Publications
2024
Md Abdu Bari Ghulam Dastgir Khan, Yuichiro Yoshida; Kusakabe, Tatsuya
Promoting the itemized educational spending of rural coastal households in Bangladesh through unconditional cash and food assistance Journal Article
In: Asia Pacific Education Review, pp. 1-12, 2024.
@article{nokey,
title = {Promoting the itemized educational spending of rural coastal households in Bangladesh through unconditional cash and food assistance},
author = {Ghulam Dastgir Khan, Md Abdu Bari, Yuichiro Yoshida and Tatsuya Kusakabe},
url = {https://link.springer.com/article/10.1007/s12564-024-09936-7},
year = {2024},
date = {2024-03-03},
urldate = {2024-03-03},
journal = {Asia Pacific Education Review},
pages = {1-12},
abstract = {Promoting the itemized educational spending of rural coastal households in Bangladesh through unconditional cash and food assistance},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Promoting the itemized educational spending of rural coastal households in Bangladesh through unconditional cash and food assistance
2023
Sakata, N; Winston-Proctor, C E; Harris, L T
Decolonising higher education: Black and Minority Ethnic students’ experiences at an elite British university Journal Article
In: Cambridge Journal of Education, 2023.
@article{Sakata2023c,
title = {Decolonising higher education: Black and Minority Ethnic students’ experiences at an elite British university},
author = {N Sakata and C E Winston-Proctor and L T Harris},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146225330&doi=10.1080%2F0305764X.2022.2161476&partnerID=40&md5=a3b3f447cc117808d27b4f20e75531e4},
doi = {10.1080/0305764X.2022.2161476},
year = {2023},
date = {2023-01-01},
urldate = {2023-01-01},
journal = {Cambridge Journal of Education},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Sakata, N; Yates, C; Edjah, H; Okrah, A K
Exploring postcolonial relationships within policy transfer: the case of learner-centred pedagogy in Ghana Journal Article
In: Comparative Education, 2023.
@article{Sakata2023,
title = {Exploring postcolonial relationships within policy transfer: the case of learner-centred pedagogy in Ghana},
author = {N Sakata and C Yates and H Edjah and A K Okrah},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176763088&doi=10.1080%2F03050068.2023.2258681&partnerID=40&md5=b9b27aaf9cd3db70a28ffa68290e484e},
doi = {10.1080/03050068.2023.2258681},
year = {2023},
date = {2023-01-01},
urldate = {2023-01-01},
journal = {Comparative Education},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Bremner, N; Sakata, N; Cameron, L
Teacher education as an enabler or constraint of learner-centred pedagogy implementation in low-to middle-income countries Journal Article
In: Teaching and Teacher Education, vol. 126, 2023.
@article{Bremner2023,
title = {Teacher education as an enabler or constraint of learner-centred pedagogy implementation in low-to middle-income countries},
author = {N Bremner and N Sakata and L Cameron},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149308155&doi=10.1016%2Fj.tate.2023.104033&partnerID=40&md5=398ba0bb4567cdb7ce679f8c2f25c233},
doi = {10.1016/j.tate.2023.104033},
year = {2023},
date = {2023-01-01},
urldate = {2023-01-01},
journal = {Teaching and Teacher Education},
volume = {126},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Sakata, N; Candappa, M; Oketch, M
Pupils’ experiences with learner-centred pedagogy in Tanzania Journal Article
In: Compare, vol. 53, iss. 3, pp. 525-543, 2023.
@article{Sakata2023b,
title = {Pupils’ experiences with learner-centred pedagogy in Tanzania},
author = {N Sakata and M Candappa and M Oketch},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109098586&doi=10.1080%2F03057925.2021.1941769&partnerID=40&md5=beb7cec5234135246dfe53b574fe4104},
doi = {10.1080/03057925.2021.1941769},
year = {2023},
date = {2023-01-01},
urldate = {2023-01-01},
journal = {Compare},
volume = {53},
issue = {3},
pages = {525-543},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
2022
Sakata, N; Bremner, N; Cameron, L
A systematic review of the implementation of learner-centred pedagogy in low- and middle-income countries Journal Article
In: Review of Education, vol. 10, iss. 3, 2022.
@article{Sakata2022,
title = {A systematic review of the implementation of learner-centred pedagogy in low- and middle-income countries},
author = {N Sakata and N Bremner and L Cameron},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144873459&doi=10.1002%2Frev3.3365&partnerID=40&md5=864a93cd435ed1f2d14b42dd9d22eb40},
doi = {10.1002/rev3.3365},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
journal = {Review of Education},
volume = {10},
issue = {3},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Bremner, Nicholas; Sakata, Nozomi; Cameron, Leanne
The outcomes of learner-centred pedagogy: A systematic review Journal Article
In: International Journal of Educational Development, vol. 94, pp. 102649, 2022, ISSN: 0738-0593.
