Basic Theories of Education

Satoshi TANAKA

Professor (Educational Clinical Studies)

My specialty lies in the history of educational concepts and educational clinical studies. The former attempts to historically grasp the basic concept that forms the framework of educational activities. The latter aspires to ask what it means to live and seek better activities in education. As for the history of educational concepts, I have so far focused on the concepts of character formation and social nature. Currently I am working on the concept of completeness going back to pre-modern times. In educational clinical studies, my research centers on the relationship, ethical sense and the “life story.”

  • “Building the concept of social nature: History of the concept of liberal education in the United States” (Toshindo Publishing)
  • “Foucault’s educational thought: Relationships that support education” (Keiso Shobo)


Professor (Educational Anthropology)

My research theme is to reexamine the relationship between man, politics and society in education through the study of Educational thought. My present project explores the nominally self-evident categories of “education” and the “school” and relativizes them from historical and structural perspectives. I then pursue the path of educational reform on that basis. Specifically, I am interested in ideas related to the public nature of education: citizenship education that fosters those who will bear this public nature; and problems of political literacy, among others.

  • “Educational Reforms and the Public: From Bowles-Gintis to Hannah Arendt” (University of Tokyo Press)
  • “Educational Thought of Citizenship” (Hakutakusha)


Professor (Philosophy of Education)

My specialty is the philosophy of education and the history of educational ideas. I am particularly interested in the possibilities of interpretation of key educational concepts, in the midst of which the dynamics between human and cultures can be imaged on the basis of “Bildung”. I have been primarily concerned with research of “New Education”-movement that flourished in the first three decades of the 20th century, particularly how it changed perspectives on space. My most recent research interest is in connecting educational science and memory studies through the theory of “Bildung” and “cultural memory studies”.

  • Yamana, J., Educational Ideas of Cities and Architectures, Keiso Shobo: Tokyo, 2015. (in Japanese)
  • Yamana, J./Yano, S. (eds.), Can Memory of Catastrophes Be Passed on to Others? Possibility and Boarder of Education, Keiso Shobo: Tokyo, 2017. (in Japanese)

Yoshihiro KOKUNI

Professor (History of Japanese education)

The purpose of my research is to study the educational history of Japan by examining the theory, the system, and the practice of school eduation. I especailly focus on the relation between nationalism and the method of education after World War II. At a transition period of school education, I want to establish the possibility of new pedagogy by critically investigating pedagogy which has been theoretically applied since the end of WW II.

Sayaka OKI

Professor (Western Educational History)

My research focuses mainly on the social and intellectual history of higher education and research, with a special focus on the Europe from the 18th to 20th century. In my recent works, I have traced the development of philosophical discourse on the ‘utility’ of sciences and arts, and tried to describe the diversity in attitudes and cultures between disciplines, including the humanities and sciences. I am currently interested in the socioeconomic history of the institutions of higher education and research, such as academies and universities, especially on their emerging process.

  • « Le tâtonnement de l’expertise scientifique moderne : les éloges de Condorcet comme lieux de réflexion sur le rôle social des savants », Dix-huitième siècle, numéro 51 (2019), pp. 489-506.
  • Why Letters and Science Diverged into Two Cultures (Seikaisha, 2018) (in Japanese)
  • « L’utilité des sciences d’après les discours des secrétaires perpétuels de l’Académie royale des sciences de Paris au XVIIIe siècle », in Entre belles-lettres et disciplines. Les savoirs au XVIIIe siècle, Fernay-Voltaire: Centre international d’étude du XVIIIe siècle, 2011, pp. 77-87

Katsushige KATAYAMA

Associate Professor (Educational Anthropology)

My current research interests lie in the educational implications of political and moral philosophy. More specifically, my research explores the possibilities and limits of citizenship and moral education in a liberal, democratic, and plural society. From this educational perspective, I approach what John Rawls calls the problem of political liberalism: How is it possible that there may exist over time a stable and just society of free and equal citizens profoundly divided by reasonable though incompatible religious, philosophical, and moral doctrines?

