Name

INOUE, Noriyuki

Official Title

Professor

Affiliation

(School of Human Sciences)

Profile

Noriyuki Inoue, Ph.D. specializes in educational psychology, educational research methods and educational system development. At Waseda University, he teaches educational sciences, educational innovation, educational system development as well as educational research seminars. ​His recent research focuses on action research, lesson study, inquiry-based teaching, teacher expertise development, cultural educational epistemology and motivation to learn. His journal articles have appeared in Learning and Instruction, Teaching and Teacher Education, Individual Differences and Learning, Journal of Education for Teaching, Mathematical Thinking and Learning, Journal of Mathematics Teacher Education, Educational Action Research, among other sources. In 2012, he published a book titled "Mirrors of the mind: An introduction of mindful ways of thinking education" from Peter Lang Publishing (New York, NY). His second book, "Beyond Actions: Psychology of Action Research for Mindful Educational Improvement" was released from Peter Lang Publishing in 2015. Dr. Inoue began his career in Japan as a mathematics teacher where he developed a variety of interests in human cognition and development. During these years, his initial interests in mathematics education evolved into an interest in human cognition and development, which he increasingly became convinced were one of the most fundamental issues in education. In 1991, he received a Fulbright Scholarship to study in the U.S., and received an M.Ed. from Harvard University, and continued his graduate studies that resulted in receiving an M.A. and a Ph.D. from Columbia University. He has been teaching and conducting a series of research at Waseda University as a Professor since 2017. He has served as a reviewer for several journals in learning sciences as well as a consultant for schools and universities. He is now actively involved in advancing scholarship in the area of teacher expertise development using action research as the theoretical and methodological framework to uncover new ways of thinking learning and teaching. He welcomes inquiries from international researchers as well as potential graduate students interested in working with him. (He accepts graduate theses and dissertations written in English.)

Contact Information

Mail Address

Mail Address
n.inoue@waseda.jp

Address・Phone Number・Fax Number

Address
2-579-15 Mikajima, Tokorozawa, Saitama 359-1192, Japan

URL

Web Page URL

https://ninouehomepage.wixsite.com/main/prof-inoue

Grant-in-aids for Scientific Researcher Number
90805623

Sub-affiliation

Sub-affiliation

Faculty of Human Sciences(Graduate School of Human Sciences)

Faculty of Human Sciences(e-School (Internet Degree Program), School of Human Sciences)

Faculty of Education and Integrated Arts and Sciences(School of Education)

Educational background・Degree

Degree

Ph.D. Columbia University

M.A. Columbia University

M.Ed. Harvard University

Academic Society Joined

International Journal for Transformative Research Editorial Advisory Board

Japan Association of Educators for Human Development Advisory Board

American Educational Research Association (AERA)

World Association of Lesson Study

Award

Fulbright Scholarship

1992Conferment Institution:JUSEC (Fulbright Japan)

University Professorship Award

2014Conferment Institution:University of San Diego

Research Field

Keywords

Educational Psychology,Educational Research Methods,Action Research,Teacher Expertise Development,Non-cognitive skill development,Mathematics Education,International Education

Paper

Enhancing Pre-service Teachers’ Reflective Quality on Inquiry-based Teaching Through a Community of Practice

Ketsing, J., Inoue, N., & Buczynski, S.

Science Education International Peer Review Yes 31(3) p.367 - 3782020-

Deconstructing teacher expertise for inquiry-based teaching: Looking into consensus building pedagogy in Japanese classrooms

Inoue, N., Asada, T., Maeda, N., & Nakamura, S.

Teaching and Teacher Education Peer Review Yes 77p.366 - 3772019-

Bringing life to educational psychology through cross-cultural experiences. In K. Keith (Ed.), Culture across the curriculum: A psychology teacher's handbook. Cambridge, UK: Cambridge University Press.


Inoue, N.

2018-

The role of subjectivity in teacher expertise development: Mindfully embracing the “black sheep” of educational research.

Inoue, N.

International Journal for Transformative Research Peer Review Yes 3p.16 - 232016-

Educational epistemology, culture and history: Response to Joan Walton.

Inoue, N.

International Journal for Transformative Research Invitation Yes 3p.29 - 322016-

Developing soft skills in action research: A cross-cultural approach with East-Asian epistemology.

Inoue, N.

