- 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 to undergraduate and graduate students.
His recent research focuses on teacher development, action research, lesson study, achievement motivation, inquiry-based teaching, non-Western educational epistemology 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, among other sources. 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 is known for cross-cultural research incorporating East Asian cultural concepts and epistemology for professional development.
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 how students think, learn and develop intellectually, which he increasingly became convinced were 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 this 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 recently published a book titled "Mirrors of the mind: An introduction of mindful ways of thinking education" from Peter Lang Publishing (New York, NY) and is now working on a new book titled "Beyond Actions: Psychology of Action Research for Mindful Educational Improvement" based on a contract with Peter Lang Publishing.
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.
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.