  • Katayama, K. (2003) Is the Virtue Approach to Moral Education Viable in a Plural Society?, Journal of Philosophy of Education, 37.2, pp. 325-338. Reprinted in: J. Dunne and P. Hogan (eds.) (2004) Education and Practice: Upholding the Integrity of Teaching and Learning (Oxford: Blackwell Publishing).


Associate Professor (Clinical Educational Studies)

My specialty is clinical phenomenology. I have been conducting field surveys and interviews with people, from infants to the elderly, who are facing difficulties such as abuse, truancy, developmental disabilities, and chronic diseases.
Through case study research based on the knowledge of phenomenology, I aim to describe the fundamental state of human beings and explore means of “education” in the sense of changing the recognitions of ourselves and others.

  • Shisetsu de Kurasu Kodomotachi no Seicho (“The Development of Children Living in a Children’s home”) (The University of Tokyo Press)
  • Atarimae wo Utagae! —— Rinsho Kyoikugaku Nyumon (“Question the Obvious! —— An Introduction to Clinical Educational Studies”) (Shin-yo-sha, Co-authored)
  • Episodo Kyoiku Rinsho —— Ikizurasa wo Egaku Shitsuteki Kenkyu (“Episodic Clinical Education —— Qualitative Studies Depicting Difficulty in Living”) (Sogensha, Co-authored and edited)

Social Sciences in Education


Professor (Sociology of Education)

My study focuses on relations between education, work and family. Since early 1990s, Japanese society has witnessed a conspicuous growth of discrepancies in relations between these three social systems, which include dysfunctions of ‘transition from school to work’, escalation of pressures on responsibilities of parents to educate their children, widening inequality in educational opportunities, and expansion of poverty among families with children. I explore causes and solutions to these problems, especially necessary reforms of education and new roles of the government and civil movements.


Professor (Higher Education Studies)

I approach higher education from the standpoint of historical sociology. My objects of analysis are wide-ranging and include the systemization of the fields and content of learning, academia as a profession, the degree system and educational program, the system of higher education and organizational differentiation, the policy process of training specialists. We need to make steady efforts to relativize the drastically changing system, organization and policies of contemporary higher education within the grand flow of history since the modern era.


Professor (Comparative Education Systems Theory)

My main area of study is sociological research regarding educational and social selection using quantitative and comparative perspectives. More specifically, I have studied entrance examination systems and social change, conducted quantitative research on the career choices of high school students, and performed a comparative survey of Japan and South Korea. Recently, social stratification and the educational system along with the problem of students’ localism, and the Theory of Meritocracy have captured my interest. I also believe that it is very important to mix qualitative and quantitative methods (mixed methods research).

Norihiro NIHEI

Professor (Sociology of Education)

I specialize in sociology of education, welfare and civil society. I have been engaged mainly in exploring the relationship between civil society and government in Japan by analyzing discourses and configurations of volunteer activities from the Meiji era to the 2000s. Also, I am currently interested in functions and dysfunctions of “education” outside the educational system, especially I focus on the neoliberal restructuring of Japan’s livelihood security system and the roles of education in that context.


Associate Professor (Comparative Education)

My research explores how globalization affects everyday lives of family, school, and children’s identities and competencies, with a special focus on families that transcend national borders. I have been conducting ethnographic studies of Japanese families abroad and immigrant families in Japan, looking particularly at how gender, ethnicity, social class, and academic achievement intersect within school contexts and family strategies. I am also interested in cross-national comparative studies of multicultural education, searching for ways to make education policies and practices more equitable and inclusive for minority students.

Lifelong Learning Infrastructure Management/ Educational Practices and Policies

Atsushi MAKINO

Professor (Theory of Lifelong Learning)

“Examine man and society through the pursuits of education and learning.” I am interested in examining the organization of society and what can be done to allow people to happily coexist. The study of adult and community education and lifelong learning is ambiguous since man and society are also ambiguous. But this ambiguity is appealing and the possible areas of studies are infinite, including the social meaning of children’s growth, learning in the ageing society with decline of birthrate, community education in East Asian regions and creating communities.

