0' 3' O .I ~ 333333339“ : 3333331 : i .3: :‘i .__ , {"33 "33', (3' 33J L ' 5 w , 3- ;r°'uar":n.-~ 313;:qu,“ '3 ”Hi U343} £35.35- ' n o. O h. .‘Er :;4r 1 33-: .3? \33 331‘; a 3 -1 ,' 33‘ “a. 3. . 13"; .5 36,33“ 3 . 3 ‘1"; , ' 3%.} I! ' ‘ .; ‘ a; ‘ {.3 .333 :3.-;3‘3l3| ' "3331‘ M '3'3 “333‘: 31133 -.~;. .. i. ’. e 53‘ 335 4313334331 ., , um "W :3" 131:1 WW3: 333.‘ ”Hun-3" ‘ : 5"} 3.3!? $15: ,3 g NEW (70 33.333333'31. 3333,35,.” :33 z- :3 1‘ 2,. 333: .333333‘3\If'§33 "‘ $3 3;,“ 3333.33 "33:3 3333;: 3333,33 31%”, 2739333 3'33 ,, ¢ '. ' :2541-33‘31i; 1“: .3, 3% 33,3) 13L“: ' “33333 3,3333: 3 [33.333 :3 33.3.1.3. - 333133343 , 33.333.133.333 , : 3.19:3": us: Mr' 3, 5' $3,333 3 1:33:33fzufi 1.7" .. 3' 33;, 33:31“. 33 3,“, 3333' 3:313! 333333 ‘ “3333333 3J33u3|3fll 3 33¢; 333’ . ' 3:3; 33' 333333.sz \o! :n- l m " "3,. " :‘33’333'33 ' '3 " :3 v“, 3‘ 3’” 33:3‘3‘33133333. 3 ”.3. 33333113333 3333"“: ‘ 333533333 3 3 F3f 3, 3 " o '1 (33‘. -I “3;”, 3" ,3 a?! 3%: '3 33""? - ..-- m.” _,_- _vv-..-—.-v :—.-‘os- - . n 3 .. , 1'- . -| ‘f, ‘4!" I , 'v ,- '. f. ‘ . ,. :.' w | 1" b d: ‘ ~; 3.3. , l 3 33333,; ‘ 35,33 33333: 33'. 3 33113333 .33 3 ’ ’3'. 3," 33“" 39m 33m3333‘333'3r3n . 3‘ ' | ' . 3b 3333 «3133" ”3, ' ""413" ‘1'}; 3', 3 1! 3333332; 3'13‘ $3M, 3', 3 MI'HH:H3:,3 1"" 'u' ,33 m. A.“ ‘—- do I .__.._-v—~v- ILIIIlllllllfllalllllllflmwllllllljlllll L w I HESS M iChigan State University This is to certify that the thesis entitled EXPECTATIONS OF JAPANESE AND AMERICAN PARENTS AND TEACHERS FOR THE ADJUSTMENT AND ACHIEVEMENT OF KINDERGARTEN CHILDREN: A CROSS-CULTURAL STUDY presented by Gerald Robert Tanner has been accepted towards fulfillment l of the requirements for Ph . D. degree in Educat ion (Z Major profelsor Date //- /-.’.‘= 0-7639 EXPECTATIONS OF JAPANESE AND AMERICAN PARENTS AND TEACHERS FOR THE ADJUSTMENT AND ACHIEVEMENT OF KINDERGARTEN CHILDREN: A CROSS-CULTURAL STUDY BY Gerald Robert Tanner A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Elementary and Special Education 1977 ABSTRACT EXPECTATIONS OF JAPANESE AND AMERICAN PARENTS AND TEACHERS FOR THE ADJUSTMENT AND ACHIEVEMENT OF KINDERGARTEN CHILDREN: A CROSS-CULTURAL STUDY BY Gerald Robert Tanner The purpose of this study was to obtain, analyze and compare data regarding (l) the expectations of Japanese and American parents for their kindergarten children's development in school, and (2) the ability of Japanese and American children to adjust to school expec- tations. A subsidiary part of the study, which was analyzed inferentially, concerned the possible effects of children's sex differences on (1) parental expectations, and (2) the ability of kindergarten children to adjust to school expectations. Also of interest to the study was an inferential analysis of teacher and parent expectations agreement for home and school responsibilities. The sampled American population included 100 American parents and their kindergarten children, and 10 teachers of the children. The American children attended two United States Department of Defense Dependents Schools Gerald Robert Tanner in Okinawa, Japan. The sampled Japanese population also included 100 parents and their kindergarten children, and 10 teachers of the children. The Japanese children attended two middle class community public schools in Okinawa, Japan. Instruments used to collect the data included questionnaires for cross-cultural comparisons of parental expectations and kindergarten report cards for cross—cultural comparisons of children's abilities to meet school expectations. The procedures used in conducting the research included meetings with educational personnel from each culture to discuss the appropriateness of instrument items to the respective cultures. A back- translation method was used for both of the instruments, with verification of accuracy by the researcher and trans- lators from each culture. The collected data were analyzed both statistically and inferentially. The data were analyzed statistically by the chi square test of independence, and the Spearman rank order correlation coefficient techniques. The data were also analyzed inferentially, primarily through frequency patterns and individual frequency counts, for the various items on both the questionnaires and report cards. The major findings of this study may be summarized as follows: Gerald Robert Tanner Japanese and American Parental Rankings of Developmental Skills The Japanese and American parents indicated dif- ferences in their rankings of their children's social, emotional, academic, physical, language, self-help and moral growth developmental skills. Only one area, problem solving, received a similar ranking from both cultures. Japanese and American Parental Assignments for Home and/or School Responsibilities Japanese and American parents indicated signif— icantly different responses in their assignments fOr home and/or school responsibilities in five of the eight developmental skills areas. These were the areas of emotional adjustment, language skills, self-help, academic skills and moral growth. Areas that were not signifi- cantly different were physical skills, social skills and problem solving. Japanese and American Children's Adjustment to School Expectations Social-Emotional Development: Significant dif— ferences existed between report card markings of the Japanese and American children on eight of nine items in this category. Gerald Robert Tanner Academic Development: Five of the eleven items in this category were significantly different, and six report card items were not marked significantly different between the Japanese and American children. Work Habits: All six items in this category indicated significant differences in report card gradings between the Japanese and American children. Physical DevelOpment: Both items in this category indicated significant differences between the report card markings of the Japanese and American children. In addition to these findings, implications of the study and suggestions for future research were presented. To my wife Toshiko and our three sons Isao, David, and Joseph ii ACKNOWLEDGMENTS Many kind people from two cultures have assisted in the completion of this doctoral program. With sincere gratitude, acknowledgments are extended to a supportive guidance committee: Dr. Lois Bader, chairperson of my guidance committee and director of this research dissertation, whose guidance, understanding, and professional dedication will always be remembered. Her patience and enthusiasm have been remarkable. Dr. George Myers, whose example of warmth, wisdom and professionalism has been inspirational. He has been my teacher in Okinawa and Japan as well as in the United States. Dr. Howard Hickey, whose early guidance in helping to structure the research project is much appreciated. Dr. Roy Wesselman, who provided much insight into the complexities and excitement of cross- cultural study. Acknowledgment is given to Dr. John E. Bailey, III for permission to use his instrument in this study. iii Appreciation is extended to the teachers, parents, administrators and translators who were most cooperative in helping to complete this study. A special sense of gratitude is extended to Dr. Yosei Uehara and Dr. John Chapman for sharing so generously of their time and of their knowledge of the Japanese culture. Acknowledgment must be extended to my parents for their life-long guidance. Above all, I am grateful to, and for, my wife Toshiko. Her wisdom, sacrifice, love, patience and under- standing shall always be treasured. iv TABLE OF CONTENTS ACKNOWLEDGMENTS. . . . . . . . . . . . LIST OF TABLES O O C O O O O O O O O 0 CHAPTER I. II. III. THE PROBLEDi O O O O O O O O 0 Introduction . . . . . . The Problem . . . . . . . Background and Rational Purpose of the Study . . Research Questions . . . Delimitations . . . . . . Population . . . . . . Definition of Terms . . Overview . . . . . . . . . RELATED LITERATURE AND RESEARCH Introduction . . . . . . . Parental Expectations . . . Teacher Expectations . . . Japanese Education . . . . Summary . . . . . . . . . . METHODOLOGY . . . . . . . . . Introduction . . . . . . Populations of Interest . Selection of the Sample . . Procedures . . . . . . . American Schools . . . Japanese Schools . . . . Description of Instruments Questionnaire . . . . . Report Card . . . . . . Method of Reporting Results Research Questions . . . . Summary . . . . . . . . . . Page vii ix \lmmwNH l-‘ moo 10 10 11 l6 19 26 29 29 29 30 32 34 35 35 36 37 39 CHAPTER IV. PRESENTATION AND ANALYSIS OF DATA . . . . Introduction . . . . . . . . . . . . . Research Questions and Statistical Analyses . . . Secondary Research Questions Analysis of Data . Question 1 . . . Question 2 . . . Question 3 . . . Summary . . . . . . . . . . . . . Japanese and American Parental Rankings of Developmental Skills Japanese and American Parental Assignments for Home and School Responsibility . . . . . . . . . Japanese and American Children's Adjustment to School Expectations Sex Differences in Home and School Expectations . . . . . . . V. CONCLUSIONS AND RECOMMENDATIONS . . . . . Introduction . . . . . . Summary . . . . . . . . . Major Research Questions Question 1 . . . . . Question 2 . . . . . Question 3 . . . . . Major Research Findings . . . Secondary Research Questions Secondary Research Question Secondary Research Question Secondary Research Question Secondary Research Question Secondary Research Question Secondary Research Question Discussion . . . . . . . . . . Ranking of Developmental Skills . Assignment of Home and/or School Responsibility . . . . . Report Card Evaluations . . . . Recommendations for Future Study . Reflections . . . . . . . . . . . . . wWNNI-‘H NI—‘NI—‘NH BIBLIOGRAPHY O O O O O O O O O O O O O O O O O O 0 APPENDIX A-H-TABLES o o o o o o o o o o o o o o o o Page 41 41 41 50 52 52 52 54 60 60 60 61 62 63 63 65 65 65 65 65 68 68 69 69 69 7O 70 72 74 77 78 87 Page APPENDIX B--QUESTIONNAIRES . o o o o o o o o o o o 105 APPENDIX C--REPORT CARDS o o o o o o o o o o o o o 119 vii Table 3.1 3.2 3.3 4.1 4.2a 4.2c 4.3 LIST OF TABLES Numerical Profile of the Sample . . . . . . Teaching Experience of the Ten American Teachers . . . . . . . . . . . Teaching Experience of the Ten JapaneSe TeaChers O O I O O C O O I O O O O I 0 0 Comparison of Japanese and American Parents' Rankings of Children's Developmental Skills--Frequencies for Each Area . . . . . . . . . . . . . Comparison of Item Mean and Standard Deviation for Parental Rankings of Children's DevelOpmental Skills . . . . Comparison of Japanese and American Parental Rankings of Each Developmental Skills Area as Determined by Item Mean for Spearman Rank Order Correlation Coefficient Calculations . . . . . . . . Ordering of Rankings for Spearman Rank Order Correlation . . . . . . . . . Comparison of Frequencies, Raw Chi Square Scores, and Significance Levels of Japanese and American Parents' Assignment of Home-School Responsibility . . . . . . . . . . . . . Comparison of Frequencies, Raw Chi Square Scores, and Significance Levels Between Japanese and American Children's Social- Emotional Development as Reported by Their Teachers . . . . . . . . . . . . . Comparison of Frequencies, Raw Chi Square Scores, and Significance Levels Between Japanese and American Children's Academic Development as Reported by Their Teachers . . . . . . . . . . . . . viii Page 32 33 33 43 44 44 44 45 47 48 Table Page 4.6 Comparison of Frequencies, Raw Chi Square Scores Scores, and Significance Levels Between Japanese and American Children's Work Habits Development as Reported by Their Teachers . . . . . . . . . . . . . . 49 4.7 Comparison of Frequencies, Raw Chi Square Scores, and Significance Levels Between Japanese and American Children's Physical Development as Reported by Their Teachers . . . . . . . . . . . . . . 51 A-l Comparison of Parental Rankings of Children's Developmental Skills According to Children's Sex Within Each Culture (Secondary Research Question 1.1) . . . . . . . . . . . . . . 88 A-2 Cross-Cultural Comparison Rankings of Children's Developmental Skills for Children of the Same Sex (Secondary Research Question 1.2). . . . . 89 A-3 Comparison of Parental Assignments of Home-School Responsibility for Children's Development According to Children's Sex Within Each Culture (Secondary Research Question 1.1). . . . . 90 A-4 Cross-Cultural Comparison of Parental Assignments for Home-School Responsibility for Children of the Same Sex (Secondary Research Question 2.2). . . . . 91 A-5 Comparison of Report Card Social-Emotional Development Evaluation Between Boys and Girls Within Each Culture (Secondary Research Question 3.1). . . . . 92 A—6 Cross-Cultural Comparison of Report Card Social-Emotional Development Evaluation Between Children of the Same Sex (Secondary Research Question 3.2). . . . . 93 A-7 Comparison of Report Card Academic DevelOpment Evaluation Between Boys and Girls Within Each Culture (Secondary Research Question 3.1). . . . . 94 ix Table A-8 A-ll Cross-Cultural Comparison of Report Card Academic DevelOpment Evaluation Between Children of the Same Sex (Secondary Research Question 3.2). . Comparison of Report Card Work Habit Development Evaluations Between Boys and Girls Within Each Culture (Secondary Research Question 3.1). . Cross-Cultural Comparison of Report Card Work Habits Development Evaluations Between Children of the Same Sex (Secondary Research Question 3.2). . Comparison of Report Card Physical Development Evaluations Between Boys and Girls Within Each Culture (Secondary Research Question 3.1). . Cross—Cultural Comparison of Report Card Physical Development Evaluations Between Children of the Same Sex (Secondary Research Question 3.2). . Comparison of Japanese and American Teachers' Rankings of Children's Developmental Skills . . . . . . . . Comparison of Japanese and American Teachers' Assignments of Home and School Reaponsibility . . . . . Comparison of American Parent and Teacher Rankings of Children's DevelOpmental Skills . . . . . . . . Comparison of Japanese Parent and Teacher Assignments of Home and School Responsibility . . . . . . . Comparison of American Parent and Teacher Assignments of Home and School Responsibility for Kindergarten Children's Development Comparison of Japanese Parent and Teacher Rankings of Kindergarten Children's Developmental Skills . . X Page 95 96 97 98 98 99 100 101 102 103 104 CHAPTER I THE PROBLEM Introduction Americans living in Japan often comment on the apparent lack of discipline demonstrated by preschool Japanese children. These children often cause distur- bances in public places and although obviously uncomfor- table, friends and even strangers forbear and indulge the youngsters. Robert Smith (1962), studying life patterns in a Japanese village, commented: As has been stated in virtually every book on Japan which treats the subject at all, children are indulged. Correction takes on severity only in serious breaches of manners or discipline (p. 192). Life at home is no more exacting, as a child entering a room of conversing adults immediately becomes the center of attention. Yet a visitor to a Japanese primary school will usually find these children seated quietly for long periods of time. Moreover, their smiling faces seem to mirror their acceptance of this procedure as an integral part of their school day. This appears to be a remarkable behavioral and attitudinal adjustment. Observation of the children at home indicates this behavioral adjustment phenomenon is not limited to the school environment. Education receives a high priority in Japan. The Japanese National Commission for UNESCO (1964) reported: The public education budget in Japan is larger than that of most other advanced countries. The percentage of the national income that is taken up by education is steadily increasing . . . (p. 428). Japanese teachers seem to be revered, as evidenced by the term sensei, the Japanese word for teacher. The term indicates a position of honor. In light of their consid- erable preschool freedom it seems incongruous that Japanese children can so rapidly assimilate the high value that is placed by adults on Japanese education. It seems reasonable to conclude that there are other positive factors that contribute to Japanese children's adjustment to the school environment. Identification and study of these factors might prove profitable for educators in the United States. The Problem Teachers in the United States may select from a multitude of classroom methods and techniques, as well as much information on child psychology. Theoretically and academically prepared, the teacher often finds that the poor academic and social behavior of a few students dis- rupts the previously desired educational environment. Scheduled meetings with the parents might reveal that strong parental disciplinary measures have been exercised since early childhood, and meetings are often adjourned with parental promises of continued disciplinary vigilance. Yet, in many situations, the child continues with disrup- tive behavior throughout his or her school career. The adjustment from preschool life to primary school is often difficult despite the efforts of both teachers and parents. Classroom activities, in which homeroom mothers may be involved, and an occasional parent conference or PTA meeting, often seem to constitute the total inter- action of parents and teachers. Conversely, personal discussions and visits with Japanese educators and parents reveal that the Japanese children seem to adjust rapidly (even dramatically), yet they seem to remain creative and happy in their new environment. There is a need