@article{Bremner2022,
title = {The outcomes of learner-centred pedagogy: A systematic review},
author = {Nicholas Bremner and Nozomi Sakata and Leanne Cameron},
issn = {0738-0593},
year = {2022},
date = {2022-01-01},
journal = {International Journal of Educational Development},
volume = {94},
pages = {102649},
publisher = {Elsevier},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Sakata, Nozomi
Embracing the Messiness in Mixed Methods Research: The Craft Attitude Journal Article
In: Journal of Mixed Methods Research, pp. 15586898221108545, 2022, ISSN: 1558-6898.
@article{Sakata2022b,
title = {Embracing the Messiness in Mixed Methods Research: The Craft Attitude},
author = {Nozomi Sakata},
url = {https://doi.org/10.1177/15586898221108545},
doi = {10.1177/15586898221108545},
issn = {1558-6898},
year = {2022},
date = {2022-01-01},
journal = {Journal of Mixed Methods Research},
pages = {15586898221108545},
publisher = {SAGE Publications},
abstract = {Whereas the significance and potential impacts of messiness in mixed methods research have been well acknowledged, the literature on mixed methods research has accumulated few examples of engaging and navigating mess. This article provides an account of the nitty-gritty of messiness and its consequences during the process of mixed methods research. By applying the ?craft attitude? and a socio-ecological framework for mixed methods research to a mixed methods case study, I demonstrate how my embracing of research messiness through the craft attitude exemplifies the interconnectedness of the personal, interpersonal and social contexts. This article contributes to knowledge by proposing a new way to conceptualize mess in mixed methods research through the integration of the craft attitude within the socio-ecological framework for mixed methods research.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Whereas the significance and potential impacts of messiness in mixed methods research have been well acknowledged, the literature on mixed methods research has accumulated few examples of engaging and navigating mess. This article provides an account of the nitty-gritty of messiness and its consequences during the process of mixed methods research. By applying the ?craft attitude? and a socio-ecological framework for mixed methods research to a mixed methods case study, I demonstrate how my embracing of research messiness through the craft attitude exemplifies the interconnectedness of the personal, interpersonal and social contexts. This article contributes to knowledge by proposing a new way to conceptualize mess in mixed methods research through the integration of the craft attitude within the socio-ecological framework for mixed methods research.
Mousumi, M A; Kusakabe, T
Private school choice among Muslim parents: the public–private school decision in Delhi, India Journal Article
In: London Review of Education, vol. 20, iss. 1, 2022.
@article{Mousumi2022,
title = {Private school choice among Muslim parents: the public–private school decision in Delhi, India},
author = {M A Mousumi and T Kusakabe},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139426031&doi=10.14324%2fLRE.20.1.25&partnerID=40&md5=cdf5ec0de213ae4fd72659933ce89be3},
doi = {10.14324/LRE.20.1.25},
year = {2022},
date = {2022-01-01},
journal = {London Review of Education},
volume = {20},
issue = {1},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Choi, Seonkyung; Kusakabe, Tatsuya; Tanaka, Yoshiyuki
Enhancing non-cognitive skills by applying lesson study in lower secondary education: A project in Vietnam Journal Article
In: Cogent Education, vol. 9, iss. 1, pp. 2082091, 2022, ISSN: null.
@article{Choi2022,
title = {Enhancing non-cognitive skills by applying lesson study in lower secondary education: A project in Vietnam},
author = {Seonkyung Choi and Tatsuya Kusakabe and Yoshiyuki Tanaka},
editor = {Lawrence Jun Zhang},
url = {https://doi.org/10.1080/2331186X.2022.2082091},
doi = {10.1080/2331186X.2022.2082091},
issn = {null},
year = {2022},
date = {2022-01-01},
journal = {Cogent Education},
volume = {9},
issue = {1},
pages = {2082091},
publisher = {Cogent OA},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Cao, Lei; Kusakabe, Tatsuya
A comparative study on the supply of applied human resources for regional labour market needs in China’s private higher education Journal Article
In: Industry and Higher Education, pp. 09504222221081670, 2022, ISSN: 0950-4222.
@article{Cao2022,
title = {A comparative study on the supply of applied human resources for regional labour market needs in China’s private higher education},
author = {Lei Cao and Tatsuya Kusakabe},
url = {https://doi.org/10.1177/09504222221081670},
doi = {10.1177/09504222221081670},
issn = {0950-4222},
year = {2022},
date = {2022-01-01},
journal = {Industry and Higher Education},
pages = {09504222221081670},
publisher = {SAGE Publications Ltd},
abstract = {The purpose of this study is to explore changing trends of the applied human resource (AHR) system in China?s private higher education institutions (PHEIs) and to examine the supply of AHRs by considering the dimensions of regional labour demand. The study specifically assesses the AHR demand of regional employment enterprises and the human resource development goals and related curricula in the three branches of PHEIs. It also analyses the employment situation of PHEI graduates and whether they address the actual AHR supply needs of the regional labour market. Six PHEIs and nine enterprises as employers were investigated as the study population, combining qualitative and quantitative data. The findings indicate that China?s PHEIs quickly identified and overcame the challenges in their previous student cultivation goals and relevant curricula by researching the regional situation and taking responsibility for meeting demand. As a result, the PHEIs worked on developing transformative human resource systems through various initiatives. Moreover, these transformations of educational content worked in conjunction with a process that matched the graduates with jobs at regional enterprises. The transformed PHEIs are beginning to provide a human resource supply system that successfully expands the AHR supply from the various categories of PHEIs in the region.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The purpose of this study is to explore changing trends of the applied human resource (AHR) system in China?s private higher education institutions (PHEIs) and to examine the supply of AHRs by considering the dimensions of regional labour demand. The study specifically assesses the AHR demand of regional employment enterprises and the human resource development goals and related curricula in the three branches of PHEIs. It also analyses the employment situation of PHEI graduates and whether they address the actual AHR supply needs of the regional labour market. Six PHEIs and nine enterprises as employers were investigated as the study population, combining qualitative and quantitative data. The findings indicate that China?s PHEIs quickly identified and overcame the challenges in their previous student cultivation goals and relevant curricula by researching the regional situation and taking responsibility for meeting demand. As a result, the PHEIs worked on developing transformative human resource systems through various initiatives. Moreover, these transformations of educational content worked in conjunction with a process that matched the graduates with jobs at regional enterprises. The transformed PHEIs are beginning to provide a human resource supply system that successfully expands the AHR supply from the various categories of PHEIs in the region.