Sage Handbook of Action Research (3rd edition). 2015-

Learning to overcome epistemological challenges: A case of a cross-cultural action research exchange program between the United States and Japan.

Inoue, N.

Action Research Peer Review Yes 13p.154 - 1692015-

Creation and initial validation of the motivation belief inventory: Measuring leaders’ beliefs about employee motivation using for motivation theories.

Facer, D. C., Gallaway, F., Inoue, N., & Zigarmi, D.

Journal of Business Administration Research Peer Review Yes 3p.1 - 182014-

Reflective practice and motion sickness: Thoughts on the first North American Action Research Study Day.

Lowell, R., Inoue, N. & Getz, C.

Educational Action Research Peer Review Yes 22p.251 - 2692014-

Social and personal development

Inoue, N.

Educational psychology reader: The art and science of how people learn p.251 - 1692014-

Achievement motivation, assimilation, decenter, locus of control, schema, Yin and Yang.

Inoue. N.

In K. D. Keith (Ed.), Encyclopedia of cross-cultural psychology. Hoboken, NJ: Wiley/Blackwell. 2013-

A cultural analysis of trends and directivity of U.S. teacher education and educational research: What can we learn from there?

Inoue, N.

The Bulletin of Japanese Curriculum Research and Development Peer Review Yes 34p.87 - 942013-

Omoi vs. thinking in action research

Inoue, N.

The California School Counselor 142011-

You asked open-ended questions, and now what?: Understanding the nature of stumbling blocks in mathematical inquiry lessons.

Inoue, N. & Buczynski, S.

Mathematics Educator Peer Review Yes 20p.10 - 132011-

Lost in translation: L2 learners' struggle to communicate cultural meanings of L1-specific expressions.

Inoue, N. & Molina, S.

CATESOL Journal Peer Review Yes 22p.10 - 232011-

Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study.

Inoue, N.

Journal of Mathematics Teacher Education Peer Review Yes 14p.5 - 232011-

A cross-cultural approach to deconstructing cognitive processes in the mathematics classroom.

Inoue, N.

In K. D. Keith (Ed.), Cross-cultural psychology: A Contemporary reader (pp. 198–209). Hoboken, NJ: 2010-

Developing a policy for an international experience requirement in a graduate teacher education program: A cautionary tale.

Buczynski, S., Inoue, N., Lattimer, H., & Alexandrowicz, V.

Teaching Education Peer Review Yes 21p.33 - 462010-

Rehearsing to teach: Content-specific deconstruction of instructional explanations in pre-service teacher trainings.

Inoue. N.

Journal of Education for Teaching Peer Review Yes 35p.47 - 602009-

The issue of reality in word problem solving.

Inoue, N.

In B. Greer & L. Verschaffel (Eds.), Words and worlds: Modelling verbal descriptions of situations. New Directions in Mathematics and Science Education (pp.195-209). Rotterdam, Netherlands: Sense Publisher. 2009-

Minimalism as a guiding principle: Linking mathematical learning to everyday knowledge.

Inoue, N.

Mathematical Thinking and Learning Peer Review Yes 10p.1 - 322008-

Why face a challenge?: The reason behind intrinsically motivated students' spontaneous choice of challenging tasks.

Individual Differences and Learning Peer Review Yes 17p.251 - 2592007-

The realistic reasons behind unrealistic solutions: The role of interpretive activity in word problem solving.

Inoue, N.

Learning and Instruction Peer Review Yes 15p.69 - 832005-

Young children doing mathematics: Observation of everyday activities.

Ginsburg, H.P., Inoue, N., & Seo, K.

In J. V. Copley (Ed.), Mathematics in the Early Years. Reston, VA: National Council of Teachers of Mathematics. 1999-

Books And Publication

Beyond actions: Psychology of action research for mindful educational improvement.

Inoue, N.

New York: Peter Lang Publishing2015-

Mirrors of the mind: An introduction of mindful ways of thinking education

Inoue. N.

