooling system?
- 18. Discipline in Japanese Preschool 1. Peers are extensively involved in managing misbehavior 2. Teachers attribute positive motives to children 3. The goal is understanding, not compliance 4. Misbehavior seen as inadequate attachment to school community
- 19. Discipline in Japanese Preschool 1. Peers are extensively involved in managing misbehavior • Emphasize values of friendship, kindness, and community • “We’re all in this together.” 2. Teachers attribute positive motives to children • They “forget promises” or “don’t understand,” not “break rules.” • Shift attributions for own behavior; more felt responsibility
- 20. Discipline in Japanese Preschool 3. The goal is understanding, not compliance • Understanding why certain rules are essential is critical • Opportunities to deepen understanding & perspective-taking 4. Misbehavior seen as inadequate attachment to school community • “Acting out” often a symptom of not feeling connected to others • Kids who are disruptive often praised later, to strengthen bonds
- 21. – Japanese First Grade Teacher in Lewis (1995) I don’t want to create children who obey because I’m here. I want children who know what to do themselves, children who learn to judge things themselves.
- 22. Disciplinary actions appeal to feelings Strengthening relationships, internalizing values “The farmer worked hard to grow these vegetables for you.” American parents often just assert authority Control immediate behavior through reward/punishment “Eat your vegetables because I said so!” Individualism vs. Collectivism Discipline in Japanese Preschool
- 23. Pros Teachers can remain benevolent, nurturing, and warm Sanctions from peers may feel more “natural,” less contrived May pose less of a threat to “good child” identity Cons Children’s moral judgments tend to be harsh & punitive If teachers “stand by,” isn’t it like condoning/tolerating cruelty? Peer Discipline: Good Idea?
- 24. Classroom discipline is central in American classrooms Discipline in preschool/elementary school United States Compliance with general rules Teacher as “enforcer” of rewards and punishments Japan Understanding rather than compliance Teacher as “discussant” of transgressions Discipline
- 25. Discussion Questions Would praising American children who are misbehaving give them the attention they want and lead them to keep acting out? Or would this technique work in American schools as a means of strengthening connections to the community and eliminating bad behavior? I thought it was interesting that the Japanese use rule- breaking as an opportunity to help the child understand his/her transgressions, rather than as an opportunity for punishment. Would the United States be able to implement these same kinds of practices?
- 26. What would American parents do if aspects of these teaching styles were enacted in the US? Could aspects of these practices (e.g., the “hands- off” approach to discipline) be enacted in the U.S., or would it be too controversial? Discussion Questions
- 28. In-classroom practices Role of peers Role of teachers Authority etc. Outside-of-classroom practices Homework Involvement of and support by parents Pedagogy Organization of schooling Curriculum/requirements Educational Practices
- 29. Child Identity Japan: Children can mean no harm U.S.: Behaviors reflect intentions Ability/Implicit Theories Japan: Primarily incremental theory U.S.: Primarily entity theory Assumptions
- 30. Both U.S. and Japan think that education is important, but… Japan High involvement Daily/weekly updates on children Education is a matter of school and home United States Involvement varies a great deal PTAs sparsely attended Education is a matter of the school The Role of Parents
- 31. If all it takes [to improve education] is parental involvement, why are more parents not involved in their children’s educations? How do you even try to “change” or better family values to help a child succeed? Discussion Questions
- 32. The Learning Gap: Possible Solutions Refine the function/purpose of schools Define educational goals; assert the “role” of parents More equal access to education, not just best & brightest Reallocating spending Teacher salaries! Emphasize effort (not ability) beliefs Higher value on education
- 33. The Learning Gap: What Schools Can Do Decrease teaching load for elementary school teachers Improve teacher training Implement educational research Teach to “the group” — less individual seatwork Could possibly even increase class size and have it be a benefit Make textbooks more interesting/relevant More free time/recess during the school day Eliminate tracking Respect the “age of innocence”
- 34. The Learning Gap: What Families Can Do Become involved in children’s schools Create a home environment that’s conducive to studying Strong indications of interest & concern Make realistic assessments & raise standards
- 35. Could the Japanese approach to education be introduced in the U.S.? Which parts of it would work? Which parts wouldn’t work? Why haven’t we done this yet? What could we do to implement it? The Big Question…