Thinking of School and Learning in a Multicultural Context: A Comparison of Canadian Teachers and Japanese Parents

• Autores: Hiroko Yokota-Adachi, Esther Geva
• Localización: Journal of multilingual and multicultural development, ISSN 0143-4632, Vol. 20, Nº. 6, 1999, págs. 532-547
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Using semi-structured interviews, the present study examined a grounded theory of the beliefs that teachers and Japanese immigrants hold regarding schooling and learning. The results indicate that the participants' whole belief system can consist of three layers: the general belief system concerning school and learning (General Beliefs); opinions regarding learning difficulties (Problems); and opinions concerning actions to take in order to solve the difficulties (Solutions). The parents' and the teachers' opinions varied considerably in the General Belief Layer, showed commonality in the Problem Layer and converged in the Solution Layer. No parents attributed the learning problems to lack of effort; this result is inconsistent with the Japanese parental attribution theory reported in the literature. Theoretical as well as practical implications are discussed.