  • “Lifelong learning in the modern world” (coedited and written, University Education Press, 2002)
  • “Restructuring ‘myself’ and social education and lifelong learning – Globalization, aging society with fewer children and the university” (University Education Press, 2005)
  • “Education in China’s changing society – The mobile individual and response to market-based principles” (Keiso Shobo, 2006)
  • “Elder people’s learning and the society –The circulation of knowledge promoted by the university” (Keiso Shobo, 2009)


Professor (Library and Information Studies)

Theoretically, I am interested in characterising the structure of information media and language from a unified point of view, and clarifying the relationships between information media and language with a high degree of granularity, in order to reveal points of intervention in the actual information circulation/distribution process. Social institutions such as libraries or schools are taken into account as practical points of social intervention.
Within this overall framework, I am carrying out research in modelling the structure, distribution and arrangements of language expressions and media, developing a translation education aid system, critically examining illogical socio-political discourse, and developing a system for automatic crawling of bilingual terminologies.

  • Conditions for Credibility (Tokyo: Iwanami, 2013)
  • The Quantitative Analysis of the Dynamics and Structure of Terminologies (Amsterdam: John Benjamins, 2012)
  • Examining the Post-3.11 Discourse on Radiation (Tokyo: Gendaikikakushitsu, 2011)
  • The Dynamics of Terminology (Amsterdam: John Benjamins, 2002)

Jeongyun LEE

Professor (Social Education)

What is Social Education? Including researchers, I think nobody can answer immediately this question. The contents, methods, objects and places of the social education are also very diverse and wide. How long have we used the term “Social Education”? Including the origins of social education, I study the establishment and development of social education in the modern period. Recently, I have become interested in the social education policies, educational welfare, and grassroots education movement in Japan and Korea.

  • “Social Education and Lifelong Learning in Korea”(co-written, Eidell Institute, 2006)
  • “Origin and Development of Social Education in Korea”(University Education Press, 2008)
  • “Social Capital and Reorganization of Social Education and Lifelong Learning” (co-written, University Education Press, 2012)
  • “Social Education and Lifelong Learning in Japan” (co-edited and written, University Education Press, 2013)

Hironobu SHINDO

Associate Professor (Theory of Lifelong Learning)

The focus of my research work is on supporting lifelong learning activities in terms of culture. “Culture” here includes arts, crafts, traditions in local community, consumer culture, popular culture, mass media, etc. In particular, I am interested in the history and the present of cultural institutions such as public halls, theatres and museums especially in Japan and UK. My doctoral thesis is on the history of public halls in Japan. Now I am conducting a comparative research on education and inclusion programmes conducted in these institutions, and on supporting professionals such as educators in museum and community-based NGOs.

  • Lifelong Learning and Public Sphere (co-written, Kashiwa Shobo, 2003)
  • Studies on Lifelong Learning and Cultural Activity (co-written, Gakubunsha, 2007)
  • Handbook on Social Education and Lifelong Learning (8th ed, co-written, Eidell Institute, 2011)
  • Encyclopedia of Social Education and Lifelong Learning (co-written, Asakura Shobo, 2012)
  • History on Stage: Public Hall and People in Modern Japan (University of Tokyo Press, 2014)
  • Adult Education and Cultural Development (Translation Supervisor, Toyokan Publishing, 2016)
  • Getting Inspired: Design of Engagement in Museum (co-editor, Air Publishing, 2016)
  • Shoping Culture in Community : History of People’s College in Japan (editorial board, Fujiwara Shoten, 2016)


Associate Professor (Library and Information Science)

Through media such as books, I am interested in examining, from the perspective of the library as an organization, how knowledge such as academics has been given form since the modern era.
Specifically, I am researching about how libraries’ collections have been built historically, what role they have played in learning and education, how libraries have built and functioned as their own organizations while been influenced by other libraries and society, and finally what sort of networks are formed between libraries.

