Challenging the traditional organization of Japanese universities

This essay examines how Japaneseresearch universities have changed from anorganizational perspective over the past tenyears. First, Japan has modified graduateeducation to better compete with othercountries. The traditional undergraduateschool-centered system has been changed toinclude a focus on graduate education. Sincegraduate schools are more sensitive to changesin and generation of new knowledge, this newfocus affects various areas of universities,including the status of professors. Second,universities have become loosely coupledsystems as a result of recent reforms, such asintroducing a ``large' chair system and theseparation of teaching and research. This neworganizational structure makes universitiesmore flexible and more receptive to furtherreforms. Finally, the loosely coupledstructure of Japanese universities requires thecreation and standardization of universityculture. The introduction of newvice-president positions will contribute to theformation of university identity rather thanstrengthen of governance systems.     

Reading, Reasoning, and Literacy: Strategies for Early Childhood Education From the Analysis of Classroom Observations

Researchers have posited that children generally learn to read in environments that are trusting, comfortable, and offer small group or one-to-one adult support, all of which are characteristics of a high quality early childhood education program. This evaluation research study examines the Pre-Kindergarten Incentive Program, an early childhood demonstration program in Washington, DC designed to study several urban community-based sites. The authors facilitate a discourse on how all early childhood education programs can become high quality programs through standardized observations, evaluations, and constructive feedback. The article describes the demonstration program, highlights general findings from standardized classroom observations, discusses areas needing improvement, and presents strategies for addressing areas of challenge. It will reveal to early childhood educators how evaluation findings can improve teaching and learning techniques and environments in early childhood programs. The goal is to promote overall improvement in reading, reasoning, and literacy for children enrolled in early childhood programs and thereby better prepare them for kindergarten.     

Analogies in chemistry textbooks

Abstract

This study combines a critical analysis of analogies found in eight chemistry textbooks used by Australian senior high school students with the views of the textbook authors about analogies in chemistry textbooks and teaching. Sixty‐two analogies were identified which described abstract chemical concepts such as atomic structure and collision theory. A range of styles, including pictorial analogies, were identified and the analogies were found to have variant amounts of analogical mapping and analogue explanation. Analogical limitations were rarely identified. Authors contended that they were cautious about including analogies in textbooks as analogies require a flexibility not available when they are set in print. It was argued that analogy was best applied as a strategy for teachers in response to them perceiving that students had misunderstood an original explanation.     

Risk management by a neoliberal state: construction of new knowledge through lifelong learning in Japan

This article examines the current developments in Japan's lifelong learning policy and practices. I argue that promoting lifelong learning is an action that manages the risks of governance for the neoliberal state. Implementing a new lifelong learning policy involves the employment of a political technique toward integrating the currently divided and polarized Japanese population – popularly called kakusa – into the newly imagined collective, namely, atarashii kōkyō or the New Public Commons. Examining the macro policy discourse on Japan's educational policy, this article demonstrates Japan's inflections of neoliberal governmentality with the new distribution of responsibility between the state and the individuals through the construction of new knowledge supporting the New Public Commons. In fact, new knowledge is the epicenter of the national educational policy discourse aiming at generating social solidarity in local communities.