Achieving Equity and Quality in Japanese Elementary Schools: Balancing the Roles of State, Teachers, and Students

• Published in: Frontiers of Education in China 2016, Vol.11 (3), p.272-298
• Main Author: Parmenter, Lynne
• Format: Article
• Language: English
• Subjects: Achievement; Content Analysis; Educational Quality; Elementary Education; Elementary School Students; Elementary School Teachers; Elementary Schools; Equal Education; Foreign Countries; Government Role; International Assessment; Interviews; Japan; Motivation; Quality of education; Resilience (Psychology); Rural Schools; Semi Structured Interviews; Student Motivation; Student Role; Teacher Attitudes; Teacher Role
• ISSN: 1673-341X; 1673-3533
• DOI: 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.