to study that behavioral process and its implications for early childhood education in the United States. One aspect of this process concerns the relationship of Japanese parents' and teachers' expectations to the behavioral adjustments of primary school children. Background and Rationale There have been few studies conducted in the area of teacher-parent expectations. The studies have been primarily segregated into areas of student, parent, pg teacher expectations. A relatively few studies have explored the degree of congruence between parent and child expectations (Entwisle completed a comprehensive study in June, 1974), but study is lacking for comparisons of teacher-parent expectations as possible determinants of children's adjustment to the school environment. Studies of teacher expectancies of student per- formance generally reveal both positive and negative influence upon pupil performance. Rosenthal and Jacobson (1968), Rist (1970), Brophy and Good (1970), and Korman (1974) report significant relationships between teacher expectancies for certain pupils and the pupils' actual performance. However, Claiborn (1970) and Fleming (1971) find little change. Nevertheless, despite these differ- ences, these researchers agree that the relationship between student performance and the expectations that teachers have for students is complex. Two basic premises seem apparent: (1) The teacher interacts differently with students depending upon prior information (factual or non-factual; Moles and Perry (1975) are quite adamant in their insistence that first- grade teachers should not consult prior kindergarten records or teachers); and (2) The student's self-concept (as affected by teacher expectancy), either negatively or positively, is the crucial factor in these self-fulfilling prophecies. Certainly, the child's adjustment to school experiences is dependent upon a great many variables. Lehner and Kube (1964) express this philosophy: Just how well he will adjust to these experiences depends on a number of things. One study, for example, points out that a school child's mental health depends on how effectively he establishes appropriate relationships with his teachers, and with the other students, and on how readily he acquires knowledge and skills. In understanding a child's adjustment to school the total environ- ment must be taken into account (p. 236). Perhaps past studies have not taken the total environment into account. Such a vast undertaking might be an overwhelming research project. Nevertheless, it appears that some specific areas have not received enough attention, and it may be reasonable to conclude that a lack of knowledge in these areas may account for much of the uncertainty surrounding the process of the child's adjustment in school. It is hoped that this comparative study of Japanese and American teacher-parent expectations will provide some knowledge in one specific area which may be useful in future research. The Japanese (Okinawan) parents and teachers were chosen for the study not only because of the author's proximity and access to the sub- jects, but because of the unique Japanese educational system. A thorough study of "The Effects of Japanese Schools" (1974) by Cummings points out the distinctive cultural heritage of Japanese schools and lists nine features relating to the effectiveness (in accomplishing their educational goals) of Japanese schools. Three of the features are: The strong support they receive from the community. The large proportion of time of youths they command. The strong friendship ties, often across class lines, created in school through con- tinuity of homeroom groups and the de-emphasis on social origins. Although these areas will not be directly inves- tigated in this study, they suggest consideration of implications for teacher-parent expectations for children. Hopefully this investigation will discover variables that will be of value to both American and Japanese educators as they seek to untangle the complexities of culture, expectations and child development. Purpose of the Study The purpose of this study is to investigate and compare home and school expectations for children in selected Okinawan and American kindergartens, with par- ticular emphasis on the significance of these expectations to children's adjustment in school. Research Questions The following questions were constructed to guide the research: 1. Are there differences between Japanese and American parents with respect to their expectations for their children's social, emotional, academic and physical development? 2. Are there differences between Japanese and American parents with respect to their assignment of school and home responsibility for their children's social, emotional, academic and physical development? 3. Are there differences between Japanese and American children in their abilities to meet the expecta- tions of their kindergarten teachers for work habits and social, emotional, academic and physical development? Delimitations Findings of this study should be considered within the limits of the population and precedures used in the investigation. 1. The instruments used (questionnaire and report card) were designed for American subjects. 2. The instruments were translated into Japanese for the Japanese parents and teachers. 3. The report card was sent home by the American teachers but not by the Japanese teachers who completed the card to cooperate in the investigation. 4. The completion of the questionnaires by parents and teachers, and completion of the report cards by teachers, was accomplished at home or school, and the accuracy of responses was dependent upon the respondents' understanding of the instructions. (Instructions, as well as individual items on both instruments, were discussed with American and Japanese parents and administrators prior to distribution. Teachers were available for con- sultation with parents regarding completion of the instruments.) 5. The American population lived in an overseas military base environment, rather than in the United States. 6. The population of interest was limited to selected teachers and parents of kindergarten children in two American schools and two Japanese schools. Population The parent population from which the American samples were taken for the study consisted of the parents and teachers of five-year-old children enrolled in United States Department of Defense Schools located in Okinawa Prefecture, Japan, during the 1976-1977 school year. The parent population from which the Japanese sam- ples were taken for the study consisted of the parents and teachers of five-year-old children enrolled in Japanese Public Schools in Okinawa Prefecture, Japan, during the 1976-1977 school year. Definition of Terms Adjustment: The child's ability to adapt to a classroom situation. Congruence: The degree of parent-teacher expecta- tions agreement, such that there is little conflict or inconsistency. Expectations, Expectancies: Child behavior that parents and teachers hope to see in school. Overview In this chapter, an introduction to the study was presented. The background and rationale were discussed, and the purpose of the study was stated. Three questions were constructed to guide the research. Delimitations included the populations and definition of terms. In Chapter II, a review of the relevant literature and research related to the study will be presented. In Chapter III, the design and methodology of the study will be presented. In Chapter IV, the data collected will be analyzed and discussed. In Chapter V, the summary, conclusions, implica- tions of the study, and recommendations for further research will be presented. CHAPTER II RELATED LITERATURE AND RESEARCH Introduction The purpose of this chapter is to present a review of the relevant literature and research. Literature is limited for cross-cultural studies of parental expecta— tions in a specific area such as kindergarten children's development and adjustment in school. Although research is somewhat limited in the area of parental expectations for achievement in school, there exists an abundance of research in the area of teacher expectations. The pri- mary concern of this study is with parental expectations but teacher expectations are also considered as a subsid- iary part of the study in Chapter V. Therefore, research relating to both parent and teacher expectations will be discussed in the present chapter. The research available regarding parent and teacher expectations is primarily derived from studies conducted in the United States. Because this study concerns comparisons of American and Japanese parents, children and teachers, aspects of the Japanese culture will be presented under the general topic of Japanese Education. The areas of review, then, are 10 11 (1) Parental Expectations, (2) Teacher Expectations,and (3) Japanese Education. Parental Expectations Rau, Mlodnosky, and Anastasiow (1964) studied the successful achievement behaviors of second-grade boys as affected by parent child rearing attitudes and practices. Students that performed well academically typically demonstrated well-adjusted behavior, although few signif- icant relationships were found between parent attitude and student achievement. However, the investigators sug- gested that perhaps the data in their study indirectly reflected more significance when treated inferentially: Our data rather generally supported the View that parental attitudes are related to the maturity- adjustment syndrome. To a lesser extent, the same parent attitudes predict achievement. This lends credence to the view that this set of personality characteristics may be thought of as midiating [sic] the influence of parent attitudes on achieve- ment. For instance, mothers' scores on the Democracy scale administered at kindergarten level predict both self-sufficiency and achievement in second grade, and the latter two variables inter- correlate. We consider it a reasonable conclusion from such findings that mothers' attitudes influence differences in self-sufficiency, which in turn influence academic success (pp. 238-239). Rau et a1. suggested parent education programs for improv- ing parental attitudes toward student achievement and behavior. Stephens (1973), reporting on the daily rela- tionships of mothers with their children, concluded that early childhood education programs, with consultative services for parents, were needed to help improve family 12 relationships. There were indications that the quality of the home environment contributed to the intellectual development of the child, as well as to the child's social and emotional development. Brookover, Gigliotti, Henderson, and Schneider (1967) stressed the importance of parental expectations in the formation of student self-concept of academic ability. Erickson's (1967) follow-up study of Brookover et al. indicated that parental concerns for their chil- dren's achievement, as well as level of expectations were higher than those expressed by student peers. Kiester (1973) ranked parents' positive treatment of their chil- dren as the first stage in the development of the children's positive self-concept. Entwisle and Hayduk (1975) found no relationship between black and white parents' and children's expecta- tions for achievement in first grade subject areas as measured by interviews and report cards. This was true for both lower and middle class parents, but middle class parents were more interested in school-home activities, as determined by their interest in the study. White lower class parents used their children's IQ as the criteria for performance expectations while IQ was of little con- cern to black parents in their performance expectations. Entwisle and Hayduk discussed some of their unexpected findings: 13 One final surprising result is that in no subject area in either school do individual parents' and children's expectations match significantly at the time of the first report card. In addition, middle class parents' expectations did not match their children's expectations at any time in grade two. Children, therefore, do not adopt directly their parents' expectations and apparently the home environment does not lead parents and chil- dren to form the same expectations this early in the children's scholastic career. This is not to say that home environments are unimportant in expectation formation, but rather that parents and children apparently attend to different aspects of their enVIanments In forming their expectations. A relatiEnship between parents' and childrenrs expectations should develop over time because both sets of expectations tend to move toward the child's assigned marks (p. 12). Hess and Shipman (1967) found that behavioral differences among black lower-class mothers had great influence on their children's achievement. Those children whose mothers provided open communication, and who were actively involved in community activities, tended to achieve more at school. Hess and Shipman indicated that the maternal behaviors that affected the lower-class chil- dren's achievement in their study were the same behaviors that had been identified in previous studies of middle class parents and children. Feshbach's (1973) cultural comparison of American and Israeli mothers of four-year- old children illustrated that, overall, middle class mothers were involved with more positive activities with their children than were mothers of lower class children. The degree of positive reinforcement reported in the preceding studies may have been somewhat exaggerated 14 by parents. Zegiob's (1975) study of informed and unin- formed observed mother-child pairs indicated that mothers who knew they were being observed interacted more and demonstrated a more positive attitude toward their chil- dren than did uninformed observed mothers. Paternal influence has received very little atten- tion in the literature. Rau et a1. (1964), comparing maternal and paternal influences on second-grade boys' personality characteristics, revealed: For fathers . . . what we have labelled the "paternal involvement" factor seems to be a more important influence on their sons' adjustment than any of the dimensions we originally hypoth- esized (p. 239). Feshbach (1973) emphasized the importance of the home environment in children's school deve10pment by con— cluding that: The child's schooling may begin with day care, or preschool, or kindergarten, but the child's edu- cation begins in the family. And, the patterns of reinforcement and other modes of socialization used by the family, are an integral part of this educational process (p. 6). The questionnaire for the present study of Jap- anese and American parental expectations for their kinder- garten children was adopted from a more comprehensive instrument (Bailey and Ellis, 1974). Their instrument was designed to determine (1) parental perceptions of the situational variables affecting their ability to raise their children and (2) the competencies they considered important for their children to have developed by age six. 15 They suggested that information which might be obtained from future administrations of the instrument could be used to provide input for an educational needs analysis model and to classify populations for research in early childhood education. Three population samples were included in develop- ment of the instrument. The first sample consisted of parents of preschool children who indicated their percep- tions of variables affecting their ability to raise their children and the competencies they desired for their children. This information was compared to information from a review of literature related to the two areas of the proposed instrument. As a result of this comparison, individual items were constructed. Two other samples were used to pilot the first and revised versions of the instrument based on the items constructed from the first sample and review of literature. This process determined content validity. In the second version of the questionnaire some items were repeated or slightly reworded as a measure of internal validity. Only two sections of the second part of the original instrument were adopted for the present cross- cultural research questionnaire. This questionnaire is listed in Appendix B. The following statements summarize studies in parental expectations discussed in the preceding section: 16 The importance of home environment, particularly maternal behavior, was cited in several studies, as influencing children's school adjustment. Basically the same factors affecting the relationships of parent behavior and child achievement were found for both lower and middle class communities, but middle class parents appeared to be more interested in the children's school education. Middle class mothers tended to have more positive interactions with their children than lower class mothers. Several studies recommended parental education programs for improvement of family relationships. Finally, the develop- ment of the original instrument from which the question- naire used in the present study was adopted was described. Teacher Expectations There has been much controversy in the area of teacher expectations in the past several years. Brookover et a1. (1973) ascribed the present interest in teacher expectations to Robert Rosenthal: As previously stated, significant research in the area of expectations and learning is attributable to Robert Rosenthal. Both in his study of animals (1966) as well as his highly important collabora- tive study (Rosenthal and Jacobsen, 1968) on teacher expectations