Noriyuki Inoue
Biographic Data
| ID | 4145317 |
|---|---|
| NAME | Noriyuki Inoue |
| GIVEN NAMES | Noriyuki |
| FAMILY NAME | Inoue |
| SIGNATURE | INOUE N |
| AFFILIATIONS | Waseda University |
| ORCID | 0000-0001-7691-9644 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Image of “the State” Seen in Japanese Historical Novels
This paper is an attempt to search for traces of the notion of “state” within Japanese historical novels. It starts with the historical aspect of state development: The image of the state in Japan since the pre-modern period, and continues with the modernization in Japan and its downfall after the foundation of the Empire of Japan; the new modernization after World War II and its demise; the solution to the public form of the new future: Public g…
Does education policy affect teachers' learning needs? An international comparison of trends in teachers' continuing professional learning needs in secondary schools in Australia, England, Japan and t…
Education policy changes are believed to influence teachers' continuing professional learning (CPL) needs, but there is limited empirical evidence to support these claims. This lack of deep understanding has significant practical implications. This study used a new circular conceptual framework to analyse teachers' CPL needs. Leveraging public administration theory, the study distinguished four countries' governance styles and the predicted impac…
Beyond the linear standard
Accurate identification of teachers' continuing professional learning (CPL) needs is paramount to create relevant professional development opportunities. How teachers' CPL needs can best be identified is, however, a question often unaddressed. This study introduces different classes of identification methods: linear-dominance, linear-unfolding, and circular-unfolding. The TALIS 2018 data collected from primary education teachers in Australia, Eng…
Deconstructing teacher expertise for inquiry-based teaching
A cross-cultural approach with East-Asian epistemology
Learning to overcome epistemological challenges
Cross-cultural experiences can offer unique opportunities to examine our assumptions that underlie our worldviews. This paper discusses a cross-cultural action research program in which US and Japanese university students mutually presented and discussed their action research projects in Tokyo. Planning and organizing the program involved a series of dialogues with the Japanese partner that had led to mutual agreement to frame the cross-cultural …
Die japanische Sicht und Situation der Grund und Menschenrechte im Zeichen der Globalisierung
The 4th edition of the first volume of this work provides an update of the commentary on the preamble and articles 1 to 19 in case law and literature. The structure of the book has been retained and its content supplemented by more recent developments, such as the implications of Europeanisation and digitalisation as well as the Corona pandemic. As of the 4th edition, Frauke Brosius-Gersdorf has taken over the editorship of the commentary.
Beyond the linear standard
Accurate identification of teachers' continuing professional learning (CPL) needs is paramount to create relevant professional development opportunities. How teachers' CPL needs can best be identified is, however, a question often unaddressed. This study introduces different classes of identification methods: linear-dominance, linear-unfolding, and circular-unfolding. The TALIS 2018 data collected from primary education teachers in Australia, Eng…
Deconstructing teacher expertise for inquiry-based teaching
Die japanische Sicht und Situation der Grund und Menschenrechte im Zeichen der Globalisierung
The 4th edition of the first volume of this work provides an update of the commentary on the preamble and articles 1 to 19 in case law and literature. The structure of the book has been retained and its content supplemented by more recent developments, such as the implications of Europeanisation and digitalisation as well as the Corona pandemic. As of the 4th edition, Frauke Brosius-Gersdorf has taken over the editorship of the commentary.
Learning to overcome epistemological challenges
Cross-cultural experiences can offer unique opportunities to examine our assumptions that underlie our worldviews. This paper discusses a cross-cultural action research program in which US and Japanese university students mutually presented and discussed their action research projects in Tokyo. Planning and organizing the program involved a series of dialogues with the Japanese partner that had led to mutual agreement to frame the cross-cultural …
A cross-cultural approach with East-Asian epistemology
Deconstructing teacher expertise for inquiry-based teaching
Beyond the linear standard
Accurate identification of teachers' continuing professional learning (CPL) needs is paramount to create relevant professional development opportunities. How teachers' CPL needs can best be identified is, however, a question often unaddressed. This study introduces different classes of identification methods: linear-dominance, linear-unfolding, and circular-unfolding. The TALIS 2018 data collected from primary education teachers in Australia, Eng…
Image of “the State” Seen in Japanese Historical Novels
This paper is an attempt to search for traces of the notion of “state” within Japanese historical novels. It starts with the historical aspect of state development: The image of the state in Japan since the pre-modern period, and continues with the modernization in Japan and its downfall after the foundation of the Empire of Japan; the new modernization after World War II and its demise; the solution to the public form of the new future: Public g…
Does education policy affect teachers' learning needs? An international comparison of trends in teachers' continuing professional learning needs in secondary schools in Australia, England, Japan and t…
Education policy changes are believed to influence teachers' continuing professional learning (CPL) needs, but there is limited empirical evidence to support these claims. This lack of deep understanding has significant practical implications. This study used a new circular conceptual framework to analyse teachers' CPL needs. Leveraging public administration theory, the study distinguished four countries' governance styles and the predicted impac…
Political science (4 works) · Psychology (4 works) · Sociology (4 works) · Computer Science (3 works) · Pedagogy (3 works) · Class (philosophy (2 works) · Continuing education (2 works) · Epistemology (2 works) · History (2 works) · Innovative Education and Learning Practices (2 works)