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Improving Learning EnvironmentsSchool Discipline and Student Achievement in Comparative Perspective$
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Richard Arum and Melissa Velez

Print publication date: 2012

Print ISBN-13: 9780804778039

Published to Stanford Scholarship Online: June 2013

DOI: 10.11126/stanford/9780804778039.001.0001

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School Discipline and Academic Achievement in Japan

School Discipline and Academic Achievement in Japan

Chapter:
(p.163) CHAPTER FIVE School Discipline and Academic Achievement in Japan
Source:
Improving Learning Environments
Author(s):

Hiroshi Ishida

Satoshi Miwa

Publisher:
Stanford University Press
DOI:10.11126/stanford/9780804778039.003.0006

This chapter examines the low levels of disorder and delinquency in Japanese schools. Greater discipline in Japanese schools comes from comparatively high levels of parental expectations, institutional demands of employers, and hierarchically ordered secondary and postsecondary schools. Variations between levels of students' misbehavior in Japanese schools are not easily explained by school-level student population differences such as parental education or the ethnic and gender ratios of the school. In Japan, school disciplinary environment does not seem to directly influence student achievement. However, students who report having personally experienced victimization have lower test scores than those who do not.

Keywords:   Japanese schools, Japanese discipline, hierarchically ordered schools, student misbehavior

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