and elementary school achieve- ment in which naive subjects were told that certain randomly chosen students were, according to new intelligence tests, about to make an educational spurt. They found that those students who had been randomly classified as higher achievers 17 actually gained significantly more in achievement than did the control group and this gain was more pronounced in the earlier grades. This study, thus, lends credence to the hypothesis that teacher expectations have a symbiotic relationship with school achievement (input - result - feedback - input) (p. 30). Several studies, either supporting the hypothesis that there is a significant relationship between teacher expectations and pupil performance, or denying the hypothesis, have previously been mentioned in Chapter I of this study. Results of several other studies should be men- tioned also. Henderson (1973), in his study of teacher background and student variables such as race and social- economic class, came to the not unexpected conclusion that causes of teachers' expectancies were quite complex. The findings, determined by questioning 24 black and 24 white teachers attending a summer session at the University of Virginia, led Henderson to conclude that: . . . the determinants of teachers' expectancies are indeed complex. It is evident that they are affected by a number of different kinds of infor- mation including test scores, classroom behavior and background characteristics of each child (p. 11). Cunningham (1975) and Larson (1973), in their respective studies, found evidence to support the concept that teacher style and influences were factors to be considered in expectations for children. However, Larson suggested that the individual child's own characteristics were more reliable in predicting academic success. Larson conducted ’ 18 his study with a sampling of sixty children (thirty boys and thirty girls) from four first grade classrooms in state-operated day care programs in Czechoslovakia. He defends the generalizations of the study to United States parent and child relationships with this statement: While there are cultural differences, the under- lying relationship between mother and child and the basis for the child expressing separation anxiety seem to generalize quite easily across cultures . . . (p. 16). Berry (1969) contended that a test could be administered cross-culturally if behavioral aspects were functionally equivalent between cultures. He stated that: . . . the goal of parents in different cultures is to raise their children to be competent and useful members of that culture. Parent to child behaviors (e.g., training in independence, language instruction) thus serve to help obtain the same goal (i.e., are functionally equivalent) in different cultures (p. 125). Stern, Prichard, and Rosenquist developed an instrument (TEACH) to measure the importance of items related to educational goals for preschool children. Teachers rated the expected level of performance for the same items. Developmental factors, such as emotional and social areas, received higher rankings than academic skill factors. The present study of Japanese and American parents' and teachers' expectations for kindergarten children will ask the parents and teachers to rank order various developmental skill areas similar to the Stern et a1. study of teacher expectations. A comparison can then 19 be made to see if the TEACH rankings are comparable to the American and Japanese parents' and teachers' rankings of the same areas. In this section, literature and research regarding teacher expectations for children were presented. Most studies found a significant relationship between teacher expectations and pupil performance. However, the causes of teacher expectations were complex. The generalization across cultures of common cultural behaviors such as child rearing was defended by two of the authors. Finally, a study was cited in which teachers ranked social and emotional areas as more important than academic areas. Japanese Education William Cummings (1974), presenting a paper on the functions of school systems at the VIIIth Inter- national Congress of Sociology, expressed some strong statements regarding the effectiveness of Japanese schools: Due to the quality and attractiveness of their schools, the Japanese are possibly the best educated and intelligent people in the world (p. 25). Political conflict over education, the school- job link, and the high esteem Japanese culture places on education all contribute to a sense that schools are important. Thus school teach- ing is a respected occupation and recruits able and committed teachers (p. 7-8). 20 Clearly there is something right about the way Japan educates its children. Cummings cites results of an International Educa- tion Association (IEA) study of science achievement in which Japanese students scored exceptionally high. The students tested (middle school level) had a total score several points higher than students from eighteen other countries, including the United States. It is interesting to note that 98 percent of the Japanese middle schools had laboratories, and that 93 percent of Japanese middle school teachers were trained in science at universities. Cummings adds that no other country in the IEA study could match Japan in these "quality indicators"; moreover, he suggests that the Japanese schools achieved the outstand- ing science scores without spending more class time than the other countries in the IEA study. Cummings's analysis of the Japanese school system was based on more than science scores. High student interest and aspirations, as well as a positive relation- ship between educational processes and occupational attainment were mentioned as characteristics of the Japanese educational system. Nine distinctive features related to the effectiveness of Japanese schools as com- pared to the schools of other countries were identified. Three of the features were mentioned in Chapter I of the present study but will be presented here in context with the other stated features to illustrate the overall 21 scope of concern related to Japanese education. The nine features related to Japanese school effectiveness are: 1. The centrality they play in the selection process for the most attractive jobs. 2. The strong support they receive from their communities. .3. The battle constantly being fought over them by a progressive teachers union and a conservative polit- ical establishment. 4. The uniform high quality of their facilities throughout the nation, as well as the high minimum standards maintained in curriculum composition. 5. The high level of professionalism and train- ing of the teachers. 6. The large proportion of the time of youths they command. 7. The conscious effort in many Japanese schools to ignore the ascriptive origins of youths, and to promote the ethic of effort. 8. The strong friendship ties, often across class lines, created in the school through continuity of home- room groups and the de-emphasis on social origins. 9. The extent to which the schools foster inter- est in learning and culture among youth which serves as an important motivation for study, independent of the motivation induced by career rewards (p. 29). 22 A study by Siegel (1955) of social structure and education in two Japanese rural communities confirms that teachers there, as in other parts of the nation, are held in high esteem. Parents, however concerned, accepted the goals set by educators and pursued by teachers in the classroom. Siegel mentions that there did exist some dis- agreement between parents and teachers. Parents com- plained that teachers were not stressing family loyalty enough (especially child obedience to parents), and teachers tended to stress more individualistic, and democratic (to their way of thinking) values in the school. But this conflict seemed to play only a small part in overall parent and teacher interactions. Singleton (1967) accompanied Japanese teachers on home-visits and found that "parent-teacher interaction patterns varied with the degree of academic success of the child" (p. 75). Parents whose children were poor achievers wished to gain the favor of the teacher in regard to their children. The teachers were generally quite stern in these homes. However, in the homes of the superior students, the atmosphere was more relaxed. In both situations, teachers asked parents to urge their children to study with more effort; however, in the homes of superior students, this was done as a matter of expected duty. Home visits were conducted not only for purposes of teacher admonitions, but to acquaint the 23 teachers with the home environment. In this type of parent-teacher setting, special needs of the family were identified. For example, if a parent revealed that buying a textbook was financially difficult, the teacher could then ask the parent-teacher association for financial aid. Singleton discussed the nature of parent-teacher conferences thus: In all teacher-parent conferences that the author observed, in home visits and at school, no parent appeared to be defensive or protective of his child in discussing his academic weaknesses. Instead, a parent would give encouragement to the teacher to be severe in his relations with the child. In addition, parents often asked the teachers to give their children more work, and to make them study longer hours. Similarly, the teachers were asking the parents to help them enforce better study habits and longer hours of study (p. 76). Moral education in Japan has been a controversial subject. Anderson (1959) discussed the concerns of parents during the 1950's over a few children's attempts to become "zoot suiters," or to be disrespectful of parents. Singleton (1967), in interviewing parents of a rural community in Japan, had found that moral education was still an issue during the early 1960's. Oshiba (1963) favored the creation of a separate subject for moral education. There has been concern over the possible rise of juvenile delinquency over the past few years in Japan, but Cummings (1974) in his study remarked on the compara- tive absence of juvenile delinquency of Japanese youth. During recent years the crime rate had actually declined 24 in Japan while increasing in most Western countries. Cummings believed that the schools had a positive impact upon the moral growth of Japanese students. Japanese children generally have considerable pre- school freedom. In her book, Chrysanthemum and the Sword, Ruth Benedict (1946) described some typical preschoolers' activities: Except among the upper classes children do not wait to go to school before they play freely with other children of the neighborhood. In the villages they form little play gangs before they are three and even in towns and cities they play with startling freedom in and out of vehicles in the crowded streets. They are privileged beings. They hang around the shops listening to grown-ups, or play hopscotch or handball. They gather for play at the village shrine, safe in the protection of its patron spirit (p. 269). The Japanese National Commission for UNESCO (1964) sug- gested historical bases for the present philosophy of childhood freedom. Citing the high death rate of babies during the Meiji and Taisho Ages, the Commission wrote: In Japan there is a common saying, "Before seven years old, the child belongs to God." During this period children were taught hardly any manners, and when they died, the method of burying their bodies and their tombs were different from those of adults (p. 704-705). Smith (1962) related his observance of a four- year-old boy who insisted on serving tea cakes to guests in place of his mother. His mother allowed him to do so even though the boy had much difficulty picking up the tea cakes with chopsticks: When she got up to get the cakes from the kitchen, he pulled at her, demanding to know where and why 25 she was going, and hung on to her kimono sleeve until she told him. Thereupon he demanded to be told where the cakes were, and learning, insisted on getting them himself. His mother finally gave in and sat down again while he went off again to the kitchen. After much clatter and delay he appeared with a tray bearing two plates of cakes, some obviously just rescued from the dirt floor of the cooking area. The guests smiled indul- gently; the boy beamed and proceeded to devour most of the cakes, including those offered him by the guests as a reward (p. 193). Despite the self-indulgence of the child at this age, Lanham (1962) projected that American mothers would be quite surprised at the Japanese mothers' early emphasis upon orderliness, cleanliness, etiquette, and neatness: . . . early establishment of proper behavior and attitudes in relation to other children with whom the child plays is interesting, particularly the frequent admonition to refrain from envy. Although the Ten Commandments forbid covetousness, mothers in the United States probably would not begin teaching this concept at so young an age, or emphasize it to any marked extent as the child grows older. Ruth Benedict (1946) provided much insight into Japanese child behavior in her book, Chrysanthemum and the Sword (previously cited in this study). The following discussion is based on selected areas from her chapter entitled "The Child Learns" (PP. 253-296). Benedict said that the child was increasingly made aware of rules, especially those dealing with etiquette. The child became more conscious of his debt to his family and neighbors. The child was warned that poor behavior might bring ridicule from friends or adults although adults were still rather indulgent for some time. 26 Benedict stressed that during the first three years of school more emphasis, at home and in school, was placed on the avoidance of embarrassing situations. These embar— rassing situations might involve any kind of improper behavior. Much of the admonitions for proper conduct were aimed at preventing ridicule by children's peers. How- ever, by about age eight or nine, the family reputation was at stake. At this point, even a poor report card grade for behavior might cause the child to be a tem- porary outcast from the family. In this section of the study, literature concern- ing aspects of Japanese education was presented. The effectiveness of Japanese schools in meeting their goals was stressed in much of the literature. Examples of parent and teacher interactions were described, as were examples of home and school cooperation. The high quality of Japanese student achievement was discussed. The pre- school freedom and gradual emphasis on self-discipline of Japanese children were emphasized in several of the studies. Summary In this chapter a review of literature and research related to the study was presented. Three areas of interest were presented under the headings of (1) Parental Expectations, (2) Teacher Expectations, and (3) Japanese Education. 27 The scarcity of studies related to parental expectations was mentioned. The importance of parental expectations in helping students to establish positive self-concepts of academic achievements was stressed. Several researchers expressed the need for parental training to develop more positive family relationships. Most studies of teacher expectations indicated that there was a significant relationship between teacher expectations andpupil performance. Some researchers stated that teacher and pupil interactions were quite complex. The area of Japanese Education was considered in more detail than were parent and teacher expectations. The effectiveness of Japanese schools in meeting their goals was stressed in much of the related literature, as was the high quality of student achievement. Examples of parent and teacher interactions were described. Particu- larly, the cooperation of the Japanese school and home was emphasized. The preschool freedom of Japanese children and the gradual emphasis on self-discipline were discussed. Since the literature indicates that parent and teacher expectations are important to children's school achievement and adjustment, and since the Japanese educational system is considered highly effective, a cross-cultural study comparing home and school 28 expectations in the Japanese and United States cultures might be productive in discovering variables important to cultural influences on educational achievement and adjustment. In the following chapter, the populations of interest, selection of the samples, methodology procedures, and specific description of the instruments will be discussed. CHAPTER III METHODOLOGY Introduction The methodology used in this study was derived from the literature and from existing instruments, which were adapted for cross-cultural comparisons. This chapter describes the populations of interest, sampling procedures, data collection, and use of instruments in this study. Populations of Interest Two Japanese elementary schools (kindergarten populations of 237 and 211) and two United States Depart- ment of Defense Dependents elementary schools (kinder- garten populations of 215 and 229), located in Okinawa, Japan, comprised the populations of interest to this study. The two Japanese schools are located in what are considered by Japanese educators to be middle class neighborhoods. This classification corresponds with the military community which may also be considered middle class as family sponsors are usually of sergeant rank or higher. The schools in Okinawa Prefecture have been under the authority of the Ministry of Education in Tokyo since the 1972 reversion to Japanese sovereignty, after