New York: Peter Lang Publishing2012-

Research Grants & Projects

Grant-in-aids for Scientific Research Adoption Situation

Research Classification:

International development of lesson study to promote elementary school students' non-cognitive skills

2018/-0-2021/-0

Allocation Class:¥5330000

On-campus Research System

Special Research Project

教師の専門技能発達のための批判的内省の内容・意味の研究

2017

Research Results Outline:このプロジェクトでは教師の専門技能発達のために不可欠と考えられている教師の批判的省察 (criticalreflection)の性質をこのプロジェクトでは教師の専門技能発達のために不可欠と考えられている教師の批判的省察 (criticalreflection)の性質をより深く理解するために申請者が米国の大学の教員養成プログラムにおいて収集したデータの分析を...このプロジェクトでは教師の専門技能発達のために不可欠と考えられている教師の批判的省察 (criticalreflection)の性質をより深く理解するために申請者が米国の大学の教員養成プログラムにおいて収集したデータの分析を行い、2017年 8 月にコペンハーゲンで行われたヨーロッパ教育学会(European Conferenceon Educational Research)で研究結果の発表を行なった。現在学会で得られたフィードバックをベースに、欧米の学会誌に研究内容を投稿する準備を行なっている。

算数教育において非認知的能力を促進する方法を解明するためのアクションリサーチ研究

2018

Research Results Outline:本研究では日本の小学校における算数の授業でエキスパートの教師がいかに児童の非認知能力を促進しているかを調べるために、13件の授業ビデオデータ、教師イン本研究では日本の小学校における算数の授業でエキスパートの教師がいかに児童の非認知能力を促進しているかを調べるために、13件の授業ビデオデータ、教師インタビュー、児童アンケートからなるデータを取集した。その分析からエキスパートの教師は教科の学習の様々...本研究では日本の小学校における算数の授業でエキスパートの教師がいかに児童の非認知能力を促進しているかを調べるために、13件の授業ビデオデータ、教師インタビュー、児童アンケートからなるデータを取集した。その分析からエキスパートの教師は教科の学習の様々な場面で生徒の自律的な問題解決を促進したり、クラスメートと一緒にチャレンジを乗り越える自信をつけさせる機会を与えたりしていることが分かった。本研究ではこの結果をアメリカ、イギリス、アジアの教育研究者・実践者にシェアし、今後日本を含む4カ国にまたがる国際アクション・リサーチ研究を行う計画案を作成した。

Lecture Course

Course TitleSchoolYearTerm
Advanced Program for Teaching Profession APSchool of Education2020fall semester
Basic Seminar ISchool of Human Sciences2020spring semester
Basic Seminar ISchool of Human Sciences2020spring semester
Introduction to Human SciencesSchool of Human Sciences2020fall quarter
Introduction to Human SciencesSchool of Human Sciences2020fall quarter
Introduction to Human Infomatics and Cognitive SciencesSchool of Human Sciences2020spring quarter
Science of Teaching PracticeSchool of Human Sciences2020spring semester
Educational Innovation and ImprovementSchool of Human Sciences2020fall semester
Intercultural StudySchool of Human Sciences2020spring
Seminar I(Educational System Development)School of Human Sciences2020spring semester
Seminar II (Educational System Development)School of Human Sciences2020fall semester
Introduction to Human SciencesSchool of Human Sciences (Online Degree Program)2020summer quarter
Introduction to Human Infomatics and Cognitive SciencesSchool of Human Sciences (Online Degree Program)2020fall quarter
Science of Teaching PracticeSchool of Human Sciences (Online Degree Program)2020fall semester
Educational System DevelopmentGraduate School of Human Sciences2020spring semester
Educational System DevelopmentGraduate School of Human Sciences2020fall semester
Educational System Development(1)Graduate School of Human Sciences2020spring semester
Educational System Development(1)Graduate School of Human Sciences2020fall semester
Educational System Development(2)Graduate School of Human Sciences2020spring semester
Educational System Development(2)Graduate School of Human Sciences2020fall semester
Introduction to Research Ethics for Human Sciences 01Graduate School of Human Sciences2020an intensive course(spring)
Introduction to Research Ethics for Human Sciences 02Graduate School of Human Sciences2020an intensive course(spring)
Advanced Seminar on Educational System DevelopmentGraduate School of Human Sciences2020spring semester
Global StudyGraduate School of Human Sciences2020spring
Global Trends in Education InnovationGraduate School of Human Sciences2020fall semester
Contemporary Issues in Educational Communication Studies (Language, Media and Experiences)Graduate School of Human Sciences2020summer
Educational System Development(D) AGraduate School of Human Sciences2020spring semester
Educational System Development(D) BGraduate School of Human Sciences2020fall semester

Waseda Course Channel Video Service

Course TitleFacultyPublication Year