Historical overview of curriculum organisation National control over curriculum vs. school-based curriculum development

• Published in: Curriculum, Instruction and Assessment in Japan pp. 11 - 27
• Main Author: Nishioka, Kanae
• Format: Book Chapter
• Language: English
• Published: Routledge 2017; Taylor & Francis
• Edition: 1
• Subjects: Area Studies; Asian Education; Asian Studies; Asian Studies (General); Assessment & Testing; Classroom Practice; Curriculum planning and development; Curriculum Studies; Education; Education Policy; Education Policy & Politics; Education: examinations and assessment; Educational strategies and policy; Educational systems and structures; Interdisciplinary studies; International & Comparative Education; Japanese Studies; Reference, Information and Interdisciplinary subjects; Regional / International studies; Society and Social Sciences; Teaching & Learning; Kochi Prefecture; IEA Study; PISA Shock; Non-continuous Texts; Complex Assessment Method; Professional Development; Curriculum Organisation; Elementary School; Seating Chart; Provisional Council; Structural Reformation; Real Gdp; Experimentation Learning System; Sixth Grade Elementary School Students; School Education Act; Lesson Studies; Life Environmental Studies; Curriculum Reformation; Basic Scholastic Ability; Child-centric Approach; Scholastic Ability; Critiquing Teaching Skills; National Academy
• ISBN: 1138892513; 9781138892514; 1315709112; 9781315709116
• DOI: 10.4324/9781315709116-3

This book provides a comprehensive overview of the history and current status of policy, research and practices of curriculum, classroom instruction and assessment in Japan. It outlines the mechanism of curriculum organization and the history of the National Courses of Study, and assesses the theories of academic ability model. It also discusses in detail the history of "Lesson Study" – a characteristic teaching practice in Japan which utilizes groups, and reviews the history of educational assessment in Japan. Case studies on the practice of portfolio assessment in the Period for Integrated Study, as well as the practice of performance tasks in subject-based education are illustrated to show various examples of teaching practices.