  • Toshokan Johogaku Kyoiku no Sengoshi — Shiryo ga Kataru Senmonshoku Yosei Seido no Tenkai (“The Postwar History of Library and Information Science Education — the Development of the Professional Training System as told by Materials”) (Minerva Shobo, Contributor, 2015)
  • The Tokyo Imperial University Library system (The University of Tokyo Press, 2016)

University Management and Policy Studies


Professor (Higher Education Studies)

Although academic knowledge is supposed to develop based on its intrinsic logic, in reality, it cannot progress without social support; it is greatly influenced by society. This can lead to contradictions and conflicts. I am interested in the relationship between society and higher education or academic research, such as how education and research at universities are coordinated with social demands. My studies have focused mainly on the organization, finances, and policies of higher education and academic research from the perspective of how these institutional frameworks mediate between academic knowledge and society.


Professor (Historical and Comparative Higher Education)

My research interest lies in the historical and comparative study of higher education, particularly, American higher education. Although American higher education might be the model for higher education reform in other countries, I am interested in it because American colleges and universities are dynamic and have developed with great diversity. Their histories include many attractive themes for considering the question, “What are colleges and universities?” My research interest extends to diverse areas of higher education: undergraduate curriculum, academic governance, academic professions, and graduate education. I approach these areas with historical and comparative perspectives, which can help us broaden our thinking of higher education. I am looking forward to working with many students who believe colleges and universities are important to our society and culture.


Professor (University Management)

With the developing knowledge society, the social role of universities is growing. At the same time, as the college-age population declines university management is becoming a major issue and many are pondering the need for change in university management and related policies. Researchers are not only required to conduct basic studies from a social scientific perspective and within a certain framework, but also present ideas with practitioners of university management with whom they will work closely. I conduct empirical case studies especially from the perspective of the decision-making patterns and accounting of universities, hoping to build a logical basis that can respond to practical problems.

Division of Educational Psychology

Takeshi OKADA

Professor (Educational Cognitive Sciences)

I am interested in the process of how ideas are born and developed. Focusing on the creative activities of artists, I aim to answer such questions as: “How do artists create?” and “How are original ideas born?” To do so, I use a multi-method approach — first, creating a hypothesis on cognitive activities in creative processes based on fieldwork, and then verifying the hypothesis through psychological experiments.

Toshihiko ENDO

Professor (Developmental Psychology)

I am concerned about the factors that influence the attachment relationships formed between children and their caregivers in early life, and investigate how individual differences of the quality of early attachment affect children’s later socio-emotional development. I also study how a variety of emotions emerge and develop in early childhood and what impacts they have on children’s physical and psychological functioning from evolutionary and cultural perspectives.

Etsuko HARYU

Professor (Developmental Psychology)

A child who seems truly powerless when born will eventually learn how to speak, behave compassionately, and cope with new problems. I hope to find out how this seemingly natural change occurs. I am particularly interested in how children acquire languages and how their view of the world is structured as they acquire languages.

Kensuke OKADA

Associate Professor (Psychological Statistics)

My research interest is in statistical modeling of psychological, educational, and behavioral data for better understanding of human behavior. To this end, my lab members and I are conducting research on application and theory of Bayesian statistics. I believe this is an exciting area of research with deep scientific questions and with a wide variety of potential applications.


Associate Professor (Psychology of Learning and Instruction)

My goal is to clarify what processes occur in collaborative problem solving. I am particularly interested in the effects of verbalization on problem solving. I also want to know how higher-order cognitive processes such as insight problem solving, idea generation, and implicit learning progress and how to facilitate them.

Satoshi USAMI

Associate Professor

My general interests are developing and applying statistical methods for behavioral science. Methodologically, my current lines of research include (a) latent growth curve modeling for evaluating within-person changes and its individual differences, (b) developing and investigating the unified framework for longitudinal models to examine reciprocal relations between longitudinally observed variables, and (c) within-person variability score-based causal inference for joint effects of time-varying treatments. In addition, I am collaborating with substantive researchers on a number of topics relating to educational, psychological and medical research.