almost thirty years of United States military and civil admini- stration. Okinawa has suffered spiraling price increases 29 30 in food products, land, rent, transportation, and in many other areas, since the reversion. As the United States has reduced its military forces in Okinawa, many Japanese national employees on United States military bases have lost their positions, and have been forced to seek other types of employment. Presently Okinawan government offi- cials must decide whether to expand industrially, or further develop Okinawa's tourism potential. The sponsor (usually parent) of a child attending a Department of Defense Dependents School must be a United States citizen. The child may attend tuition-free if the parent is in a military service or works as a civilian for the Department of Defense. Other parents (e.g., those engaged in private industry) must pay tuition fees on a space available basis (less than three percent are in this category). Ninety-nine percent of the professional personnel working in these overseas dependents schools were born or reared in the United States. Approximately ninety percent of the school per- sonnel had previously worked in middle class communities prior to working in overseas schools (Chapman, 1975). Selection of the Sample In each of the four schools (two American and two Japanese) five teachers distributed twelve parent ques- tionnaires. Students were selected by teachers according to criteria provided by the researcher, so that a 31 representative sampling might be obtained. Each teacher filled out a questionnaire and a report card for each student who returned a parent questionnaire. The number of questionnaires and report cards were limited to twelve per teacher to avoid excessive teacher processing. For the purposes of the investigation, report card and ques- tionnaire data were combined for the two schools in each culture. Of the 120 American parent questionnaires distributed, 103, or approximately 86%, were returned, and 114, or 95% of the Japanese parent questionnaires, were returned. Both American and Japanese teachers helped to ensure that as many parents as possible would return questionnaires through follow-up notes and/or telephone calls. The smallest number of questionnaires returned completed to a school was 50, and through a process of random deletion, the other groups were equated in size to this group, which provided four groups of 50 question- naires. However, for analysis, the combining of the schools in each culture provided a group of 100 for each culture (see Table 3.1). The questionnaires were col- lected after the first semester, and the report cards were collected at the end of the school year. Report cards were then matched with the appropriate questionnaire, as each questionnaire was keyed to a particular student. 32 Table 3.1--Numerica1 Profile of the Sample American Culture Japanese Culture Random Random School A B Total Deletion C D Total Deletion Teachers (number) 5 5 10 10 5 5 10 10 Parents (number) 53 50 103 100 58 56 114 100 Procedures The procedures will be discussed separately for each culture as the procedures were more complex in the Japanese schools. American Schools Permission to conduct the research in Department of Defense Dependents Schools was obtained from the Pacific Area Director and from the Superintendent of the District II, Okinawa, schools. Also, approval of the American Educator's Association of Okinawa was obtained. Each of the two American schools was visited, and the research was discussed with administrators and teachers. Suggestions for improving the study were solicited. The questionnaire items were studied for clarity and relevance. The source and uses of the questionnaire were described to the teachers. The questionnaires were divided evenly among the five teachers at each school (Tables 3.2 and 3.3 list 33 the years of teaching experience for Japanese and American teachers). Since the Department of Defense Kindergarten report card was used in the study, the researcher tran- scribed the report card data from the school files at the end of the school year, eliminating extra work for the teachers. Table 3.2—-Teaching Experience of the Ten American Teachers Minimum Maximum Mean Total Teaching Experience (years) 4 25 7.8 Kindergarten Teaching Experience (years) 1 6 2.6 Overseas Teaching Experience (years) 1 6 2.1 Table 3.3--Teaching Experience of the Ten Japanese Teachers Minimum Maximum Mean Total Teaching Experience (years) 2 19 9.0 Kindergarten Teaching Experience (years) 1 19 5.5 34 Japanese Schools The procedures were more complex in the Japanese schools. However, the individuals involved in the study were very cooPerative. The questionnaire and report card were translated into Japanese for review by the Japanese teachers and administrators. School visits were scheduled for three schools. The researcher was formally introduced to one school through a Japanese culture teacher working in an American school and to the other two schools through University of Ryukus professors in early childhood educa- tion. The previous uses of the questionnaire and the development of the report card by American parents, teachers and administrators, were described. The ques-' tionnaire and the report card were discussed item by item for clarity and appropriateness to the Japanese culture. The overall study was discussed, and suggestions for improvement were solicited. Only one item was deleted from the report card, and none from the questionnaire, as the Japanese educators agreed that at this early educa- tional level, learning tasks and school adjustments were similar, even in the two separate cultures. The final translation procedure involved transla- tion from English to Japanese by a Japanese translator, verification by another Japanese translator and back- translation into English by an American translator, with further verification by the researcher. This procedure 35 is similar to one suggested by Brislin, Lonner and Thorndike in their text, Cross-Cultural Research Methods (1973). The translated instruments, with introductory statements and demographic information request sheets, were then printed by a Japanese commercial printer and checked by a Japanese translator for possible printing errors. The final questionnaires and report cards were then taken to the three Japanese schools for distribution and collection. (One of the schools was not used for analysis, as its rural population was considered not to be appropriate for comparison with the American military community.) Description of Instruments The following information describes the format of the two instruments, questionnaire and report card, used in this study (refer to Appendices A, B, C and D). Questionnaire Part One.--The first part of the questionnaire asks the respondent to rank order (from one to eight) eight areas of kindergarten children developmental skills and personality characteristics. The following eight categories were ranked by parents and teachers: Social Skills Problem Solving Physical Skills Emotional Adjustment Language Skills Self-Help Academic Skills Moral Growth 36 The following question was constructed to guide the research for Part One of the questionnaire: Are there differences between Japanese and American parents with respect to their expectations for their children's social, emotional, academic and physical development? Part Two.--The second part of the questionnaire asks the respondent to indicate the institution primarily responsible for helping kindergarten children develop in each of the eight categories stated in the first part of the questionnaire. The institutions of responsibility as stated in Part Two of the questionnaire are: Home School Home and School Other The following question was constructed to guide the research for Part Two of the questionnaire: Are there differences between Japanese and American parents with respect to their assignment of school and/or home responsi- bility for their children's social, emotional, academic and physical development? Report Card The report card consists of twenty—nine factors divided into the following four areas: Social-Emotional Development Academic Development Work Habits Physical Development 37 One factor was not appropriate for translation since it concerned sound discrimination in English and, therefore, was not considered for cross-cultural study. Teachers filled out report cards according to the following criteria: S Is developing satisfactorily / Pupil needs help N/A Not applicable In anticipation of possible misunderstanding of an item, Japanese teachers were instructed to differentiate between items that were "not applicable" (by marking as indicated) and items that were not understood (by leaving the items blank). The following question was constructed to guide the research for the report card: Are there differences between Japanese and American children in their abilities to meet the expectations of their kinder- garten teachers for work habits and social, emotional, academic and physical development? Method of Reporting Results The data from the parent and teacher question- naires, the report cards and demographic information sheets were tabulated on a coding form and transferred to I.B.M. computer cards for statistical processing. Research Questions The following questions were constructed to guide the study: 38 1.0 Do differences exist between Japanese and American 2.0 parents with respect to their expectations for their kindergarten children's social, emotional, academic and physical development, as measured by parental rankings of these areas? 1.1 1.2 Within each culture, do parental rankings of expectations for their kindergarten children's social, emotional, academic and physical development differ according to the sex of their children? Across the two cultures, do parental rankings of expectations for their kindergarten chil- dren's social, emotional, academic and physical development differ according to the sex of their children? Do differences exist between Japanese and American parents with respect to their assignments of home and school responsibilities for their kindergarten children's social, emotional, academic and physical development? 2.1 Within each culture, do parental assignments of home and school responsibilities for their kindergarten children's social, emotional, academic and physical development differ according to the sex of their children? 39 2.2 Across the two cultures, do parental assignments of home and school responsibilities for their kindergarten children's social, emotional, academic and physical development differ accord- ing to the sex of their children? 3.0 Do differences exist between Japanese and American children with respect to their abilities to meet the expectations of their kindergarten teachers for work habits and social-emotional, academic and physical development as measured by report card grading of these areas? 3.1 Within each culture, do children's abilities to meet the expectations of their kindergarten teachers for work habits and social, emotional, academic and physical development differ accord- ing to the sex of the children? 3.2 Across the two cultures, do children's abilities to meet the expectations of their kindergarten teachers for work habits and social, emotional, academic and physical development differ accord- ing to the sex of the children? Summary In this chapter, the methodology of the study was presented. The Japanese and American populations were described, and the selection of the samples was illus- trated. The methodological procedures employed for each 40 culture were described progressively. The format and uses of the instruments were described, as well as the method of reporting results. Finally, the questions constructed to guide the study were stated. In Chapter IV, the data will be presented and analyzed. CHAPTER IV PRESENTATION AND ANALYSIS OF DATA Introduction The purpose of this study was to obtain, analyze and compare relevant data concerning (1) the expectations of Japanese and American parents for their kindergarten children's development and adjustment in school and (2) the adjustment of Japanese and American children to school expectations. In the previous chapter, the procedures for data collection in both the Japanese and American communities were described as were the instru- ments used in the study. In this chapter, the statistical analyses of data related to the major research questions will be presented. Research Questions and Statistical Analyses 1. Do significant differences exist between Japanese and American parents with respect to their expecta- tions for their kindergarten children's Social, Aemotional, academic and physical development, as measured by parental rankings of these areas? This research question was addressed by prelim- inary compilation of item frequencies for each group 41 42 (refer to Table 4.1). Mean ranks were then computed for each item and a Spearman rank order correlation between the two sets of data from the Japanese and American parents was tested to determine if the Spearman rank correlation was different from 0 at an alpha-level of .05 (refer to Table 4.2). 2. Do significant differences exist between Japanese and American parents with respect to their assignments of home and school responsibilities for their kinder- garten children's social, emotional, academic and physical development? Question two was addressed by preliminary compil- ation of frequencies for each group. Then, a chi square score was computed for each of the eight items, taking into account the assumptions of cell size for chi square calculations, which required that there be no empty cells and at least five units for both cells in a column (refer to Table 4.3). Certain of the item columns that were eliminated to meet the cell size assumptions of chi square calculations plainly represented marked differences between the two populations. Each item was explored for significance at an alpha-level of .006. The overall alpha4leve1 for the set of eight items was set at .05. 3. Do differences exist between Japanese and American children with respect to their abilities to meet the expectations of their kindergarten teachers for work 43 ucoumm mmmcmmmn u an ucwumm smeauofid H mm OO O OH OH OH OH NH O O OO HHSOHO OOH O O OH OH OH OH OH OH OO Hmuoz OO NO ON OH O O m H O OO OHHHHO OO OH HO mm OH OH O m O HO OHEOOOOO OOH N O O O O OH Om NO OO mHOm OOH NH O O OH OH OH OH OH OO -OHOO OOH m H OH O OH ON ON ON OO OHHHHO OOH O HH HH ON ON OH O O OO OOOOOOOH OO O O OH Om OH OH OH O OO HOOEDOOOOO OOH O m N O O OH ON OO ma HOcoHuoem OOH O OH OH OH OH OH HH O OO OHHHHO OOH OO OH HH O O HH O O OO HOOHOOOO OOH OH NO HO HH O m H H OO OOH>HOO OOH OH Om ON NH O O O O OO sOHnouO OOH H O O OH ON ON ON OO OO OHHHHO OOH O O OH OH O ON ON OH OH HOHooO Hmuoe :HO HuO HDO nuO OHO cum new OOH 602 mocmunomEH mo umpno ca mmcfixcmm comm scam How mowocwswouhnlmaawxm Hmucmemoam>wo m.cmnpaflso mo mmcwxcmx .mucmnmm GOUHHDE¢ paw mmocmmmb mo somwummeooll.a.v manna 44 Table 4.2a.--Comparison of Item Mean and Standard Deviation for Parental Rankings of Children's Developmental Skills. American Parents Japanese Parents Area Mean Std.Dev. Mean Std.Dev. 1. Social Skills 3.830 2.142 3.220 1.624 2. Problem Solving 5.840 1.802 6.220 1.368 3. Physical Skills 6.260 2.058 4.460 2.017 4. Emotional Adjustment 2.440 1.882 4.700 1.823 5. Language Skills 4.380 1.704 2.880 1.707 6. Self-Help 4.060 2.251 2.260 1.580 7. Academic Skills 5.470 1.828 7.180 1.452 8. Moral Growth 3.870 2.126 4.880 1.876 Table 4.2b.--Comparison of Japanese and American Parental Rankings of Each Developmental Skills Area as Determined by Item Mean for Spearman Rank Order Correlation Coefficient Calculations. Area American Japanese Parents Parents 1. Social Skills 2 3 2. Problem Solving 7 7 3. Physical Skills 8 4 4. Emotional Adjustment 1 5 5. Language Skills 5 2 6. Self-Help 4 1 7. Academic Skills 6 8 8. Moral Growth 3 6 Table 4.2c.--Ordering of Rankings for Spearman Rank Order Correlation. Item Number 4 1 8 6 5 7 2 3 lst 2nd 3rd 4th 5th 6th 7th 8th 5th 3rd 6th lst 2nd 8th 7th 4th Ranking of American Parents Ranking of Japanese Parents 45 HO>OH-OOOHO OOO. um HOOOHOHOOHO4 OOO. OO O ON O OO O ON OO OHHHHO OOO.O OO O OH N OO O OH NO HOOHOOHO OOOO. H OO OH O H OO OH O OO Huaouo OO0.00 O OO H OO O OO H OO OO Hmuoz OOOO. OO H HO H OO H HO OO OHHHHO OO0.00 OO NO O H OO NO O OO OHsOOOoO «OOO. HO ON N HO O ON an dem OOH.OO ON OO O ON O OO OO umHmm «OOO. OO N OO O OO N OO NO OHHHHO OH0.00 OO NH OH O OO NH OH NO OOOOOOOH «OOO. OO NN N OO OH NN OO HOOEHOOOOO OHO.OH OO OO H OO O OO NO HOOOHuosm OON. OO O HN N OO O HN OO OOH>HoO OOO.O OO NH HH N OO NH HH OO sOHnoum HNO. O OO HN O OO H HN OO OHHHHO OOO.H N HO ON N HO O ON OO HOHoom .OH Hoonom Hoonom . umn HOQUO @Cm HOOSom OEOE Hmfluo GEM HOOSUm 0803 N 0803 mEom EmuH Nx cpsmfioo 0» comb mmwocmsvonm mmfiocmswdum HchmHHo .aufiaflnwmcommmm Hoosomtmaom mo ucmEcmOmmd .mucmumm cmowumad paw ommcmmcb mo mam>mq cosmoHMOcmOm one .mmuoom muwpvm Ono 3mm .mmfiocmsvmum mo comwummaooli.m.w OHAMB 46 habits and social-emotional, academic and physical development as measured by report card grading of these areas? Question three was addressed by preliminary com- pilation of frequencies for each group. A raw chi square score was computed for each category of items, taking into account the chi square test assumptions for cell size. The overall alpha-level was set at .05. The nine items in the Social—Emotional Development category were explored for significance at an alpha-level of .006. The elimination of columns in items two, three, four and six to meet the assumptions of cell size reduced comparative figures to the extent that no statistical tests were computed on these four items. The very neces- sity for reduction of columns indicated differences between the two populations as illustrated by comparisons of the original frequencies in Table 4.4. The eleven items in the Academic Development category were explored for significance at an alpha-level of .005. Columns were eliminated to meet the assumptions of cell size for chi square calculations. All items received statistical treatment. See Table 4.5. The six items in the Work Habits (Table 4.6) category were explored for significance at an alpha-level of .008. All items were tested for significance after reduction of columns for chi square calculations. 