Noriyuki Inoue

Associate Professor

  • Learning and Teaching
  • PhD Columbia University
  • MA Columbia University
  • MEd Harvard University
  • BS Osaka University

Noriyuki Inoue, PhD specializes in educational psychology and educational research methods. At the University of San Diego, he has taught psychological foundation of education, cognition and learning, human development, psychology of mathematical thinking, educational research methods and assessment courses.

His recent research focuses on teacher expertise development, action research, cultural educational epistemology, achievement motivation and real world problem solving. His journal articles have appeared in Learning and Instruction, 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" was recently published 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. He is currently working on a new book on learning sciences and cultural espistemology.

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 advancing foundational knowledge of human cognition and development, which he increasingly became convinced were the most fundamental issue 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 Ph.D. from Columbia University. He has been teaching and conducting a series of research at the University of San Diego as a faculty member since 2003.

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 as well as East Asian cultural epistemology to uncover new ways of thinking learning and teaching.

Recent Publications:

Inoue, N. (2016). The role of subjectivity in teacher expertise development: Mindfully embracing the “black sheep” of educational research. International Journal for Transformative Research, 3, 16-23.

Inoue, N. (2016). Educational epistemology, culture and history: Response to Joan Walton. International Journal for Transformative Research, 3, 29-32.

Inoue, N. (2015). Developing soft skills in action research: A cross-cultural approach with East-Asian epistemology. In H. Bradbury-Huang (Ed), Handbook of Action Research (3rd edition). Los Angeles, CA: Sage Publications.

Inoue. N. (2015). Confessions of an educational researcher: Overcoming cognitive dissonance about action research. In Callier, S., & Lattimer, H. (Eds.), Surviving and Thriving with Teacher Action Research: Reflections and Advice from the Field. New York: Peter Lang Publications.

Inoue, N. (2015). Beyond actions: Psychology of action research for mindful educational improvement. New York: Peter Lang Publications.

Inoue, N. (2015). Learning to overcome epistemological challenges: A case of a cross-cultural action research exchange program between the United States and Japan. Action Research, 13, 154-169.

Inoue, N (2014). Social and personal development. In G. S. Goodman (Ed.), Educational psychology reader: The art and science of how people learn (pp. 447-464). New York: Peter Lang Publishing.

Facer, D. C., Gallaway, F., Inoue, N., & Zigarmi, D. (2014). Creation and initial validation of the motivation belief inventory: Measuring leaders’ beliefs about employee motivation using for motivation theories. Journal of Business Administration Research, 3, 1-18.

Lowell, R., Inoue, N. & Getz, C. (2014) Reflective practice and motion sickness: Thoughts on the first North American Action Research Study Day. Educational Action Research, 22, 251-269.

Inoue, N. (2013). A cultural analysis of trends and directivity of U.S. teacher education and educational research: What can we learn from there? The Bulletin of Japanese Curriculum Research and Development, 35, 87-94.

Inoue, N. (2013). Achievement motivation, assimilation, decenter, locus of control, schema, Yin and Yang. In K. D. Keith (Ed.), Encyclopedia of cross-cultural psychology. Hoboken, NJ: Wiley/Blackwell.

Inoue, N. (2012). Mirrors of the mind: An introduction of mindful ways of thinking. New York: Peter Lang Publishing.

Inoue, N. (2011). Omoi vs. thinking in action research. The California School Counselor, Fall, 14.

Inoue, N. (2011). Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, 14, 5-23.

Inoue, N. & Buczynski, S. (2011). You asked open-ended questions, and now what?: Understanding the nature of stumbling blocks in mathematical inquiry lessons. Mathematics Educator, 20, 10-23.