Division of Clinical Psychology

Masahiro NOUCHI

Professor (Curriculum Development of Clinical Psychology)

One of my primary goals is to establish knowledge rooted in actual field experiences from an interdisciplinary perspective centering on clinical psychology. More specifically, I analyze the narratives of adults with disabilities to clarify characteristics of their experiences and their needs in the rehabilitation process. At the same time, I offer assistance and consultation for the community based on the knowledge. I am also interested in qualitative research methodology in psychology. Collaborating with researchers from other universities, I am trying to form its theoretical basis, organize methods of analysis, and develop educational methods.


Professor (System Theory and Practice of Clinical Psychology)

Psychological problems arise not only due to individual factors but also due to social factors within the environment in which the individual lives. Individual problems sometimes reflect social problems. From this view point, I conduct studies to increase understanding of individual psychological problems and develop concrete methods and theories to help individuals, organizations and society. Especially, I focus on mental health problems related to work life, specifically in the areas of problems arising in the workplace, readjustment to working life after a period of absence and dealing with unemployment. In my studies and in my clinical practice, I work to help individuals develop their own life careers and ways to cope with the modern world.


Associate Professor (Curriculum Development of Clinical Psychology)

My research interests focus on a better understanding of causes, risk and resilient factors related to health and well-being across the life course and investigating new approaches to early preventive measures in youth. Combining three unique frameworks: 1) life-course developmental research (ex. prospective cohort), 2) biological, neuroscience and epidemiological methods (ex. bio-markers, such as NIRS, fMRI, inflammation, epigenetics) and 3) genetically-sensitive design (ex. family and twin method), my projects focus on early life stress such as maltreatment and bullying victimization as a potential cause and on the resilient factors for mental health as well as physical and cognitive health problems across the life course. I am especially interested in investigating modifiable causal factors that could become targets of intervention and prevention efforts, especially in young people.


Lecturer (Developmental Clinical Psychology)

My research theme is how to support children and their family members struggling something, for their better lives at a future date. As I have studied about early-onset Obsessive Compulsive Disorder and Tic disorders (especially Tourette’s Disorder) from my doctor course, compulsivity and impulsivity are my special interest. I would like to understand their internal experience more and develop the cognitive behavioral intervention program for family members and children themselves to learn how to manage those traits.

Physical and Health Education

Yoshiharu YAMAMOTO

Professor (Educational Physiology)

The data analysis of biomedical and health-related information is my specialty. In a research side, focusing mainly on health-related data in daily settings, I investigate methods for the data collection, data analysis, interpretation of the results, and the use of information obtained for health risk evaluation and disease prevention. In addition to the development of new methodology for signal processing, modelling, and statistical analysis, of the standard physiological measurements, recently I also focus on a broader health-related data including behavioral and social ones. In an education side, I aim at teaching students with diverse interests and concerns so that they acquire specialized and integrated analytic skills required in the era of information and communication technology.

Tsukasa SASAKI

Professor (Health Education)

A major focus of my study is to investigate and elucidate genetic and environmental factors that might affect physical and mental development in children and adolescents. Biological and psychological factors play a significant role in such development, which I would like all students in the research areas of education to understand well when they conduct their studies. Specific studies include the effects of the sleep-wake rhythm in 24-hour society, genome variations and environmental factors, especially during the embryonic stage, on growth, development, mental health and disorders. Other studies are on the effects of lifestyles and environmental factors on students’ and teachers’ mental health in high schools and universities. Longitudinal comparisons of co-twins in their physical and mental development are also a focus of these studies.

Gentaro TAGA

Professor (Developmental Brain Sciences)

I explore the principle of how locomotion, perception and cognition of man are generated through dynamic interaction between the brain, body and the environment. In particular, I focus on the developmental process of newborns and infants and hope to shed light on nativism; rule of the development of complex systems; adaptability to the environment; voluntary information-generating mechanism. I also work on behavior measure; psychological experiments; imaging of the brain; nonlinear dynamics modeling and computer simulation.