47 HO>OH-OOOHO OOO. HO HOOOHOHOOHOO EmHoHuHHo «OOO. NO mm O OO OH 0O w>HuosHumcoo HO0.00 O OO O OO O OO HdOooO :Oo «OOO. Hm mm Hm mm OO 0O mpsuHuum :cmo H: NO0.0N O OO O OO O OO cm mmmmmmmom mecuwnu .onss .uum OOOO. HO OO HO OO on OH OHOOHHHHS OOO.OO O OO O OO OO OOHOOHOHHHOO Omusdeoo N ON HO H OO mumnuo OOH; soc O O OOH O OO HHO3 OOoHO OHOO «OOO. mm Oh mm OF H on accommu OO0.0N m mm m mm O UO :uHB mmumummoou OmusmeOo H ON OO H OO mnmguo nqu no: O O OOH O OO HHmz OOOHO pmusmsoo OH Om 0O ucmEQHsOm no no: O OOH Om mumo mmxme pmusmeoo mm mm on mcudu mmxmu poc O OOH CO pad mmnmnm OOO. OH mm m OH NO on mcoHuomHHp OO0.0 O OO O O OO 0O m3oHHom .mHm >Hmm¢ mHmm huouomm wmcommmm >Hmmm mHmm >Houomw mmcommmm x . uoc moon mpmmz ImHumm 02 won mwoo mummz ImHumm 02 N EmpH mx musmeou op OmmD mmHocmsvmum OOHocmsmem HOGHOHHO .mnmnomme HHOLB ha Omuuomwm mm ucmEmOHm>mo HmcoHummWIHmHUOO m.cmHOHH£O QOUHHOEG Ocm mmOCOQMO cmm3umm mHm>mH unmoHMHcme new .mmuoom cumsvm «:0 3mm .mmHocmswmnm mo comHHmmEooli.O.v mHnma 148 HO>OHumzaHO OOO. um HOOOHOHOOHO. cOOO. OO OO O OO OO O 04 Hsz mmmOH OOO.HO O OO O O OO O 0O O30 mmmmmumxm .ooo. ON HO H ON HO on OHuocHumHO ecu OmN.NN O OO O OO Om DO aHummHo mxmmmm ONO. ON Om NH ON OO O on mumuumH mmmo OOH.m OH OO O OH OO O Ud Hm30H mmNHCOOUQm NON. OH OO O O OO H on muouumH ammo NHO.H NH OO O NH OO O OO “Odds OONHcOoomm cooo. ON OO OH ON OO O on mocmsvmm umuumH OOH.ON N OO O N OO O OO ammoum OROHHOO mmhsuon paw muomnno OHOO. OH OO OH OO O 0O CH mmocmumMMHO OmN.HH O OO O OO O 0O Ocm mmmmmcmxHH mmwm mummocoo «OOO. HO OO HH HO Om OH on amass: mccmumnmocs OOO.HO OH OO O OH OO O oO Ocm OONHOOoOOO ONO. OH OO OH OO OO on muomOno OO0.0 O OO O OO O OO mucsoo OOO. NH OO H NH OO O OO mammnm DHOOH mmeuc OOO. O NO O O NO O OO OOO OONHOOoOOO Omm. H O HO O on mHOHoo UHmmn mem.v O O OO O DO mmNHcmoomm NNO. O NO H O NO on mumuumH mmmo stoH OOO. O OO O O OO oO OH meme ucHum Ono .mHm >Hmmm mHmm Ououomm mmcommwm OHmma mHmm Ououomm mmcomwmm X “OS mOOQ mUGQZ N N imHuOO x ousmsoo 0» 00m: mmHocmswmnm HOG mOOD mUOwZ :mHuOm mmHocmsUmum HOCHOHHO EmuH .mumnomma uHmns On Ocuuommm mm unmamon>ma OHEDOOUO m.cquHH£U GMUHnwE< 0cm muonmmnn :0w3uom mHm>0H mucmoHMHcmHm new .mmuoom muasvm «:0 3mm .mmHocmsvmum mo comHHmmEOUII.m.v oHnma 49 HO>OHIOOOHO OOO. um HOOOHOHOOHOO «OOO. OO OO O OO OO OO on OHHOOONOO OOO OOO.HO N OO O N OO O OO OHHOO: mHuoz «OOO. HH OO HH OO on OHuomunoo HOH.O H OO H OO OO mnommHoO mom: mchmmHocH OOOO. ON OO ON OO OO OO OH :Omm OO0.0N O OO O OO O OO :oHucwqu OHOO. OO HO N OO HO N OO OHO>HHOOHHO OOO.NH OH OO O OH OO O OO OOOHOHH «HOO. H ON OO H on as OON.OH O O NO O UO maOmHo OOOO. ON OO O ON OO N on Ono; OO0.0H O OO O O OO O OO OOHOHmsoo .OHm OHmmd mHmm Ououomm mmsommmm OHmmm mHmm >Houomm mmcommmm X HOG mOOQ mmuwmz lmflumm 02 won mmOQ mmummz lmflumw OZ N EmuH Nx musmaou ou Ommo mmHocmswme mmHocwsmem HOGHOHHO .mumnomme Hnge an Omuuommm mm ucmamon>mo muHme Huoz m.cmHOHH:U GOUHHOEO van mmocmmmh cmm3uwm mHm>mH cosmoHMHcmHm ppm .mmuoom mudswm Hsu 3mm .mmHocmswmum mo comHHOmEOUII.O.v mHQOB 50 The two items in the Physical Development category were explored for significance at an alpha-level of .025. Item two was not calculated statistically because it failed to meet the assumptions of cell size for chi square treatment. There are marked differences between the two groups compared in item two, as indicated by the original frequencies in Table 4.7. Secondary Research Questions Data related to the secondary questions in Chapter III, concerning comparisons of sex differences within and across cultures, is presented in tabulated form in the appendices for descriptive purposes only. Statistical tests were not computed for sex differences as this part of the study was largely exploratory. However, each table is keyed to the major research question with which it is related through designation of the related research question numbers. For example, Table A-1 refers to the first related question (1.1) under Question One in Chapter III, and concerns the comparisons of sex differ- ences within each culture. Table A-2 refers to the second related research question under Question One through the designation of the number 1.2. This format is followed for each of the tables. Items pertinent to the study will be selected from Tables A-l through A-8 and will be discussed in Chapter V. 51 Hw>0H|m£mHm ONO. um unmoHMHcmHOO «OOO. OH OO OH OO O on OOHumchHooo NON.OH N mm N mm O U4 mHumps HHmEm Omusmeoo NN OO NN OO OH on coHuOcHOHooD uoz O OOH O OOH O OO mHomse OOHOH .mHm mHmmd mHmm auouomw mmcommwm OHQQN mem muouomm wmcommmm x 0: mm m cm ImH m 0 on mm m mm ImH m o N u on O 2 .H m z u on O z .u m z EmuH Nx mupmaoo on own: mmHocmsvam mmHocmsUme HOGHOHHO .mumnomma HHOSB an Omunomvm mm unmamon>ma stHmhnm m.cmupHH£U GOUHHmfid UGO mmmsmmmh cmmzumm MHm>mH mocmoHMHcme pad .mmuoom mumsvm H30 3mm .mmHocmswmum mo somHHmmEou II.O.¢ OHQOB 52 Analysis of Data Question 1 Do significant differences exist between Japanese and American parents with respect to their expectations for their children's social, emotional, academic and physical development as measured by parental rankings of these areas? Statistical analysis of data pertinent to this question required formulation of a null hypothesis: HO: There is no relationship between the ranking assigned by the American parents and the ranking assigned by the Japanese parents. That is, HO: pS = 0, was tested at an alpha-level of .05. A Spearman rank order correlation was calculated from the mean rankings of the two populations. A value of r = .258 was obtained. To be significant at .05 S alpha-level, the computed rS would need to exceed .687. The rS found was less than this value, thus the null hypothesis fails to be rejected. Therefore, there was no significant relationship between the rankings of the Japanese and American parents, indicating marked differ- ences between the rankings of the two groups. Question 2 Do significant differences exist between Japanese and American parents with respect to their assignment of home and school responsibility for their kindergarten 53 children's social, emotional, academic and physical development? The significance level of each of the eight areas concerned with this research question was .006, determined from an overall alpha-level of .05. Refer to Table 4.3 for frequency comparisons. Area 1, Social Skills A raw chi square score of 1.305 was calculated from the comparative frequencies. The probability level of .521 was not statistically significant. Area 2, Problem Solving A raw chi square score of 3.897 was calculated from the comparative frequencies. The probability level of .273 was not statistically significant. Area 3, Emotional Adjustment A raw chi square of 16.719 was calculated from the comparative frequencies. The probability level of .000 was statistically,significant. Area 4, Language Skills A raw chi square score of 39.3161 was calculated from the comparative frequencies. The probability level of .000 was statistically significant. 54 Area 5, Self—Help A raw chi square score of 50.177 was calculated from the comparative frequencies. The probability level of .000 was statistically,significant. Area 6, Academic Skills A raw chi square score of 95.563 was calculated from the comparative frequencies. The probability level of .000 was statistically significant. Area 7, Moral Growth A raw chi square score of 60.476 was calculated from the comparative frequencies. The probability level of .000 was statistically significant. Area 8, Physical Skills A raw chi square score of 60.476 was calculated from the comparative frequencies. The probability level of .056 was not statistically significant. Question 3 Do differences exist between Japanese and American children with respect to their abilities to meet the expectations of their kindergarten teachers for work habits and social, emotional, academic and physical development as measured by report card grading of these areas? 55 Social-Emotional Development The significance level of .006 for this area was determined by the overall level of .05. The chi square test of independence was used for significance calcula- tions. Refer to Table 4.4 for frequency comparisons. Item 1. Follows directions. The raw chi square score was calculated as 6.980 with a probability level of .008, which was not statistically significant. Item 2. Shares and takes turns. The raw chi square score was not calculated as all distribution assumptions for chi square computation were not met. Visual comparison of the frequencies reveals obvious differences in response by the American population and Japanese population (see Table 4.4). Item 3. Takes care of equipment. The raw chi square scores were not computed because of cell size assumptions, but obvious differences exist in response between the two populations. Item 4. Plays well with others. Raw chi square scores were not calculated, but obvious differences in response exist between the two populations. Item 5. Cooperates with teacher. The raw chi square score was calculated as 20.997 with a probability level of .000, which was statistically significant. 56 Item 6. Gets along well with others. Raw chi square scores were not calculated because of column elimination to meet chi square assumptions, but obvious differences in response exist between the two populations. Item 7. Participates willinglyyin art, music, rhythms. The raw chi square score was calculated as 39.889, with a probability level of .000, which was statistically,significant. Item 8. Possesses an "I can" attitude. The raw chi square score was calculated as 24.682, with a prob- ability level of .000, which was statistically significant. Item 9. Can accept constructive criticism. The raw chi square score was calculated as 48.691 with a probability level of .000, which was statistically significant. Academic Development The significance level of .005 for this area was determined by the overall level of .05. The chi square test of independence was used for significance calcula- tions. Refer to Table 4.5 for frequency comparisons. Item 1. Can print name in lower case letters. The raw chi square score was calculated as .980 with a probability level of .322, which was not statistically significant. 57 Item 2. Recognizes basic colors. The raw chi square score was calculated as 4.245, with a probability level of .950, which was not statistically significant. Item 3. Recognizes and names basic shapes. The raw chi square score was calculated as .688 with a probability level of .407, which was not statistically significant. Item 4. Counts objects. The raw chi square score was calculated as 5.053, with a probability level of .825, which was not statistically significant. Item 5. Recognizes and understands number concepts. The raw chi square score was calculated as 31.840, with a probability level of .000 which was statistically significant. Item 6. Sees likenesses and differences in objects and pictures. The raw chi score was calculated as 11.287, with a probability level of .001, which was statistically significant. Item 7. Follows proper letter sequences. The raw chi square score was calculated as 25.178, with a probability level of .000, which was statistically significant. 58 Item 8. Recognizes upper case letters. The raw chi square score was calculated as 1.312, with a probability level of .252, which was not statistically significant. Item 9. Recognizes lower case letters. The raw chi square score was calculated as 5.100, with a probability level of .023, which was not statistically significant. Item 10. Speaks clearly and distinctly. The raw chi square score was calculated as 22.296, with a probability level of .000, which was statistically significant. Item 11. Expresses own ideas well. The raw chi square score was calculated as 31.993, with a probability level of .000, which was statistically significant. Work Habits The significance level of .008 for this area was determined by the overall level of .05. The chi square test of independence was used for significance calcula- tions. Refer to Table 4.6 for frequency comparisons. Item 1. Completes work. The raw chi square score was calculated as 19.595, with a probability level of .000, which was statistically significant. 59 Item 2. Cleans up. The raw chi square score was calculated as 17.205, with a probability level of .001, which was statistically significant. Item 3. Listens attentively. The raw chi square score was calculated as 12.005, with a probability level of .001, which was statistically significant. Item 4. Attention Span is increasing. The raw chi square score was calculated as 24.657, with a level of .000, which was statistically significant. Item 5. Uses scissors correctly. The raw chi square score was calculated as 7.181, with a probability level of .007, which was statisticallygsignificant. Item 6. Works neatly and carefully. The raw chi square score was calculated as 61.098 with a probability level of .000, which was statistically significant. Physical Development The significance level of .025 was determined by the overall level of .05. The chi square test of independence was used for significance calculation. Refer to Table 4.7 for frequency comparisons. Item 1. Large muscle coordination. The frequency distribution of this item did not meet the chi square test assumptions for cell size but observation of frequency response reveals differences between the two populations. 60 Item 2. Small muscle coordination. The raw chi square score was calculated as 15.252, with a probability level of .000, which was statistically significant. Summary In this chapter, the analysis of the data was presented. Within the limitations of the study, the major findings were: Japanese and American Parental Rankings of Developmental Skills The Japanese and American parents indicated marked differences in their overall rankings of their children's social, emotional, academic and physical development. Only one area, problem solving, received a similar ranking from both cultures. Japanese and American Parental Assignments for Home and School Responsibility Japanese and American parents indicated signif— icantly different responses in their assignments for home and school responsibility in five of the eight develop- mental areas. These were the areas of emotional adjustment, language skills, self-help, academic skills and moral growth. Areas that were not significantly different were physical skills, social skills and problem solving. 61 Japanese and American Children's Adjustment to School Expectations Social-Emotional Development Significant differences existed between report card evaluations of the Japanese and American children on four of the nine items listed in Table 4.4. One of the items did not indicate significant differences. Four of the items were not calculated statistically because chi square assumptions of cell size were not met. However, there were differences between report card evaluations of the two cultures on the four items not statistically calculated. Academic Development As illustrated by Table 4.5, five of the eleven items were statistically significant, indicating signif— icant differences in report card evaluations between the American and Japanese children. Six of the items did not indicate significant differences in report card grading. Wbrk Habits Development All six items were statistically significant, indicating significant differences between the report card evaluations for the American and Japanese children. Physical Development One of the two items was statistically significant, indicating significant differences between the report card 62 evaluations for the American and Japanese children for that item. One item was not tested statistically because it did not meet the chi square assumptions of cell size, but Table 4.7 reveals marked differences between the evaluations of the Japanese and American children. Sex Differences in Home and School Expectations There were observable differences in only one area of comparison. As illustrated in Table A-1, American parents ranked moral growth as more important for girls than for boys in contrast to Japanese parents whose rankings for boys and girls were similar. CHAPTER V CONCLUSIONS AND RECOMMENDATIONS Introduction In this chapter a summary of the study is presented, followed by major findings, secondary research questions, discussion, and recommendations for future research. Summary The purpose of the study was to obtain, analyze, and compare data regarding (l) the expectations of Japanese and American parents for their kindergarten children's development in school, and (2) the ability of Japanese and American kindergarten children to adjust to school expectations. A subsidiary part of the study, which was analyzed inferentially, concerned the possible effects of children's sex differences on (1) parental expectations, and (2) the ability of kindergarten children to adjust to school expectations. Also of interest to the study was an inferential analysis of teacher and parent expectations agreement for home and school responsi— bilities. The sampled American population included 100 American parents and their kindergarten children and 10 63 64 teachers of the children. The American children attended two United States Department of Defense Dependents Schools in Okinawa, Japan. The sampled Japanese population also included 100 parents and their kindergarten children and 10 teachers of the children. The Japanese children attended two middle class public schools in Okinawa, Japan. Instruments used to collect the data included questionnaires for cross-cultural comparisons of parental expectations and kindergarten report cards for cross— cultural comparisons of children's abilities to meet school expectations. The procedures in conducting the research included meetings with educational personnel from each culture to discuss appropriateness of instrument items to the respective cultures. A back-translation method was used for both of the instruments with verifica- ition of accuracy by the researcher and translators from each culture. The collected data were analyzed both statistically and inferentially. The data were analyzed statistically by the chi square test of independence, and by the Spearman rank order correlation coefficient formula. The data were analyzed inferentially, primarily through frequency patterns and individual frequency counts for the various items on the questionnaires and report cards. 