Noriyuki Inoue

Associate Professor

  • Learning and Teaching
  • Ph.D. Columbia University
  • M.A. Columbia University
  • M.Ed. Harvard University
  • B.S. Osaka University

Noriyuki Inoue, Ph.D. specializes in educational psychology and educational research methods. At the University of San Diego, he teaches psychological foundation of education, cognition and learning, human development, psychology of mathematical thinking and research method courses.

Dr. Inoue began his career in Japan as a mathematics teacher where he developed a variety of interests in human cognition and learning. 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.

His recent research focuses on teacher expertise development, action research, lesson study, non-Western educational epistemology, inquiry-based teaching, 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. His book titled "Mirrors of the mind: An introduction of mindful ways of thinking education" was recently published from Peter Lang Publishing (New York, NY), and his new book titled "Beyond Actions: Psychology of Action Research for Mindful Educational Improvement" will be released from Peter Lang Publishing in fall, 2014.

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 areas of action research and lesson study for mindful inquiries and tacit knowledge development, and is known for cross-cultural research incorporating East Asian cultural concepts and epistemology for professional development.

Recent Publications:

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

Inoue, N. (in press). 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 (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.

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.