Professor (Physical Education)

The neural and musculoskeletal systems that support bodily motions have extremely redundant characteristics. For instance, the motion of flexing and extending a single joint involves an enormous number of neurons of the brain and spinal cord and a large number of muscles. Through such methods as motion analysis, (evoked) electromyogram, brain waves, magnetic stimulation of the brain, fMRI and motor learning paradigm using the robot arm, I hope to clarify how sophisticated movements are performed and acquired based
on this redundancy.

Fumiharu TOGO

Associate Professor (Educational Physiology)

Modern 24-hour society has changed many aspects of our behaviors such as sleep, diet, and physical activity. My work focuses on how changes in amount, quality, and timing of these life-related activities predict future physical and mental functions and illnesses, which will increase in diversity in various physical and social environments, in adolescents, workers, and the elderly. To gain insight into how this might happen, I examine biological and questionnaire data obtained by laboratory, ecological, and epidemiological approaches.


Associate Professor (Physical Education)

How we can learn from successes and failures, and how we can motivate ourselves to learn, are both fundamental issues in learning physical skills used in sports or music performance, as well as in every kind of learning. Also, whether a thrilling event induces pleasure or fear, or whether a complicated quiz excites or annoys someone, depends on one’s past experience, physical and mental state, and personality. I am studying neural and bodily mechanisms of learning and emotion underlying these phenomena through computational modeling and analysis based on biological knowledge and behavioral/physiological approaches.


Assistant Professor (Physical Education)

Movements that are the only output of humans, such as talk, walk, and reach, are often executed without even paying attention. For example, when we walk, we do not need to think about how to move our legs or which leg to move first. My goal is to elucidate the principles of such implicitly processed movement execution from both theoretical and experimental perspectives. In particular, I believe that discovering novel principles of motor control and learning processes is crucial. I am conducting research about human motor behavior from various perspectives by flexibly incorporating ideas and findings accumulated in other fields.

Division of Professional Development of Teachers

Sachiko ASAI

Professor (Teacher Development)
Faculty member of the Division of Educational Practices and Policies

Traditionally in Japan, narrative descriptions written by school teachers have been one of main discourses to represent teaching practice. Through analyzing these narrative descriptions written by teachers, I tried to explain how teachers pursue their identity, how teachers make relationship with classroom children, how teachers give meanings to dairy activities occurred in classroom. Now, I try to expand subject of research to 1) historical study of preschool teachers’ narrative description in Japan, 2) theoretical inquiry to teacher narrative, 3) examination of gender issues in teacher narrative.

  • Teachers’ Narrative Descriptions and New Education (University of Tokyo Press).

Yasuhiko FUJIE

Professor (Research on Teaching and Curriculum)
Faculty member of the Division of Educational Practices and Policies

My major is to research on curriculum and teaching. I explore the interaction between a participant and its sociocultural and physical environment in school. Now, I focus on the schools integrating primary schools and junior high schools. With ethnographical research, I study sociocultural formation of classroom discourse, school based teacher education and quality of students’ learning in the school.

  • “Creation of Learning in the 21st Century: Development of Learning Science” (Kitaohji-Shobou)
  • “Handbook of Qualitative Psychology” (Shin-yo-sha)
  • “Study of Classroom Instruction and the Learning Process” (Society for Promotion of the Open University of Japan)

Curriculum Development

Yoshifumi SAITO

Professor (language teaching)
Faculty member of the Division of Educational Practices and Policies

Primarily a stylistician, I have been working extensively on a wide range of fields including historical descriptions of ELT and successful English learners in Japan, language learning methodologies, literary studies, literary translation and language teacher training. I am currently interested in describing the Japanese idea of ‘Do’ (the Way) as an educational discipline.

