Teacher beliefs can greatly influence the school experiences of young adolescents. In this study, the authors analyze a bi-national survey about teacher beliefs surrounding puberty, adolescence and academic items. The authors find significant differences between Japanese and US teachers of young adolescents with regard to the onset and duration of puberty, adolescence and rebellious attitudes. Items concerning teachers' impact on students reflect a pattern that shows both cultural differences and cross-national trends. The authors discuss the survey results in light of previous qualitative studies of Japanese education, and suggest directions for future research.
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