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Baris-Sanders, Marcia – Phi Delta Kappan, 1997
By using group activities for learning, cooperative student effort for school events, and peer pressure for classroom discipline, Japanese teachers involve and empower their students. While American students feel that classrooms are teachers' sacred ground, Japanese students appropriate them as their rightful community. Instead of stressing…
Descriptors: Ability, Comparative Education, Cooperative Learning, Discipline