  • Eigo Tatsujin Retsuden [Stories of the Japanese Masters of English] (Chuokoron-shinsha)
  • Literature and Language Learning in the EFL Classroom (co-editor, Palgrave Macmillan)


Professor (Mathematics and Science Education)
Faculty member of the Division of Educational Psychology

I am interested in the processes by which children understand mathematical and (natural and social) scientific concepts, and also in planning lessons that encourage those processes. I use an educational psychology approach to conduct research in collaboration with elementary, junior high and high school teachers using individual experiments, interviews, written questionnaires, and analysis of remarks made by students during lessons and of worksheets. I plan to integrate psychological research such as, cognitive development research, and learning-and-instruction research from the viewpoint of the changes that occur in children through the learning processes.

  • “Psychology of Mathematical and Scientific Literacy — How do children improve their learning —” (Yuhikaku)
  • “Developmental Psychology—How individuals grow up through interaction with other people—“(ed.) (Minerva Shobo)


Professor (Humanities and Social Sciences Education)
Faculty member of the Division of Educational Practices and Policies

I have been conducting researches on education policy in developing countries, particularly in South and Southeast Asia. In recent years, I have been mainly focusing on Cambodia and currently conducting several research projects, including a student tracer study in basic education, a teacher training study, and a study on the development of higher education. I also conduct researches on the internationalization of higher education in Asian countries. Through these researches, I have been exploring roles of education for creating more democratic society and examining how education needs to be considered as public good.

  • The Political Economy of Educational Reforms and Capacity Development in Southeast Asia: Cases of Cambodia, Laos and Vietnam (co-editor, Springer)
  • Emerging International Dimensions in East Asian Higher Education (co-editor, Springer)

School Improvement and Policy Studies


Professor (School Leadership and Management)
Faculty member of the Division of Educational Practices and Policies

My research areas include education policy, school leadership and management, and teacher education. In particular, I have a continuing interest in teacher evaluation policies and practices, and currently value-added approaches to teacher evaluation that are increasingly becoming popular around the world attract my attention. I am also doing research into professional learning networks or communities across as well as within Japan’s high schools.
I am interested in working with students from different backgrounds who are keen to conduct research in a wide range of areas that roughly match mine. Those students who share with me concerns about democracy, social justice, equity, quality and effectiveness in schooling will be particularly welcome.

  • Teacher Evaluation Policies and Practices in Japan : How performativity works in school, New York ;Routledge 2016.
  • Katsuno, M. (2012). Teachers’ professional identities in an era of testing accountability in Japan: The case of teachers in low-performing schools, Education Research International, 2012, Article ID 930279, 8 pages.
  • Katsuno, M. (2010). Teacher Evaluation at Japanese Schools: an examination from micro-political or relational viewpoint, Journal of Education Policy, 25(3), pp.293-307.
  • Katsuno, M. (2003). The ideas and policies of teacher evaluation, Tokyo: Eidell Kenkyujo, 172p. (in Japanese)


Associate Professor (Politics of Education, Education Policy)
Faculty member of the Division of Educational Practices and Policies

My research interests include the politics of education, and the education policymaking system and process in Japan. Education policymaking requires both democratic control and a high degree of professionalism. However, these elements do not always work in conjunction and we have to balance between the two. I have examined the school board system in Japan that aims for the checks-and-balances system, and have analysed how the dynamic between democracy and professionalism cause different policy outcomes.

I’m also interested in political science theory and the case study and statistical analysis research methods. In the future, I’d like to examine cross-national research and clarify the patterns in politics of education and educational policymaking.

  • Murakami, Y. (2011) Political Science of Educational Administration, Tokyo: Bokutaku-sha, 328p. (in Japanese)
  • Murakami, Y. (2013) Rethinking a Case Study Method in Educational Research: A Comparative Analysis Method in Qualitative Research, Educational Studies in Japan, (7) 81-96
  • The Japan Educational Administration Society. (2012) Local Politics and Reforms of Educational Administration and Finance, Tokyo: Fukumura Publisher. (Co-editor) (in Japanese)


Associate Professor (Education Policy and Education Administration)
Faculty member of the Division of Educational Practices and Policies

My research field is education policy including education finance, policy evaluation, economics of education, and politics of education. I’m concerned with democraticness and efficiency in the context of education policy. The education policy researches have avoided committing to the argument on efficiency for a long time, the view point of efficiency is indispensable today. I’m doing the research of empirical and normative aspects on the efficiency of the education finance.
I’m also very interested in “evidence-based policy (making)’’. Beyond the methodology of program evaluation, I’m concerned with the empirical analysis of the policy process which policy research affects actual politics and society, and the normative argument about role of policy research in democratic society.

