An African-centred approach to land education

Approaches to environmental education which are engaging with place and critical pedagogy have not yet broadly engaged with the African world and insights from Africana Studies and Geography. An African-centred approach facilitates people’s reconnection to places and ecosystems in ways that do not reduce places to objects of conquest and things to be exploited for profitability and individual gain. Such an approach offers effective critiques of settler coloniser perspectives on the environment and deeper understandings of the relationship between worldview and ecologically sensitised education. Through examples from Africana Studies and Geography, this article provides an introduction to how an African-centred approach can contribute to the development of a Land Education perspective and improve college-level environmental education.     

Beyond Orientalism in comparative education: challenging the binary opposition between Japanese and American education

This article challenges the common-sense observation that Japanese and American education have been moving in “opposite directions” in recent times. Drawing on postcolonial discourse studies and cultural studies, the article extracts from this observation an Orientalist binary epistemology that continues to set discursive limits on the way Japanese and American observers make sense of each other's education. It is argued that the predominance of this Orientalist binary paradigm in comparative discussions of Japanese and Anglo-American education has resulted in the unfortunate lack of scholarly efforts to take full account of the common global structural changes in education driven by neo-liberal and neo-conservative impulses. As a crucial step towards the critical, reflexive engagement with the continuing colonial legacy, this article proposes a structurally oriented research paradigm that enables us to discuss localised and nationalised differences in education changes within the common frame of global structural changes in economy, state and education.     

A comparativist’s predicaments of writing about ‘other’ education: a self-reflective,critical review of studies of Japanese education

This self-reflexive essay teases out the predicaments that I have encountered through my past publishing experience, while situating them in a critical review of the existing English-language studies of Japanese education. Drawing on postcolonial theoretical insights and recent critical sociology of academic knowledge production, I use my personal experience as a starting point to identify the particular discursive structure of comparative education that constrains the articulation of ‘other’ education in the field. My critical review of comparative studies of Japanese education demonstrates that many of them, including my own, unreflexively accept the subject positions offered by this discursive condition and thus further constrain space for those who write in English about ‘other’ education and Japanese education in particular. In conclusion, I discuss recent studies of Japanese education that partially address the dilemmas raised in this paper and the wider implications of this study for the field of comparative education.     

Coordination of hitting movement revealed in baseball tee-batting

Baseball batters must react to pitches delivered to different locations within the strike zone by modulating their movements. In tee-batting practice, such batters place a ball on a tee stand at a location, where they intend to hit the ball, assuming a particular pitch’s trajectory. In the present study, we analysed three-dimensional movements in tee-batting to identify characteristics of the batters’ intended impact locations across the strike zone, thereby investigating spatiotemporal features of movement modulation. More specifically, 10 experienced baseball batters performed tee-batting at their preferred impact locations at nine different heights and courses within the strike zone. The distribution of impact locations showed regularity, i.e., the location shifted forward for balls placed high and inside, while it shifted backward for balls placed low and outside. Furthermore, trunk and arm movements showed systematic modulation as the impact locations changed. The duration of bat movement was also location dependent, i.e., hitting the inside ball took more time than hitting the outside ball. Our results indicate that even though movements among body segments were properly coordinated to adjust the bat swing for different impact locations, fine timing adjustments were also required to hit the ball at those preferred impact locations and therefore properly react to differences in flight paths.     

Specific types of sports and exercise group participation and socio-psychological health in older people

ABSTRACT

Older people who engage in sports and exercise in a group render greater benefits for socio-psychological aspects compared to exercising alone. The aim of this study was to identify the prevalence of specific types of sports and exercise groups and the association with self-rated health, depressive symptoms, and frequency of laughter among community-dwelling older people. We used cross-sectional data from the 2016 Japan Gerontological Evaluation Study and analysed 63,465 males and 68,497 females aged ≥65 years. The top three most popular types among males were golf (11.3%), walking (8.4%), and ground golf (6.3%). Among females, the top three were fitness exercises (13.8%), walking (8.3%), and weight exercises (6.2%). After adjusting for potential confounders, engaging in golf with a group was significantly related with excellent self-rated health (prevalence ratio, PR, 1.31 in male and 1.78 in female), low depressive symptoms (PR, 0.70 and 0.71), and a high frequency of laughter (PR, 1.12 and 1.13). Among females, walking displayed a significant relationship with all three characteristics (PR, 1.23, 0.79, and 1.06, respectively). Golf in older males and walking in older females might be the first choice for an effective programme to spread sports and exercise groups within the older Japanese community.     

The politics of international league tables: PISA in Japan’s achievement crisis debate

Using the political‐economic analysis of globalisation and education as well as a culturalist approach to education policy borrowing, the paper analyses the role of local actors, specifically, national newspapers and the Ministry of Education, in mediating the potentially homogenising curricular policy pressure of globalisation exerted through the PISA league tables. Using the recent Japanese education policy debate as a case study, the author demonstrates how the Japanese media interpreted the PISA 2003 findings in a way that resonated with the specific cultural, political, and economic context of the time and how the Ministry used the findings to legitimise otherwise highly contentious policy measures. Questioning the conventional interpretation that the PISA 2003 shock caused the Ministry to redirect its controversial yutori (low pressure) curricular policy, the paper reconstitutes the Ministry as an active agent that capitalised on an external reference (PISA) to re‐establish its political legitimacy in a time of increasing neo‐liberal state‐restructuring.     

Comparison of most‐to‐least to error correction for teaching receptive labelling for two children diagnosed with autism

Prompting systems are guidelines of when to provide learners with prompts and when to fade prompts. Today, there are several prompting systems implemented to teach receptive labeling to individuals diagnosed with autism spectrum disorders and other disabilities. This study compared most‐to‐least prompting to an error correction procedure involving feedback and remedial trials for teaching two children with autism a variety of receptive labels. All teaching was implemented in a one‐to‐one instructional setting. Researchers taught each participant how to receptively identify 18 pictures; nine were taught using error correction and nine were taught using most‐to‐least. The researchers utilized an adapted alternating treatment design nested into a multiple probe design to evaluate the two procedures. Results indicated that participants were able to reach mastery criterion on 100% of skills taught using the error correction and were able to reach mastery criterion on 88.9% of skills taught using most‐to‐least. Additionally, error correction tended to require fewer trials for participants to reach mastery criterion.     

Comparison of Most-to-Least Prompting to Flexible Prompt Fading for Children with Autism Spectrum Disorder

This study compared most-to-least prompting to flexible prompt fading for teaching four children with an autism spectrum disorder various expressive tasks. Using a parallel treatment design nested into a multiple probe design, researchers taught each participant how to expressively label six pictures with most-to-least prompting and six pictures with flexible prompt fading. The researchers evaluated effectiveness, maintenance, efficiency, and performance across both prompting conditions and across all participants. Results indicated that both prompting procedures were effective across all four participants. Results also indicated that flexible prompt fading led to a higher percentage of independent correct responding during teaching trials. For three of the participants, flexible prompt fading was also a more efficient procedure. Results were mixed in terms of maintenance across the four participants.