65 Major'ResearchyQpestions The following research questions were constructed to guide the study: Question 1 Do significant differences exist between Japanese and American parents with respect to their expectations for their kindergarten children's social, emotional, academic and physical development? Question 2 Do significant differences exist between Japanese and American parents with respect to their assignment of home and/or school responsibility for their kinder- garten children's social, emotional, academic and physical development? Qpestion 3 Do significant differences exist between Japanese and American children with respect to their abilities to meet the expectations of their kindergarten teachers for work habits and social-emotional, academic and physical development as measured by report card grading of these areas? Major Research Findings Within the limitations of the setting, population sampling and methodology, the findings related to the 66 major research questions are: 1. American and Japanese parents gave signifi- cantly different responses in their overall rankings of kindergarten children's developmental skills. The American parents indicated, in order of importance, the following rankings: 1. Emotional Adjustment 2. Social Skills 3. Moral Growth 4. Self-Help 5. Language Skills 6. Academic Skills 7. Problem Solving 8. Physical Skills The Japanese parents indicated, in order of importance, the following rankings: 1. Self-Help 2. Language Skills 3. Social Skills 4. Physical Skills 5. Emotional Adjustment 6. Moral Growth 7. Problem Solving 8. Academic Skills 2. The American and Japanese parents indicated significantly different responses in five of the eight 67 areas to which home and/or school responsibility was assigned for kindergarten children's developmental skills areas. The majority of American parents indicated that Self-Help, Emotional Adjustment and Moral Growth were Hpmg responsibilities although a large number of parents also indicated that Home and School jointly had primary responsibility for the Emotional Adjustment and Moral Growth areas. Japanese parents indicated that the Hgmg had primary responsibility for Language Skills and Academic Skills although an almost equal percentage of parents indicated Home and School responsibility for Language Skills. Home and School responsibility was assigned by both cultures for Social Skills, Problem Solving and Physical Skills. These were the three areas in which American and Japanese responses were not significantly different. The American parents assigned Home and School responsibility for Academic Skills and Language Skills, and the Japanese parents assigned Home and School responsibility for Emotional Adjustment, Self- Help and Moral Growth. 3. The American and Japanese parents differed significantly on most of the report card items in all four developmental areas primarily because American children received a much greater percentage of satisfactory scores compared to the Japanese children. The only area in which the majority of individual items were not significantly 68 different between the two groups of children was Academic Skills, but even in this area, American children received more satisfactory marks on every individual item. This phenomenon will be examined in the Discussion section of this chapter. Secondary Research Questions The following secondary research questions were constructed and analyzed inferentially. In only one area (Question 1.2) did the results seem to indicate marked differences between parental rankings according to sex of children (Table A—l). This finding will be presented and‘ related to the major findings in the Discussion section of this chapter. Secondapy Research Question 1.1 Within each culture, do differences exist between Japanese and American parental rankings with respect to their kindergarten children's social, emotional, academic and physical development according to the sex of the child? SgcondaryResearch Question 1.2 Across the two cpltures, do differences exist between Japanese and American parental rankings of expec- tations for their kindergarten children's social, emotional, academic and physical skills development according to the sex of the child? 69 Secondary Research_Question 2.1 Within each culture, do differences exist between parental assignments of home and/or school responsibility for their kindergarten children's social, emotional, academic and physical development according to the sex of the child? Secondary Research Question 2.2 Across the two cultures, do differences exist between parental assignments of home and/or school responsibility for their kindergarten children's social, emotional, academic and physical development according to the sex of the child? Secondary Research Question 3.1 Within each culture, do differences exist between the abilities of kindergarten children to meet school expectations for work habits and social, emotional, academic and physical development according to the sex of the child? Sgcgpdagy Research Question 3.2 Across the two cultures, do differences exist between the abilities of kindergarten children to meet school expectations for work habits and social, emotional, academic and physical development according to the sex of the child? 70 Discussion In this section of the study research findings will be discussed. The researcher will depart from statistical findings and share interpretations derived not only from the study but from the researcher's several years of experience living in the Japanese culture. Ranking of Developmental Skills There was a significant difference in the over-all ranking of the eight developmental skills by Japanese and American parents. American parents and teachers indicated that emotional adjustment was the most important develop— mental area for their children. Social skills was ranked second in importance. This rank order agrees with the findings of Stern (1971). In that study, teachers ranked social and emotional adjustment areas higher than academic areas. In the present study, American teachers ranked academic skills sixth in importance. The Japanese parents and teachers rated self-help as the most important developmental area while placing language skills second in importance. It may not be sur— prising, in view of the recognized difficulty of the Japanese language, that both Japanese parents and teachers ranked language skills in the second position. In reference to reading skills, however, Seward (1972) noted that: 71 . . . a recent study revealed that between 7 and 11 per cent of American school children experience significant difficulty in learning to read, whereas the comparable figure for Japan is less than one per cent. The cause of our poor showing is attrib- uted to the abstract nature of our alphabet, in contrast to the pictorial nature of theirs (p. 174- 175). Both Japanese parents and teachers ranked academic skills eighth, or last, in importance. There appear to be implications here for American educators to reconsider the emphasis they put on academic development at the kindergarten level. Cummings (1974) has concluded that Japanese children soon surpass the American children in academic achievement, especially in the areas of science and mathematics. Possibly the Japanese children's improvement in work habits and social and emotional development help to increase their readiness for academic skills. Some psychologists (Moloney, 1962) contend that Japanese children in later elementary years may be stifled emotionally because of increasing academic pressures, but personal observation of Japanese students and comments from authors such as Oshiba (1963) indicate the contrary: Children can express what they think, can judge by themselves and can act as they believe. In a word they have acquired a democratic character (p. 52). Children's sex differences seemed to have little bearing on parental rankings of developmental skills (Table A-3) except in the area of moral growth. While Japanese parents did not rank moral growth high in importance for either boys or girls, it is interesting to 72 note that American parents placed moral growth for girls second only to emotional adjustment in importance while ranking moral growth for boys in the fifth or sixth position (Table A-l). This may suggest that the double standard with which Japan has so long been associated may in fact be changing in that country, and that American parents may be guilty of following a double standard by their differential concerns for boys and girls in areas such as moral growth. Ruth Benedict (1946) reported that at age nine, Japanese school classes were divided into boys' and girls' sections. However, this sex segregation no longer applies. Passin (1965), referring to the current trend for many Japanese women to move away from the traditional role of women in Japan, commented: A woman who has gone through higher education in competition with boys and who has come to associate with them daily has a different outlook on such matters as dating, absolute obedience to husbands, companionship in marriage, and the inherent inferiority of women from that of her mother-- whose schooling and school life were entirely different (p. 111). Assignment of Home and/or School Responsibility Perhaps it is not so unusual that Japanese children make such seemingly remarkable developmental and adjustmental progress in school when it is considered that the Japanese parents in this study assigned the home primary responsibility for kindergarten academic develop- ment. In fact, some of the Japanese kindergarten teachers 73 interviewed by the researcher at the end of the school year were somewhat surprised when asked how many objects or numbers they expected a graduating kindergarten child to be able to count, because they were not concerned with this academic skill. Informal visits to Japanese homes revealed that most mothers were spending considerable time teaching their children to count, and even do simple mathematics problems. Language skills were not ignored at home either, as illustrated by home assignment for language skills by Japanese parents in Table 4.3. Seward (1972) stated that the comparatively greater reading difficulties of American children were due to the English alphabet. However, it may be that Japanese children had less difficulty learning to read because the Japanese mothers typically spent considerable time teaching them to read. This seemed to be an accepted philosophy as Japanese teachers also assigned responsibility for language skills development to the home (Table B-2). The Japanese parents and teachers agreed in their assignments of home and/or school responsibilities on all eight of the developmental skill areas. The American parents and teachers generally agreed on six areas but disagreed on responsibility for moral growth and emotional adjustment. The division was not so much between parents and teachers as it was between parents who assigned these two areas to the home, and 74 parents who assigned primary responsibility for these areas to home and school. American teachers were equally divided on their assignment for either home or home and school responsibility for emotional adjustment. Conversely, all ten of the Japanese teachers believed that moral growth was the equal responsibility of both home and school as did most of the Japanese parents. Perhaps the Japanese teachers were more sensitive to the issue of moral growth since the nation-wide course of study prescribed by the Ministry of Education in Tokyo includes guidelines for moral education in the schools. The programs suggested are general, and moral education is not considered a separate subject. Oshiba (1963) does not think these programs are particularly effective. However, the recent study by Jacobson (1977) in which American children of Japanese mothers scored significantly higher on Rest's (1974) objective test based on Kohberg's (1972) five stages of moral reasoning, than did their American classmates who had non-Japanese mothers, seems to indicate that maternal influence on Japanese moral education is very strong. Report Card Evaluations Japanese teachers gave more negative marks (Table 4.4) than American teachers for every one of the 28 items comprising the four report card developmental areas. This may explain why Japanese children received 75 more negative academic marks although academic skills was rated last in importance in the Japanese culture. Since the academic developmental area was the only area in which the majority of items was not significantly different between the two cultures, there is an implication that American educators were stressing academic skills more than development in the other areas (Table 4.5). Con- versely, there is indication that Japanese educators stressed non-academic developmental areas such as the top- ranked self-help area. The Japanese National Commission for UNESCO (1964) explained current thinking concerning Japanese kindergarten education: The purpose of kindergarten education is to take care of_pre-school children in a suitable enViEEn- ment and to keep their physical and mental growth. Today kindergarten education is meant not only to supplement training at home but to be a part of school education . . . (p. 412-413; underlines by the researcher). Since Japanese parents took home reSponsibility for their children's academic skills (Table 4.3), there is also implication that Japanese kindergarten teachers may have had proportionately more time to devote to such non- academic areas as emotional adjustment, social skills, moral growth, and self-help. It must be observed here that these areas, in the same rank order, are the same areas with which the American parents were most concerned (Tables 4.1 and 4.2b). 76 An inferential analysis and comparison of the American children's first semester report card and the second semester report card by the researcher had revealed many more negative marks given on the initial report card. Discussions with American teachers following final grading confirmed that many children spill needed help in all areas listed on the report card. Implications are that (1) American educators may have desired to please parents by recording satisfactory grades, (2) the American educational expectations were set at lower achievement levels than were Japanese educational expectations, or (3) that Japanese teachers were more diligent in their report card grading. The limitation that Japanese teachers did not send the translated report card home to parents must be considered here also. However, Singleton (1967), in his in-depth study of a Japanese school, sheds some light as to why it may be easier for Japanese teachers to give negative report card marks than their American counterparts. In reference to older children, Singleton explains: Achievement within the school's academic program is the most important concern of parents, with respect to their children. Achievement, in this sense, means the children's ability to pass the entrance examination for high school rather than their ability as measured by grades shown on report cards (p. 43). The fact that the Japanese kindergartens in this study did not have a standard report card seems to point 77 out that (1) primary emphasis was on children's adjustment in school rather than on comparative evaluations, and (2) parent and teacher contact was so frequent that a report card grade was not needed. It seems reasonable to conclude that home visitations by teachers would reveal more information concerning the needs of kindergarten children to teachers and would be more effective in conveying knowledge of kindergarten children's school adjustment and development, than would a report card and, perhaps, a parent and teacher conference at school. Recommendations for Future Study The present study is one of only a few in cross- cultural comparisons of parent and teacher expectations. Many more investigations need to be undertaken. Some suggestions for further research follow: 1. The research should be replicated in schools in both lower and upper class socio-economic communities. 