  • The Concepts of Educational Administration and Policy, Yuhikaku, (co-author, in Japanese)
  • Politics and Policy of Contemporary Education Finance, Daigaku Kyoiku Shuppan, (in Japanese)

Center for Advanced School Education and Evidence-Based Research: CASEER


Professor, Center for Advanced School Education and Evidence-based Research (CASEER), Graduate school of Education

My research themes are the development and dissemination of high quality FD programs which contribute to the improvement of higher education. I am in charge of institutional-wide pre FD and FD program titled “UTokyo Future Faculty Program” and I am exploring the possibility of developing the program for preparing university faculty members and fostering human resources through its implementation outside our university. In addition, I am focusing on “reflection” as one of the elements to improve the quality of faculty members and I am conducting research on the effect of reflection in the process of creating Teaching Portfolios and Academic Portfolios, as well as these dissemination and support.

  • Kurita, K. Lui Yoshida (2021) Visualizing Reflection
    Creating Teaching Portfolio Chart, Tokyo: Igaku-Shoin Ltd. (in Japanese)
  • Kurita, K. (2020) Current State and Issues of Programs in University Teaching for Graduate Students, The annual report of educational psychology in japan, 59,191-208 (in Japanese)
  • Kurita, K. (2013) Structured strategy for implementation of the teaching portfolio concept in Japan, International Journal for Academic Development, International Journal for Academic Development, 18(1), 74-88

Kanako N. Kusanagi

Assistant Professor (Comparative Education)

My research interests include international comparative education, educational transfer, professional development of teachers, school reform and Education for Sustainable Development. Based on my experience working with Indonesian schools as an education consultant, I am interested in how to fill the gaps between policy and practice. I examine teachers’ practice sociologically and analyse how school and teacher culture impact their choice of pedagogy. Currently, I am conducting research and support teachers who incorporate lesson study and Tokkatsu as a bottom-up approach in their school reforms. I also lead an international program funded by Toyota Foundation, which aims to nurture empathic, responsible and engaged global citizens through multicultural exchanges in Indonesia, Malaysia, and Japan.

Center for Barrier-Free Education


Professor(Sociology,Disability Studies)

The difficulties faced by vulnerable groups such as elderly people or those with disabilities has received a great deal of public recognition, as has the necessity for social efforts to realize the concept of Barrier Free environments in order to allow these individuals to lead fulfilling lives. Social infrastructures and legal supports to solve related problems have been making steady progresses. Now it’s time to turn our eyes to fostering human resources who can actively take charge of the more effective realization of that social revolution on a daily basis.
What kinds of personal qualities are needed in these human resources? It is not enough simply to understand the lives and the difficulties which face socially vulnerable people and to wish to help them. In recent years researchers and vulnerable people themselves have pointed out that a simple good will without insight into the backgrounds of those situations sometimes complicates and exacerbates the difficulties experienced by vulnerable individuals.
Taking account of this, what is required of us now is to foster these outstanding human resources, who possess a good insight and strong will to change the current social structure, which brings difficulties to vulnerable groups. I believe it is our mission to pioneer and popularize the education system in society, which will in turn help to develop enlightened human resources.

The Center for Early Childhood Development, Education, and Policy Research

Sachiko NOZAWA

Associate Professor (Developmental Psychology, Research on Early Childhood Education and Care)

My research theme is how children’s peer relationships develop in early childhood. I examine the developmental processes of peer relationships at ECEC settings and how ECEC teachers support children’s peer interactions.
I am also interested in how the quality of ECEC in Japanese social and cultural contexts contributes to child development. I would like to explore what quality ECEC should be to promote children’s healthy development and well-being on the basis of empirical researches.