Yoshida, Kazuhiro
In: vol. 63, pp. 49-72, 2022.
@inbook{Yoshida2022,
title = {The Evolution of Japan’s International Education Cooperation Policy After 1990: Between the Discourse of International Development and Domestic Factors},
author = {Kazuhiro Yoshida},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127843376&doi=10.1007%2F978-981-16-6815-9_3&partnerID=40&md5=d1471962a230de601bef653e24530b58 https://link.springer.com/10.1007/978-981-16-6815-9_3},
doi = {10.1007/978-981-16-6815-9_3},
year = {2022},
date = {2022-01-01},
journal = {Education in the Asia-Pacific Region},
volume = {63},
pages = {49-72},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
Yoshida, Kazuhiro
In: Kayashima, Nobuko; Kuroda, Kazuo; Kitamura, Yuto (Ed.): pp. 49-72, Springer Singapore, 2022, ISBN: 978-981-16-6815-9.
@inbook{Yoshida2022c,
title = {The Evolution of Japan’s International Education Cooperation Policy After 1990: Between the Discourse of International Development and Domestic Factors},
author = {Kazuhiro Yoshida},
editor = {Nobuko Kayashima and Kazuo Kuroda and Yuto Kitamura},
url = {https://doi.org/10.1007/978-981-16-6815-9_3 https://link.springer.com/10.1007/978-981-16-6815-9_3},
doi = {10.1007/978-981-16-6815-9_3},
isbn = {978-981-16-6815-9},
year = {2022},
date = {2022-01-01},
journal = {Japan’s International Cooperation in Education: History and Prospects},
pages = {49-72},
publisher = {Springer Singapore},
abstract = {This chapter examines the characteristics of Japan’s international education cooperation policy during and after the 1990s, a period when it evolved under the combined influences of international trends and internal affairs. After 1990, international development discourse changed from “economic development-centered” to “human-, society-, and environment-focused,” and the volume of Japan’s aid became the largest in the world. The international framework for education development was developed in association with the focus on “education for all.” At home, Japan’s Official Development Assistance (ODA) Charter was developed, laying the groundwork for emphasizing self-help efforts and hitozukuri (human resource development). The domestic system for international cooperation in the field of education was also gradually built up. In 2000, the Millennium Development Goals (MDGs) were adopted at the United Nations (UN). The MDGs recognized education as a means of growth and at the same time as a major component of development. In this context, Japan’s international cooperation policy for education was formulated, beginning with a focus on basic education. In the 2010s, while Japan went through economic stagnation and the Great East Japan Earthquake, the United Nations adopted the Sustainable Development Goals (SDGs), which established education as the fourth goal. The international education cooperation policies prepared in 2010 and 2015 cover the entire field of education and seek to respond to requests from home and abroad by taking advantage of Japan’s experience and strengths.},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
This chapter examines the characteristics of Japan’s international education cooperation policy during and after the 1990s, a period when it evolved under the combined influences of international trends and internal affairs. After 1990, international development discourse changed from “economic development-centered” to “human-, society-, and environment-focused,” and the volume of Japan’s aid became the largest in the world. The international framework for education development was developed in association with the focus on “education for all.” At home, Japan’s Official Development Assistance (ODA) Charter was developed, laying the groundwork for emphasizing self-help efforts and hitozukuri (human resource development). The domestic system for international cooperation in the field of education was also gradually built up. In 2000, the Millennium Development Goals (MDGs) were adopted at the United Nations (UN). The MDGs recognized education as a means of growth and at the same time as a major component of development. In this context, Japan’s international cooperation policy for education was formulated, beginning with a focus on basic education. In the 2010s, while Japan went through economic stagnation and the Great East Japan Earthquake, the United Nations adopted the Sustainable Development Goals (SDGs), which established education as the fourth goal. The international education cooperation policies prepared in 2010 and 2015 cover the entire field of education and seek to respond to requests from home and abroad by taking advantage of Japan’s experience and strengths.