2. There should be personal interviews with parents from both countries to supplement informal observations. 3. The research should be conducted at other grade levels, with special attention on changing emphases of parental expectations. 4. Similar research should be conducted in American schools within the United States so that the limitation of the overseas environment is removed. 78 5. First semester and final report card grading patterns should be analyzed and compared for both cultures. 6. A larger sampling of teachers would facilitate statistical analysis of parent-teacher expectations agreement. 7. The specific effects of the congruence of teacher-parent expectations upon children's adjustment should be researched. 8. The effects of expectations of significant others, including children's peers, upon children's school adjustment, should be investigated in both cultures. 9. Preschool attendance and the nature of pre- school programs should be explored in both cultures. Reflections Although the findings of this study are limited to setting, population sampling, and methodology, the significant differences as well as agreements, indicated by parents within and across cultures for children's development and adjustment in school indicate a need for further studies in this area. The realization that significant differences will become apparent in any cross-cultural study should not detract from, but rather enhance, what may be learned from other cultures. 79 The Japanese and American parents in this study indicated overall differences in assignment of home and/ or school responsibilities, and in rankings of kinder— garten children's developmental skills. Japanese parents and teachers were generally in closer agreement with each other in their expectations for their kindergarten chil- dren than were the American parents and teachers. Cummings (1974) and others have proclaimed the great effectiveness of Japanese schools in meeting their objec- tives. While more research is needed, this suggests that congruence of parent-teacher expectations may be a contributing factor to educational effectiveness. Mead (1963), emphasizing the role of education in transforming a child into a full member of society, commented on the value of studying other cultures: Despite the tremendous difference . . . there is a striking similarity in the whole complicated process by which a child takes on and into itself the culture of those around it. And much profit can be gained by concentrating on these similar- ities and . . . attempting to understand the common elements in cultural transmission. On such comparisons we can identify the tremendous potentialities of human beings, who are able to learn not only to speak any one of a thousand languages but to adjust to as many different rhythms of motivation, ways of learning, and methods of organizing their emotions and of managing their relationships to other human beings (p. 310). Finally, the researcher hopes that further cross- cultural studies will, indeed, be profitable with respect to improving educational processes in the quest for realization of the human potential. B IBL IOGRAPHY 80 BIBLIOGRAPHY Anderson, Ronald S. Japan: Three Epochs of Modern Education. Washington, D.C.: U.S. Department of Health, Education, and Welfare, Office of Education, 1959. Bailey, John B., III, and Ellis, David B. Development of an Instrument to Measure Educational Variables and Preschool Competencies De§ired by Parents. Fort Lauderdale, Fla.: Nova University, 1974. Benedict, Ruth. The Chrysanthemum and the Sword. Boston: Houghton Mifflin, 1946. Berry, J. W. "On Cross-Cultural Comparability." Inter- national Journal of Psychology, Vol. 4 (1969): 119-128; (in Brislin e3 a1., Cross-Cultural Research Methods, p. 24, 1973). Brislin, Richard W., Lonner, Walter J., and Thorndike, Robert M. Cross—Cultural Research Methods. New York: John Wiley and Sons, 1973. Brookover, Wilbur B., Gigliotti, Richard J., Henderson, Ronald D., and Schneider, Jeffrey M. Elementagy School Social Environment and School Achievement. U.S. Office of Education, Fifial Report of Cooperative Research Project No. l-E-107. East Lansing: College of Urban Development, Michigan State University, 1973. Brophy, J. B., Good, T. L. "Teachers Communications of Differential Expectations for Children's Classroom Performance. Some Behavioral Data." Journal of Educational Psychology, Vol. 61 (1970): 365-374. Chapman, John M. "Perceptions of Culturally-Racially Mixed and Non-Mixed Six-Seven Year Old Children in American Dependents' Schools in Okinawa." Unpub- lished Ph.D. dissertation, 1975. Claiborn, W. L. "Expectancy Effects in the Classroom: A Failure to Replicate." Journal of Ed. Psychology, Vol. 60 (1969): 377-383. 81 82 Cummings, William K. "The Effects of Japanese Schools." Paper presented at the International Congress of Sociology, Round Table 10, The Function of School Systems, Toronto, Canada, 1967. Cunningham, William G. "The Impact of Student-Teacher Pairings on Teacher Effectiveness." American Educa- tional Research Journal, Vol. 12; 2; (1975): 168-89. Entwisle, Doris R. Expectation Theorygin the Classroom: Final Report. Baltimore: Johns Hopkins University,‘ 1974. Entwisle, Doris R., and Hayduk, Leslie A. "The Expecta- tions of Black and White Children in First Grade." Paper presented at the Annual Meeting of the American Psychological Association (83rd), Chicago, Illinois, August 30-September 3, 1975. Entwisle, Doris R., and Webster, Murray, Jr. "Middle- Class and Lower-Class Children Expectations in First Grade." Paper presented at the Annual Meeting of the American Educational Research Association, Chigago, Illinois, April 15-19, 1974. Erickson, Edsel. "A Study of Normative Influence of Parents and Friends." Self-Concept of Ability and School Achievement III. Edited by W. B. Brookover, E. L. EriCkson, and L. M. Joiner. East Lansing; Ed. Pol. Services, College of Education, Michigan State University, 1967. Feshbach, Norma D. "Teaching Styles of Israeli Four-Year Olds and Their Mothers: A Cross-Cultural Comparison." Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, Louisiana, 1973. Fleming, E. S., and Anttonen, R. G. "Teacher Expectancy or My Fair Lady." American Educational Research Henderson, Edmund H. When Teachers Predict Success in First Grade Reading. Office of Economic Opportunity, Head Start Evaluation and Research, Los Angeles: California University, 1973. Hess, Robert D., and Shipman, Virginia C. "Report B. Maternal Antecedents of Intellectual Achievement Behaviors in Lower Class Preschool Children." Head Start Evaluation and Research Center, The University of Chicago, 1967. 83 Jacobson, Lowell T. "A Study of Relationships Among Mother, Student and Teacher Levels of Moral Reasoning in a Department of Defense Middle School." Unpublished Ph.D. dissertation, Michigan State University, 1977. Japanese National Commission for UNESCO. Japan: Its Land, People and Culture. Tokyo: Ministry of Education, 1964. Kiester, Dorothy J. "Who am I? The Development of Self- Concept." Learning Institutes of North Carolina, Durham, Chapel Hill: Institute of Government, North Carolina University, 1973. Kohlberg, Lawrence, and Selman, Robert. "Preparing School Personnel Relative to Values: A Look at Moral Educa— tion in the Schools," ERIC, ED 058:53, 1972. Korman, Abraham. Psychology of Motivation. Englewood Cliffs, N.J.: Prentice-Hall, 1974. Lanham, Betty B. "Aspects of Child Care in Japan," Japanese Character and Culture. Edited by Bernard S. Silberman, Tucson: The University of Arizona Press, 220-235, 1962. Larson, John C. "Extended Day-Care Attendance and First Grade School Performance.” U.S. Office of Economic Opportunity, Center for Head Start Evaluation and Research, Los Angeles: California University, 1973. Lehner, George F. J., and Kube, Ella. The Dynamics of Personal Adjustment. Englewood Cliffs, N.J.: Prentice- Hall, 1974. Mead, Margaret. "Our Educational Emphases in Primative Perspective," Education and Culture. Edited by George D. Spindler, New York: Holt, Rinehart and Winston, 309-320, 1963. Moles, Oliver C., and Perry, Esther. "Sources of Teacher Expectancies Early in the First Grade." Paper presented at the Annual Meeting of the American Edu- cational Research Association, Washington, D.C., March 30-April 3, 1975. Moloney, James Clark, M.D. "Child Training and Japanese Conformity," Japanese Character and Culture. Edited by Bernard 8. Silberman, Tucson: The University of Arizona Press, 214-219, 1962. 84 Oshiba, Mamoru. Four Articles of Japanese Education. Japan: Himeji Institute of Technology, 1963. Passin, Herbert. Society and Education in Japan. New York: Bureau of Publications and East Asian Institute, Teachers College Columbia University, 1965. Rau, Lucy, Mlodnosky, Lucille B., and Anastasiow, Nicholas. Child Rearing Antecedents of Achievement Behaviors in Second Grade Boys. Stanford University, 1964. Rest, James. Manual for the Defining Issues Test: An Objective Test of Moral Judgment Development. University of Minnesota, 1974. Rist, Ray C. "Student Social Class and Teacher Expecta- tions: The Self-Fulfilling Prophecy in Ghetto Education." Harvard Educational Review, Vol. 49 (August 1970): 411-451. Rosenthal, Robert. Experimenter Effects in Behavioral Research. New York: Appleton-Century-Crofts, 1965. Rosenthal, Robert, and Jacobson, Lenore. Pygmalion in the Classroom. New York: Holt, Rinehart and Winston, 1968. Seward, Jack. The Japanese. New York: William Morrow and Company, 1972. Siegel, Bernard J. "Social Structure, Social Change, and Education in Rural Japan: A Case Study," Education and Culture. Edited by George Spindler, New York: Holt, Rinehart and Winston, 1963. Singleton, John. Nichu: A Japanese School. New York: Holt, Rinehart and Winston, 1967. Smith, Robert. "The Life Cycle," Japanese Character and Culture. Edited by Bernard S. Silberman, Tucson: The University of Arizona Press, 187-213, 1962. Spindler, George D. Education and Culture: Anthropolgge ical Approaches. New York: Holt, Rinehart and Winston, 1963. Stephens, Mark W. "Parent Behavior Antecedents, Cognitive Correlates and Multidimensionality of Locus of Control in Young Children." Longer version of paper presented at the annual convention of the American Psychological Association, Montreal, Canada, August 1973. 85 Stern, Carolyn, Prichard, Harriet, and Rosenquist, Barbara. Teacher Expectations for'Aghievement of Children in Head Start (TEACHY. U. S. Office of Economic Opportunity, Head Start Evaluation and Research, Los Angeles: California University, 1971. Zegiob, Leslie E. "An Examination of Observer Effects in Parent-Child Interactions." Child Development, Vol. 46; 2; (1975): 509-512. APPENDICES 86 APPENDIX A TABLES 87 88 OO O HH O OH O O N N we OO O O N H O O OH HH OO ONsoNO OO O O NH N O O O N OO OO N N HH O O O O O OO HONoz OO OO OH O O H H H H OO OO O O OH HH O O O H OO OHHHHO OO ON OH O N N H O O OO OO O OH O O O H O O OO OHEOOOOO OO H O O H O HH NH ON On OO O O O O O O O O OO OHOO OO H O H O O O OH OH OO OO O N O O OH O O O NO -NHOO OO N H O O O OH OH OH OO OO H O O OH HH O O N OO OHHHHO OO O O O O O O HH NH OO OO N O O O NH OH O N mO OOOOOOOH OO O O O O NH O O O OO OO N H O O O O O NN OO NOENONHOO OO O O O OH O O N H OO OO N H N N O O OH NN OO HOOoHNoem OO H HH O NH O O O O OO OO OH O O O O O O O OO OHHHHO OO O O O O O O O O OO OO ON O O O O O O N OO HOOHOOON OO O OH OH O O O H H on OO O OH OH O O H O O OO OOH>HoO OO O OH OH O N N O O OO OO O OH HH O O N O N OO eOHHONm mm N O m O NH O OH O 0o Om O O O m N O OH O ON mHHme OO H H O O O OH O O OO OO O O O O O OH O O OO HOHOOO HONoa ONO ONO ONO ONO ONO ONO OON NOH HONoe ONO ONO ONO ONO ONO ONO OON NOH mHun paw mmom owosmmmh mHuHu paw m>om GOOHHNEO mocmuuomEH mo Hmpuo :H mmcwxamm .HH.H :oHNmmsa noumommm mumpsoommv onsuHso nomm cHnNHz xom mEmuH m.cmanH£U 0» OGHOHOUUN mHHme HmucoEQMHo>oO m.cmeHH£U mo mmcHxsmm Hmucmumm mo :OOHHOQEOUtt.Ht¢ oHan 89 OO O HH O OH O O N N on OO O O NH N O O O N OO ONzoNO OO O O N H O O OH HH OO OO N N HH O O O O O OO HONoz OO OO OH O O H H H H mm OO ON OH O N N H O O OO OHHOOO OO O O OH HH O O O H 0O OO O OH O O O H O O OO NOEOOOOO OO H O O H O HH NH ON OO OO H O H O O O OH OH OO OHOO OO O O O O O O O O OO OO O N O O OH O O O OO uNHOO OO N H O O O OH OH OH OO OO O O O O O O HH NH OO OHHHOO OO H O O OH HH O O . N OO OO N O O O NH OH O N OO OOOOOOOO OO O O O O NH O O O OO OO O O O OH O O N H mm NOONOOOOO OO N H O O O O O NN OO OO N H N N O O OH NN OO HOOoHNosm OO H HH O NH O O O O OO. OO O O O O O O O O OO OHHHOO OO OH O O O O O O O OO OO ON O O O O O O N OO HONHOOOO OO O OH OH O O O H H OO OO O OH OH O N N O O OO OOH>HoO OO OH OH OH O O H O O OO OO O OH HH O O N O N OO smHOONO OO N O O O NH O OH O OO OO H H O O O OH O O OO\ OHHNOO OO O O O O N O OH O OO OO O O O O O OH O O OO HOHooO HONoO ONO ONO ONO ONO ONO ONO OON NOH HONoa ONO ONO ONO ONO ONO ONO OON NOH mHHOU mwom mEmuH mocmuuomsH mo umOuo OH mmnfixamm .AN.H cOfiumwao Acummmmm humccoommv Xmm wfimm ms» mo :mHOHHSU How mHHOxm HmucwsmmHo>wo w.cmuOHHnU mo mmaHxamm :omOummEoo HausuHsonmmouunl.NI¢ mHnt 90 OO N OO O OH on OO H OO O O OO OHHNOO OO H NO O NH OO OO H OO O O OO HOONOOOO OO O OO OH O OO OO O OH H ON OO ONsoNO OO H OO O N OO OO O ON O NN OO HONoz OO H OH H OO OO OO O ON ON N OO OHHHOO OO O OH O ON OO OO H OO NH H OO NHOOOOoO OO O OO N OH on OO O HH O OO OO mHmm OO N OO H O OO OO O NH O OO OO IOHOO OO N NN N ON OO OO O OO O O OO OHHNOO OO N ON O OH mO OO O NO O O OO OOOOOOOO OO O OO O OH on OO H NN O ON OO NOOONOOOOO OO N ON O O OO OO O NN O ON OO HOOOHNoam OO H OO O OH on OO N OO O O OO OOH>HOO OO H NO O O OO OO O OO O O OO ewHOon OO H NO H HH OO OO N OO N O OO OHHHOO OO N OO O OH OO OO O OO H OH OO HOOOOO HooOOO HooOOO HONOO NOONO OOO HOOONO Oeom HONoe NOONO OOO HooOoO «sum @503 @802 mfimflH OHHHU dam whom mmmcmmmh mHHHo man whom OOOHHmsm .AH.H cowummsa noummmmm unaccoommv musuHsU comm OMANOB xmm m.:mHOHH£U ON mchu0004 unmEQOHw>mo m.:manHnu Mom ONOHHnOmcomwmm Hoonumlmaom mo mucosqmfimmé Hmuqmumm mo GOOOHOQEOUII.MI¢ mHQOB 91 OO N OO O OH on OO H NO O NH OO OHHHOO OO H OO O O OO OO H OO O O OO HOOOOOOO OO O OO OH O OO OO H OO O N OO ONzoNO OO O OH H ON OO OO O ON O NN OO Hmuoz OO H OH H OO on OO O OH O ON OO OHHHOO OO O ON ON N OO OO H OO NH H OO OOEOOOoO OO O OO N OH OO OO N OO H O OO OHOO OO O HH O OO OO OO O NH O OO OO uOHOO OO N NN N ON OO OO N NN N OH On OHHHOO OO O OO O O OO OO O NO O O OO OOOOOOOO OO O OO O OH on OO N ON O O OO NOOENOOOOO OO H NN O ON OO OO O NN O ON OO HOOOHNosm OO H OO O OH On OO H NO O O OO OOH>HOO OO N OO O O OO OO O OO O O OO OOHOONO OO H NO H HH On OO H NO H OH OO OHHOOO OO N OO N O OO OO O OO H OH OO HOHooO HooOoO HoOOoO HONoa NOONO OOO HooOuO «eon HONoa NOONO OOO HoOOOO «BOO meow meow mEmuH OHNOO mOom .HN.N COHummna noummmmm unaccooomv xmm «6mm 0:» mo cmuOHOSU you NMHHHnHmcomwmm Hoosomlwsom Mom mucmEGOHmmm Hmucmumm mo comflummsoo HausuHaolmmouolu.OL¢ «Hams 92 0O N mN OH OH Uh om N OO ma EmHoHuHuo 0>Hu mm H OH HN O mu om m Ov m¢ uosuuwcoo ummoom :mu ON HH mH mN Oh om m OO Ud OOSNHNNO ON OH OH OH mu om O OO md =cmo H: cm mwmmwmmom 953?? .982: OO OH OO on OO H OO OE .NNO OH OHOOHHH? mO ON ON mu om N mv m4 mmummOoHNumm mm N NH Hv Uh om Om Gd mumnuo Sufi; OO OH OO H OO OO OO OO HHmz OOOHOv ONOO mm MH NO Oh om H mO Gd mumsommu ONOB Ow NH Nm H mu om H mu mm mwumnmmoou mm H OH 0O Oh 0m 0m 0m muwnuo ANHB OO HH OO H OO OO OO OO HHO3 OOO.HO OO N OO OH. OO OO 3 NOOsmHOOm mv m Om mb om om md mo ammo mmxme mm HH we on om om o¢ mahsu mmxmu mv MH mm mh om om ma UGO mmumnm mm H O OO 0h om H mv ma mcoHuomHHO mv H OH Om mu on m OO md msoHHom Hmuoa OHmmd mHmm huouomm mmcommmm Hmuoa memm mHmm wuouomm mmcommmm uoc mmoo mommz ImHNOm oz no: moon mowoz ImHumm oz EmuH OHHHU can mmom mmmcmmmn OHHHU can whom GOUHNOEO .HH.m nmwvmmsa nvmmmmmm humocoommv musuHsu 50mm GHONOB mHHHu and whom Gmmzumm coHumnHm>m NGQEQOHO>0Q HmaoHuoemleHoom Oumu uuommm mo comHHOmEOUII.mI« GHQOB 93 mO N mN OH OH 06 mm H OH HN O mu EmHUONHuo 0>Hu om N OO ma om O OO m4 IonuNOOOU Nmmuom GOO ON HH OH ON 2. ON OH OH OH OO OOONHNNO om O OO 0< om O OO m< :cmu H: CO mwmmmmmom mesuwcu .onsE OO OH OO OO OO ON ON OO .NNO ON OHOOHHHHz OO OO 0O OO N OO OO OONOOHNHNNOO mm N NH HO on OO OH om H mn mHmONo ONH3 om om om om om mm HHw3 ocon mumw mm OH NO on OO NH NO H mb mumnommu Oqu cm H mO o< om H 0O md mmumummooo mm H OH 0O on OO HH mm H mu mumnuo nuHs OO OO OO OO OO OO HHms OOOHO OO N OO on OO O OO On NOOsmeHNm om om OO om om m¢ mo wumu mmxma mm HH OO Ob mO NH mm mm mausu mmxmu om 0m 0m om om md UGO mmhmzm mm H O OO Ob mO H OH OO mh OOOHuomHHO om H mv wd om O OO m¢ m3oHHom Hana? OHmmc mHmm Ououomm mmcommwm m o mHmmd mHmm muouomm mmaommmm no: mmoa momoz ImHuOm 02 H u a no: mwoo mvwmz ImHumm oz EmuH mHHHU whom .HN.O aOHummno noummmmm OHMOGOUOOV xmm wEmm mg» no cmHUHHsu ammzpmm GOHumaHm>m ucmsmon>wa choHuoemlHOHoow Oumo uuommm mo comHummEou HOHNNHDUImmouuul.O14 mHamB 94 Om N NN ON N an om N mv Gd HHm3 mmmUH OO H OH ON N mb on m mv md :30 mwmmmumxm mm OH mm on om H mO mm OHNUCONOHO cam OO H NH NO OO OO N OO OO OHOOOHN OOOOOO Nm O OH OO O OH om OH OO 04 muwuNmH mmmu OO O OH OH N mh om mH mm m¢ um3oH mmNHcmoomm OO O OO H on om HH mO wa mumuNwH mmmo OO O NH ON OO OO O OO OO NOON: OOOHOOooOm OO O OH OO N GO om om OO mocmswmm umuumH NO O OH HN O 9... OO N OO ma ummoum OonHom mmusuon vcm muowmno Om 0H OO N on om om ad CH mmocmummmww NO O OO O OO om O OO mfi can mmmmmcwaH mwmm OO O OH ON m 0O. om O OO ONO mummoaoo ”.885: mwfium OO O ON a O mu om 0H 0O mm lumvafi cam mmNHcmoomm NN O OH OO OO