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A study of equity in mathematics education: Lessons from Japan for U.S. teacher preparation

机译:关于数学教育公平性的研究:日本对美国教师准备的启示

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摘要

This study comes at an opportune moment for Japanese and U.S. educators, policymakers, and researchers given the trends of global policy and equity-based reform. Discussions of academic achievement in both societies allow us to examine accessibility in mathematics education in order to best prepare teachers to serve the needs of students. Quantitative and qualitative analyses were employed to answer the underlying research question, how does privatization affect equity in mathematics achievement as observed in upper-level Japanese elementary schools? The contextual background leads to a discussion on implications for teacher preparation programs in the U.S., where a culture of privatized education has emerged of academic tutoring and test preparation. The increasing public and private sector disparities serve as an urgent call to address issues of equity in both nations.
机译:鉴于全球政策和基于股权的改革趋势,这项研究正值日本和美国的教育者,决策者和研究人员适逢其时。对两个社会的学术成就的讨论使我们能够研究数学教育的可及性,以便为教师提供最佳的准备以满足学生的需求。定量和定性分析被用来回答潜在的研究问题,如在日本高级小学中观察到的那样,私有化如何影响数学成就的公平性?上下文背景导致了对美国教师预备课程的影响的讨论,在美国,已经出现了一种私有化的教育文化,包括学术辅导和考试准备。公共和私营部门之间日益增加的差距是解决两国平等问题的紧急呼吁。

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    Furuto Linda;

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  • 年度 2015
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