Educational Research for Policy and Practice in Japan – With Particular Reference to Youth Education

Based upon the Fundamental Law of Education, Japanese school education system has long been a source of pride for the country as a result of the high school participation rate, the homogeneity of compulsory education throughout the country. However, the confidence of the people in its schools is now showing severe signs of strain and fatigue. In recent years, there have been many reports about the growing seriousness of a number of educational problems having to do with young people in their childhood and adolescence. Since the mid-1970s, a number of problems have been highlighted. They include violent behavior, juvenile crimes, bullying, refusal to attend school, dropping out at secondary level of education, and corporal punishment. Against the above background, based on recommendations from such advisory bodies as the Central Council for Education and the National Commission on Education Reform, the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) has adopted a range of policies and launched a series of educational reform programmes. For instance, what is called “Rainbow Plan”, based on the final report submitted by the National Commission on Education Reform, provides the country with basic guidelines for the educational reform in the near future. Roles of educational research for making policies have been of significance. Research initiated by the National Institute for Educational Policy Research (NIER) and the National Federation of Educational Policy Research Institutes (NFERI) is an example of contributions to the development of educational qualities in the country. This revised version was published online in July 2006 with corrections to the Cover Date.     

Activity of Prefrontal Cortex in Teachers and Students during Teaching of an Insight Problem

Metacognitive functions are important for both teachers and students to facilitate teaching and learning. The prefrontal cortex (PFC) plays a proven role in metacognition. As a pilot study, we evaluated the PFC activity of teachers and students using near‐infrared spectroscopy devices to explore the neural mechanism of PFC underlying metacognitive function during teaching and problem‐solving processes. In 14 student‐teacher pairs, participants in the teacher role gave hints via a tablet screen to facilitate solving of a tangram puzzle task by participants in the student role. The PFC activity of teachers increased after giving hints but not while planning hints. The PFC activity of students increased upon task solving after receiving hints. The PFC of teachers might play a metacognitive role in monitoring their own teaching results. The PFC activity of students might be related to the creativity process after gaining insights, as well as metacognitive process for monitoring their own behavior.     

Examining the role of school psychologists as providers of mental and behavioral health services

The school setting represents the most common setting by which youth receive mental and behavioral health (MBH) services (Farmer et al., 2003, Psychiatr Serv, 54, 60–66). Nevertheless, many school psychologists are not providing MBH services despite the high prevalence of need. Additional research is needed to understand factors leading to these deficits, as well as potential solutions to ameliorate these concerns. The current study surveyed 341 school psychologists across seven states and found current ratios are one school psychologist for every 1,500–2,000 students. Study results suggest school psychologists are providing a half to full day of universal, prevention-oriented MBH services each week whereas more targeted, direct services (e.g., individual or small group counseling) are offered 1–4 hr each week. The school psychologist-to-student ratios also demonstrated a statistically significant and inverse association with the provision of targeted MBH services, with higher ratios resulting in fewer MBH services. Respondents provided potential solutions for how to expand the delivery of MBH services within schools, including increased awareness and support among school and district administrators, as well as access to training and professional development related to MBH services.     

Exploring literacy and growth: An analysis of three communities of readers in urban Senegal

This paper consists of two parts. The first part reviews how the arguments supporting literacy education have changed over the last five decades. Although there has been a shift in emphasis from economic to socio-cultural and personal dimensions, literacy is still considered mainly as an instrument for economic growth and poverty alleviation. The second part presents a case study of three different establishments which provide reading materials in urban Senegal. The analysis indicates that people are more likely to practise reading when they have access to materials which genuinely interest them. These materials are not necessarily about development or livelihood—themes often judged as ‘appropriate’ for socio-economic growth by policy makers and practitioners. People read stories and history books for their own pleasure – rather than out of a sense of duty – to transcend the mundane routine of their daily lives. This ‘reading for pleasure’ aspect needs to be taken more account of in literacy education.     

The origin of universal shadow education: what the supplemental education phenomenon tells us about the postmodern institution of education

Prodigious growth in out-of-school, private educational activities meant to supplement formal schooling is observed worldwide. Why has shadow education expanded, and what does it mean for the future of education in postmodern society? Illustrated by the historical development and recent changes in the Japanese shadow education industry, it is suggested that shadow education follows the institutional logic of formal education. And as this logic has become more homogenized and expansive globally, so have the forms and goals of shadow education. Because of its focus on learning and achievement, which are central to formal education, it is predicted that shadow education will be increasingly incorporated into the broader culture of education.     

Differences in body composition and risk of lifestyle-related diseases between young and older male rowers and sedentary controls

Abstract

The aim of this cross-sectional study was to compare body composition and risk factors of lifestyle-related diseases between young and older male rowers and sedentary controls. Healthy males aged 19–73 years participated in the study, and were divided into four groups: 26 young rowers, 24 senior rowers, 23 young sedentary controls, and 22 senior sedentary controls. Total and regional lean soft tissue, fat mass, and bone mineral density were measured using dual-energy X-ray absorptiometry. The HDL-cholesterol of senior rowers (67.4 ± 13.4 mg · dl^?1) was significantly (P < 0.05) higher than that of senior sedentary controls (59.2 ± 11.9 mg · dl^?1), while HDL-cholesterol was similar in senior rowers and young rowers (66.1 ± 10.8 mg · dl^?1). Arm, leg, and trunk lean soft tissue mass were significantly higher in senior rowers (5.6 ± 0.6 kg, 18.2 ± 1.8 kg, and 27.3 ± 3.2 kg respectively) than in senior sedentary controls (5.1 ± 0.4 kg, 16.3 ± 1.4 kg, and 24.6 ± 1.7 kg respectively; P < 0.05). Bone mineral density was also significantly higher in senior rowers than in senior sedentary controls (ribs, lumbar spine, and pelvic segments; P < 0.05). We conclude that age-related increases in the risk of lifestyle-related diseases, such as osteoporosis and sarcopenia, are attenuated in male rowers. These results suggest that regular rowing exercise may have a positive influence in the prevention of lifestyle-related diseases in older Japanese people.     

Toy safety and selection

Toys can be used to promote children's cognitive, physical, motor, language, social, and emotional development. Safety and developmental appropriateness are of the utmost importance when selecting children's toys. Parents and teachers and other helping professionals need to teach children the safe use of toys to prevent toy-related accidents. Obtain additional information regarding toy safety by calling the U.S. Consumer Product Safety Commission at 1(800)638-CPSC.