OO O OO OO mNomOOo mN O OH 0N mu om O OO md mucsoo OO H O OO N an OO N OO 0O mOmOOO NHOOO Omens OO O OO N mu om O OO m4 can mmNHcooomm Om N NO H wb om om w¢ mHOHoo OHmmn OO H O OO N mu om O OO mfi mmNHcmoomm mm N Om 0h om GO GO mnmuumH mmmo H030H OO H O OO OO OO O OO mm OH mam: NOHNm Ono HONOR OHmmd mHom huouomm mmcommmm HONOR hHmm¢ mHmm muouomm mmcommmm HOG mGOn— $0002 nOHNOO OZ 0: mm m mm um m o u on O 2 OH O z EmNH mHHHU UGO whom mmmcmmmh mHuHu can whom GOUHMOEO .HH.O GOHummso noummmwm unaccoowmv muduHao nomm aOONHz mHuHU can whom cmm3umm QOHuOnHm>m unmadem>ma OHEmOmom OMOU uuommm mo comHHmmEOUII.OI< mHnt 95 OO N NN ON N On OO H OH ON N Oh Hst mmme 0O N OO 0O OO O OO ma :30 mmmmmumxw om OH mO .OO OO H NH NO ma OHuocHumHO Ocm om H mO om om N OO mm OHummHo mxmmmm NO O OH OO O OH OO O OH OH N mm mumuuwH wmmo 0O OH OO u< 0O OH OO Od HOBOH mmNHCOoomm OO O OO H mm OO O NH ON Ob mumuumH mmmu 0O HH OO ma OO O OO ma “mums mmNHCOoomm on NO O OH HN O OO mocwsvmm umuumH 0O 0O Ud 0O N OO mfi Humoum O3OHHom mwuduon can muomnno OO 0H OO OH NO O OO O OO ca mmucwummmwv 0O om om oO O OO md can mammwcmxHH mmmm OO O OH ON O on OO O ON O O Ob mummocoo umncfic mogum OO O OO um CO CH 0O m4 lumwcs can mmNHcO00mm NN O OH mm on ON O OH 0N On muowOQo OO O OO GO OO O OO md muaaoo Om H O OO N On OO O OO N mu mwmmnm onmn mmsm: 0O N OO Dd OO O OO mfl can mmNHcOoomm OO N NO H Ow OO H O OO N mm OHOHoo owmmn 0O 0O mé OO O OO m4 mmnwcmoomm OO N mm on OO H O OO mb mnmuumH mmmo Hmon 0O 0O Gd OO O OO ma CH mama ucwum ado Hmuoa OHmmm mHmm huouomm mmcommmm Hmuos OHmmfl mHom Ououomw mmcommmm HOG mwon MUQQZ lmflUMm 02 no: moon mammz anumm OZ mHuHu maom EmuH .AN.O :OHummsa nuumommm OHOOGOUOOV xmm wEmO may no GOHOHHso ammzumm GOHuOSHm>m unmEmOHm>mo owemcmom OHOU uuommm mo comwummsoo HmusquolmOOMUIl.O|4 mHnOB 96 OO O HN ON H Oh 0O 0O 04 OHHsmmumo cam OO ON OH N On oO N OO ma OHumwc mxuoz OO N OO on 0O 0O Gd OHuuwuuoo OO O OO Ob CO H OO md mnemmfiom mmm: OO OH HN OH an cm H mO UO OchmwuocH OH OO O ON NH mu OO O OO mO swam coHucmqu OO N OH OO H Oh om O OO 0O OHm>Hucmuum OO ON ON H mb OO O HO md mcmumwn OO H HH NO H 0O cm H OO mm O: OO OH ON mh OO O OO md mammHU OO O OH OO N on cm H OO OO xuoa OO OH CO mu OO O OO mO mmumeEou muoa OHmmc mem Ououomm mmcommmm m 09 OHmm< mHom Ououomm mmcommmm H HOG mmon muwmz 'mflumm 02 H U. ”0: mmog $0002 Imflflmm oz EUH mHHHo can whom mmmcmmmb mHHOU can mmom :Oowumam .H.O GOHummnO noummmmm unaccoommv mudano 30mm :Onqu mHuHu can whom ammsuom mcoHumaHm>m ucmsmon>ma anmm xuoz Oumo uuommm mo aomHummsounu.mu4 mHnma 7 9 OO O HN ON H on OO ON OH N mu OHHsOmumu cam 0O 0O N OO OO OHumm: wxuoa OO N OO on OO O OO Oh OHuomHHoo 0O 0O OO cm H OO md muommHom mmmD OO OH HN OH on OO O ON NH mh ocwmmwuocw mw 0O H OO 04 0O O OO mm :mmm :oHucmqu OO N OH OO H mm OO ON ON H mm OHO>Hucmuum OO O OO Gd OO O HO md mcwumHA OO H HH NO H Uh OO OH ON mu m: cm H OO ma OO O OO Om mammHo OO OH OO N Oh OO OH 0O Oh xuoz CO H OO 04 om O OO mfi mmumHmEOU muoa OHQQO mHmm Ououomm mmnommmm m o OHQQO mHmm Ououomm mmcommmm mHqu whom .AN.O :0Hummna noummmmm humvcoommv xmm meow any mo cmuOHOno comzuom mcowudem>m unmemmHmbmn muwnmm xuoz OHOU uuommm no :Omwuwmsoo HdnsanolmmouUIl.0HI4 mHnt 98 OO 0H OO O 0O OO O OO N mO coHumchooo 0O 0O GO 0O N OO ma mHomse HHmEm OO OH 0O HH on HO O OO O OO GOHuOcHOHooo 0O 0O DO 0O 0O mfl mHUOSE momma m o OHQQO mHmm Ououomm mmcommmm m 09 OHmmd mHmm Ououomm mmcommmm H p 9 no: mmoo mowmz ImHumm oz H u no: mmoo mnwmz ImHuOO oz EmuH mHHHw whom AN.O COHumwsa aoumwmmm Ohmwcoommv xmm mEmm may mo :mHOHHSU cmm3umm mcoOumsHm>m ucmEmon>ma HOUHmwnm Oumo uuommm mo comHHmmEoo HOHDuHsUIOOOHUII.NHI< mHnt OO OH OO O 0O 0O 0O UO GOHHOGHOMOOU OO O OO N Oh 0O N OO mm OOHUOH.E HHOEO OO OH oO HH 0O 0O GO GO :oHuOCHOHooo HO O OO O OO 0O 0O ma mHomss OOHOA m o OHmmd mHmm huouumm wmcommwm m o OHmmd mHmm huouomm mmcommwm H u a non mmoo mummz Imwumm 02 H u B van mmoo mommz ImHuOO oz EmuH mHHHU 0cm mmom wwwcmmmb mHuHU cam mmom COUHMOE< .AH.O GOHummua nonmmmmm humvcoommv stuHDU comm cHnuHB mHHHU mam whom cwmzuwm mcoHumsHm>m unmemonbma HOUHmwsm OHOU uuommm mo comHummEooll.HHlm mHQmH 99 Table B—1.--Comparison of Japanese and American TEachers' Rankings of Children's Developmental Skills. Rankings in Order of Importance Area lst 2nd 3rd 4th 5th 6th 7th 8th Total Social AT 1 0 5 2 l l 0 O 10 Skills JT 0 3 1 3 1 0 1 l 10 Problem AT 0 0 0 O 4 2 l 3 10 Solving JT 0 l 1 2 2 2 0 2 10 Physical AT 0 O 0 1 3 l 2 3 10 Skills JT 1 1 O 0 4 4 O O 10 Emotional AT 7 1 0 l O O 1 0 10 Adjustment JT 1 2 l O l 2 l 0 10 Language AT 0 2 O 2 2 2 2 0 10 Skills JT 3 l 6 O 0 O O O 10 Self- AT 2 4 2 l O l O O 10 Help JT 5 2 0 1 1 l O 0 10 Academic AT 0 1 1 0 O 2 4 2 10 Skills JT 0 O 0 0 1 O 5 4 10 Moral AT 0 2 2 3 O l 0 2 10 Growth JT 0 0 O 2 O l 4 3 10 AT = American Teacher JT = Japanese Teacher 100 Table B—2.--Comparison of Japanese and American Teachers‘ Assignments of Home and School Responsibility. Home Area Home School and Other Total School Social AT 2 O 4 . 2 10 Skills JT 0 O 9 1 10 Problem AT 1 l 8 O 10 Solving JT 4 0 6 O 10 Emotional AT 5 0 5 O 10 Adjustment JT 3 O 7 O 10 Language AT 2 O 8 0 10 Skills JT 7 o 3 o 10 Self- AT 8 0 2 O 10 Help JT 0 O 10 O 10 Academic AT 0 4 6 0 10 Skills JT 6 0 3 l 10 Moral AT 2 0 7 l 10 Growth JT 0 O 10 0 10 Physical AT 0 l 9 O 10 Skills JT 3 O 6. l 10 AT = American Teacher JT = Japanese Teacher 101 Table B—3.—-Comparison of American Parent and Teacher Rankings of Children's Developmental Skills. Rankings in Order of Importance Area lst 2nd 3rd 4th 5th 6th 7th 8th Social AT 1 0 5 2 l 1 O 0 Skills AP 14 20 20 7 14 10 9 6 Problem AT 0 O O O 4 2 l 3 Solving AP 2 7 3 8 12 24 3O 13 Physical AT 0 O O 1 3 1 2 3 Skills AP 2 3 ll 8 6 11 15 44 Emotional AT 7 1 0 1 O 0 l O Ajustment AP 44 23 10 9 6 2 2 4 Language AT 0 2 O 2 2 2 2 0 Skills AP 4 9 19 23 20 ll 11 3 Self- AT 2 4 2 1 O l O 0 Help AP 16 14 13 17 15 7 6 12 Academic AT 0 1 l O O 2 4 2 Skills AP 3 3 6 15 17 22 21 12 Moral AT 0 2 2 3 O l 0 2 Growth AP 14 14 17 13 10 13 8 6 AT = American Teacher AP American Parent 102 Table B-4.--Comparison of Japanese Parent and Teacher Assignments of Home and School Responsibility. Home Area Home School and Other School Social JT 0 O 9 1 Skills JP 21 l 75 3 Problem JT 4 0 6 0 Solving JP 21 9 68 2 Emotional JT 3 O 7 O Adjustment JP 22 10 66 2 Language JT 7 O 3 0 Skills JP 47 2 46 4 Self- JT 0 O 10 0 Help JP 24 3 71 2 Academic JT 6 O 3 l Skills JP 61 1 33 1 Moral JT 0 O 10 0 Growth JP 6 18 75 1 Physical JT 3 O 6 1 Skills JP 26 3 68 3 JT = Japanese Teacher JP = Japanese Parent 103 Table B-5.--Comparison of American Parent and Teacher Assignments of Home and School Responsibility for Kindergarten Children's Development- Home Area Home School and Other School Social AT 2 2 4 2 Skills AP 24 3 71 2 Problem AT 1 1 8 0 Solving AP 11 12 75 2 Emotional AT 5 O 5 O Adjustment AP 55 O 44 1 Language AT 2 O 8 0 Skills AP 10 12 78 0 Self- AT 8 O 2 0 Help AP 77 O 23 0 Academic AT 0 4 6 0 Skills AP 3 32 64 1 Moral AT 2 O 7 1 Growth AP 49 1 44 6 Physical AT 0 l 9 0 Skills AP 14 7 77 2 AT American Teacher American Parent AP 104 Table B-6.—-Comparison of Japanese Parent and Teacher Rankings of Kindergarten Children's Developmental Skills. Rankings in Order of Importance Areas lst 2nd 3rd 4th 5th 6th 7th 8th Social JT 0 3 1 3 1 0 l 1 Skills JP 16 22 20 20 15 3 3 1 Problem JT 0 1 1 2 2 2 O 2 Solving JP 1 1 2 7 ll 31 32 15 Physical JT 1 1 0 O 4 4 O 0 Skills JP 9 11 15 l3 19 12 17 4 Emotional JT 1 2 l O l 2 l O Adjustment JP 4 18 l4 19 23 16 8 7 Language JT 3 1 6 O O O O 0 Skills JP 25 24 2O 14 8 l6 1 2 Self- JT 5 2 O 1 l l 1 0 Help JP 42 26 16 6 4 4 4 0 Academic JT 0 O O O 1 O 5 4 Skills JP 0 l 2 3 2 10 20 62 Moral JT 0 O O 2 O 1 4 3 Growth JP 3 8 12 17 18 18 17 4 JT = Japanese Teacher JP = Japanese Parent 105 APPENDIX B QUESTIONNAIRES 106 Dear Parents, , I need your help to complete an educational research project. All too often parents have not been consulted in planning school programs. Many "experts" have specu- lated about what "people" want or need and have made large errors in the process. This questionnaire asks you what you want for your child's education. Therefore, your answers are most important, and the time you spend in filling out this questionnaire will be deeply appre- ciated. Please answer the questions not in terms of what other people think but in terms of what you know about your life and your child. Although this is an individual project and not school sponsored, it is hoped that your answers may provide valuable input for consideration in planning future edu- cational programs. This questionnaire has been approved for distribution by Dr. Edward Killin, Director of Pacific Area Department of Defense Dependents Schools; Mr. Donald Grant, Super- intendent of District II (Okinawa) DODDS; and Mr. John White, President of American Educators Association of Okinawa. Again, my sincere thanks for your time spent in filling out this questionnaire. It is not necessary to sign your name unless you wish. Please return the questionnaire to your child's teacher. Sincerely, Gerald R. Tanner DOD Teacher Kadena Middle School 107 QUESTIONNAIRE This questionnaire lists several skills and personality characteristics that children may develop as they are growing up. we would like to know how important you think it is for your child to have developed these things by the time he/she is six years old. Part 1 Please rank the following 8 items from 1 to 8. A rank of 1 represents the group of skills which you consider most important for your child to have by age six. A rank of 2 indicates the 2nd most important and so on. SOCIAL SKILLS - talks easily with other children and adults; expresses him/herself well, acts appropriately in most social settings. PROBLEM SOLVING — solves problems easily; is creative in many situations. PHYSICAL SKILLS - good coordination; can play games well, has good strength. EMOTIONAL ADJUSTMENT - has good self-image; plays alone some- times; happy most of the time. LANGUAGE SKILLS - talks clearly; has good vocabulary; com- municates well. SELF-HELP - bathes, toilets, and dresses him/herself, helps with simple chores. ACADEMIC SKILLS - learns easily, does well in school. MORAL GROWTH - responsible; respectful of others. Part 2 Who do you think is primarily responsible for helping your child do these things? Please circle one of the items following each category. SOCIAL SKILLS home school home and school other PROBLEM SOLVING home school home and school other EMOTIONAL ADJUSTMENT home school home and school other LANGUAGE SKILLS home school home and school other SELF-HELP home - school home and school other ACADEMIC SKILLS home school home and school other MORAL GROWTH home school home and school other PHYSICAL SKILLS home school home and school other 108 BACKGROUND INFORMATION The following information would be very helpful in analyzing the responses to this questionnaire. Of course, all information is voluntary on your part so please feel free to skip any items_you do not wish to answer. Please check or write the correct answer. Age of child ______years ______boy _____ girl Attended nursery school? _____ yes If yes, for how many years? ______years Questionnaire filled out by _____ mother _____ father _____ other Number of children 1 2 3 4 5 or more Ethnic backgrouud of parents Mother Father Asian/Oriental Black, Negro, or Afro-American Spanish American or Chicano (including Puerto Rican) White, Anglo, Caucasian Other (Specify) 109 Dear Teachers, I would greatly appreciate your help in completing this teacher questionnaire, and especially, in distribut- ing and collecting the parent questionnaires. Some items on the teacher questionnaire may appear to be unrelated to the school environment (e.g., "ride a tricycle") or somewhat "undemocratic" (e.g., "better than average . . ."), since only a few words have been changed from the original parent questionnaire. But please use your professional judgment and reply in terms of your own educational knowledge and experiences. I know that you are very busy already, and I hesitate to ask you to spend more valuable time in processing these questionnaires; however, I hope you can do so in addition to spending a few minutes filling out a teacher questionnaire -- Quite frankly, my research project is "shot" without your cooperation. So--many thanks! Sincerely, Gerald R. Tanner Kadena Middle School 110 QUESTIONNAIRE This questionnaire lists several skills and personality characteristics that children may develop as they are growing up. we would like to know how important you think it is for a child to have developed these things by the time he/she is six years old. Part 1 Please rank the following 8 items from 1 to 8. A rank of 1 represents the group of skills which you consider most important for a child to have by age six. A rank of 2 indicates the 2nd most important and so on. SOCIAL SKILLS - talks easily with other children and adults; expresses him/herself well, acts appropriately in most social settings. PROBLEM SOLVING - solves problems easily; is creative in many situations. PHYSICAL SKILLS - good coordination; can play games well, has good strength. EMOTIONAL ADJUSTMENT - has good self-image; plays alone some- times; happy most of the time. LANGUAGE SKILLS - talks clearly; has good vocabulary; com- municates well. SELF-HELP - bathes, toilets, and dresses him/herself, helps with simple chores. ACADEMIC SKILLS - learns easily, does well in school. MORAL GROWTH - responsible; respectful of others. Part 2 Who do you think is primarily responsible for helping a child do these things? Please circle one of the items following each category. SOCIAL SKILLS home school home and school other PROBLEM SOLVING home school home and school other EMOTIONAL ADJUSTMENT home school home and school other LANGUAGE SKILLS home school home and school other SELF-HELP home ' school home and school other ACADEMIC SKILLS home school home and school other MORAL GROWTH home school home and school other PHYSICAL SKILLS home school home and school other 111 Background Information The following information would be very helpful in analyzing the response to this questionnaire. Of course, all information is voluntary on your part so please feel free to skip any items you do not wish to answer. Number of years teaching kindergarten Number of years teaching overseas Total number of years in teaching Female Male Unmarried Married Number of your own children Ethnic background (optional) Specify 112 7V7—bwmfisfiw 7 x ') 73 Vfifiélfifififlfifiéfifibfi V: a JV F. 57 '_‘ j.— 113 fixflwgfi MHTXUflV27W~wTflmétnffléhffo figmsmfioflfi" ”"0“ ””1111“ 2211,. “Chi“; r”:01111331111212?»1:11.111 mjjbi‘fcnmiiwwz) c Mir- ,3 1-1-'11- 35 531 11111 31131271“) 5 '5 "31ch 7) 1/< 1111111111J1111I1U1—1‘ 311 TE 1' 12 9151 7111 W13 bluff)“. c07>wu-Mifimfi#.1’Umofl3mUK GVTUMWWWUIIUTNONSUWALOHO$0 T?}'?1$1117VMIU7’13onflHlETCTol%1 1— 1,.‘7Jf‘111'1iflf‘1511‘1‘1311: Curr“ ‘, 'r 1flk®ty103*Cmtfinivkflc&bibfmcoté 15 I11J’J1D’ :11‘r1'ao :L‘< 1’93»? ":1 Di'fo <15 5 75111111351013??? 14“, ‘ )L". 14:111- 1313 1/ if L/ 111111’1'3Uv'>i t '1' 3.1 4‘2 21'. 1" 3 11531175 03192111‘1111 17mJJ1i. (:31,pr 17)ij {113111111 111 :3: .- 1.17111.» 3 '9 15A 3 C 911121 1-1 :7.” §’wtra71EM:EEMEHW W\ituEEW5N3fitmuETV 2 BE E3 0) 3M EEI I/ztj’f\2 £1 (”“hU) E>IJU>/\L£::1f/I.E~Iv> {T 1E>E.TIE LT 11.43373 C Ehi‘? .‘5 £3 E 235'! L if 3 W::c11&t\offiE=JiHLMdEL: L/kSHld‘. M Wit N)$fifAO'JVU%'le'Tu LWEEHHL\ ‘ fib'cfl’éh‘t‘ffl‘b‘ "C':.’1«1)L/f.;L’\/T;L‘w’ELIl'C‘Uq- n i‘J‘ f w ’1 4 irmb>11Ebft\'Uz:J J(%3u\LJlflbf"INqNEbU&MM‘ifiwk E: Ci’fimibc‘ V3.3 I '3 ”Cu;13)£fi3[lbf-5)‘ JLNH'jL/f.’ .7) fit/33911 . 5 ~'J’-Ufi:: t '9 TYNE? : Tfftifl:dLE'rawziS’IE b ( m‘c FAN (5 Emir-{73:4 :11 13“ 13 U); i/} /. ') k“ If“: 91.))" 53:15: EMKZCEIi JWWb§%El W _' patfiw @LKUE JKK EJ'WUKUUU WhmVmeE EEEU;Z;L\ ;E913~ Cfl'.fi ( r‘ Alf/”(‘3 '(U)NI®{)U 2’1" 537 1 2 3 4 5 O.) A \J] BEE Ehfl 3E6C&#T 30 1 2 ffiuL QEWEW&E3E mm 110% Emvfiw WfibeJEE 1 2 3 4 5 Hfi’vlum (18.317536 1 2 3 4 5 twrmeE~fi::EwT‘mm %&C%D 1 2 Do .:.-. Cf! EmmmfimouTEMEE 1 2 3 4 5 116 {EAfi’flfififi Rmfifiu7v#~bwmfiéfimfiafimfifima%mabivoJ éboD _¢u_;:m . .3335.“ warm. ,5 won: 33.3.3 nan 3:3: 5.5.. 5.25qu n. cam .553: « quZEAa .07, «\z E»; «van: ._mczm \/ 3:07:72? «Ema—gut I m, .2»! any? .35 nuuouauu 2:575 «El .35»: 3.527, 3:50» .cncoicc. “3:2: 5 ¢»u=u..u:_u Y... aurm‘ucua: 3.3: V.U-U— UWMU uUiO— IVNIslcuuK E5215 02.33;:0u Euuuu cuU #3:: :ca» _: Cl UbnhhflnOl n65»... .0755 :n S .3351.- «Snatcuam _ CE:— unqu than. rufcxduuz ouch—Gum Eu: 0. :1 [Eczem— EPZEBJ. 1.814 (:33; Hr... 5:30 c. mug—55:5 v5... $3,334; new] Ti 53: SuO 22.5 5.! 3:95.: 5:.» w o. 5 ages J Inf: 5:? :9! Palm «inane... :5cm nvcztuflca 1:! ruN.:%Cuum 572.31 van .0. 3:. 1 , L» 555. .3rv6av :— ll. won—£7 .253 quw: ”an. rvficlcuyz Inc—Du 9.11; ryfcuauu: :si .103 $3;— ...v.—.u .743:— 5 ~51: .375 c». v Evans: .0 Eng aanF 55:: £91: «4:1 9:15.]; 55:98:. azazoh Engage—0:4" £501~u< aflUEQO—0>UD —I:°_~OEN.—flmuom 1 2 1 lasing 3.7,. N twfxrux 3% L“ .i K myremutk...é t .. - “av I. H 3.7% $133 \_ \M 337,13 US. 6...: viz? m I I I .__: .. 9.2%..“ V“ w d ......Sufi $3-23 "if 5‘”, 3 fldNAnmxfixm \N wmévauwvnmwk‘Atw w h. A .QN haVu..m& no firmon a . \mwwwwww bowww Emma“ t . .119; E: 3;. Tm 1.. 1. Wm , 2 wrWLchifi @2123... .. F vi“? H t « sluwacfiaems ,. I! fix .urth..<.fi~MN filxeiicfinuq RN fix ..wrwkfi‘.£uum..r<¢r:ruéuwvch V \ - _ . a Na wL.». a .«w.v;#fi in» {u* enrwrxewvu. wFrugy 1.» quv m4 .«m:w.$»um«.fc=wm wfim uiLNTNQQ MN.L§¢¥ $315» w.» ‘ n .1 . Q J - flag 8.— ..: T§§M w «3“ V. E fivc®ww$mwm .. 1 .. t .\ m 73.01. .«mkw to: m r1 N» .I. A an mu «.... 3 wrw 3e wwfl .~.Q.,cm.> m. . N .. o \ a wacfima fldmgdfit 113.4%