Complementary schools in the global age: A multi-level critical analysis of discourses and practices at Japanese Hoshuko in the UK

Danjo, Chisato; Moreh, Chris

doi:10.1016/j.linged.2020.100870

Cited by 2 publications

(1 citation statement)

References 9 publications

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“…There is one Japanese day school (Nihonjin Gakko) in London and eight Japanese Saturday supplement schools (Hoshuko) located across the UK. However, as Danjo (2015) points out, they are primarily for the children of future returnees; they are not schools that teach the Japanese language from scratch but schools with a standard Japanese curriculum for Japanese speakers. Nevertheless, large numbers of students in the UK, especially at Hoshuko, are permanent residents and often have difficulties keeping up with their studies.…”

Section: Japanese Immigrant Families and Their Hl Environment In The ...mentioning

confidence: 99%

No Child Left Behind: Bridging the Literacy Achievement Gap of Looked-after Children in Secondary School Through Speaking and Listening

Ikomi¹

2020

ECE Official Conference Proceedings

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Background: The aim of medical education before graduation is to train qualified physicians who have the knowledge, skills and attitudes that can provide qualified services, who can improve themselves continuously, acquire problem-solving skills and have clinical competence. We would like to determine how the interns feel about their practice and knowledge and just before the field. Methods: A questionnaire was developed by the medical education specialist according to the curriculum. Every skill was majored from 1(insufficient)-10(sufficient) points. The questionnaire was tested with 10 students. The forms made of 25 questions were sent by Google forms and 172 (51%) interns replied. Ethical approval was taken from the university committee. Results: Of the participants 62.8% was female and 61.1% was born in 1995. 18.1% of the students repeated the class. 29.2% of interns gave a score of 5 and below to the question of gaining the ability to make the diagnosis of the patient. 40.3% didn't gain the ability to make decisions on both the therapy and the tests; %93 didn't gain the implementation of intrauterine device skill, 20.9% didn't gain the ability to suture, %15.3 didn't gain the ability of CPR. 40.3% thought that they're not clinically sufficient.Conclusion: The medical education and the curriculum might be revised and the theoric burden on students can be reduced. Moreover pratical skills can be thought on more simulators and simulated patients.

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Section: Japanese Immigrant Families and Their Hl Environment In The ...mentioning

confidence: 99%

No Child Left Behind: Bridging the Literacy Achievement Gap of Looked-after Children in Secondary School Through Speaking and Listening

Ikomi¹

2020

ECE Official Conference Proceedings

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Teaching in borrowed spaces: community language schools and educational equity in New South Wales, Australia

Nordstrom

Jung

2021

Current Issues in Language Planning

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Complementary schools in the global age: A multi-level critical analysis of discourses and practices at Japanese Hoshuko in the UK

Cited by 2 publications

References 9 publications

No Child Left Behind: Bridging the Literacy Achievement Gap of Looked-after Children in Secondary School Through Speaking and Listening

No Child Left Behind: Bridging the Literacy Achievement Gap of Looked-after Children in Secondary School Through Speaking and Listening

Teaching in borrowed spaces: community language schools and educational equity in New South Wales, Australia

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