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Steering Committee









Professor (Comparative Education Systems Theory, Division of Social Sciences in Education)

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).


Deputy Director



Associate professor (Division of Curriculum Development)

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 researchers, I have been exploring roles of education for creating more democratic society and examining how education needs to be considered as public good.


Tsukasa SASAKI, MD, PhD







Professor (Devision of Physical and Health Education)

Prof. Sasaki graduated from Medical School of the University of Tokyo. He has been studying epidemiology and etiology of mental disorders, including genome studies. His recent focus is on epidemiology of mental health/disorders in adolescents, especially on school-based studies, and development of mental health education program. Recent papers by his students include the followings.

  • Tochigi M, Usami S, Matamura M, Kitagawa Y, Fukushima M, Yonehara H, Togo F, Nishida A, Sasaki T (2016) Annual longitudinal survey at up to five time points reveals reciprocal effects of bedtime delay and depression/anxiety in adolescents. Sleep Med 17:81-6.
  • Ojio Y, Yonehara H, Taneichi S, Yamasaki S, Ando S, Togo F, Nishida A, Sasaki T (2015) Effects of school-based mental health literacy education for secondary school students to be delivered by school teachers: a preliminary study. Psychiatry Clin Neurosci 69:572-9.
  • Kitagawa Y, Shimodera S, Togo F, Okazaki Y, Nishida A, Sasaki T (2014) Suicidal feelings interfere with help-seeking in bullied adolescents. PLoS One 11;e106031.



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.








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 (Historical and Comparative Higher Education, Division of University Management and Policy Studies)

My research interest lies in 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.









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.


Associate Professor

Yutaka OCHI






Special Appointment Associate Professor

From the cradle to the grave, the fields of my research are getting broader, but especially focusing on secondary education, where I would like to think about what English education should be in Japan.  Now I am trying to explore new materials and ways of teaching from the point of views of the students to produce opportunities for making constructive, productive and creative discussions.  I am engaging in paring elementary schools of the United States and Japan to make friendships between the students from both.  I just started to be in a program to establish a training course for university students to teach experiencing activities in elementary, secondary and special education schools.



Assistant Professor & Project Researcher








Project Assistant Professor (Evidence-Based Research Division, Center for Advanced School Education and Evidence-based Research)

My research is on personality development across the life course and its outcomes. I am interested in how personality traits change across the lifespan, the etiology of stability and change in personality, and the resulting outcomes of its development.

<Main works>

  • Kawamoto, T., Van der Linden, D., & Dunkel, C. S. (2017). The General Factor of Personality (GFP) and moral foundations. Personality and Individual Differences, 119, 78–82.
  • Kawamoto, T. (2016). Cross-sectional age differences in the HEXACO personality: Results from a Japanese sample. Journal of Research in Personality, 62, 1−5.
  • Kawamoto, T. & Endo, T. (2015). Genetic and environmental contributions to personality trait stability and change across adolescence: Results from a Japanese twin sample. Twin Research and Human Genetics, 18, 545–556.







Assistant Professor (Advanced School Education Division, Center for Advanced School Education and Evidence-based Research)

My research interest is in ethnicity and nationalism in Japan, and the role of school in multi-ethnic and multi-cultural society. In addition to the so-called “old comers” or the Zainichi Koreans, the people from various countries have migrated to Japan after ‘90s (“new comers”). The aim of my research is to understand the issues and problems of the immigrants’ children in the process of the education by analyzing the policies and practice of education for the immigrants’ children and the programs under the slogan of “multicultural coexistence (tabunka kyosei)” in the local governments, using mixed-methods. D.Phil. in Sociology.

  • Tomoko Tokunaga, Misako Nukaga and Fumiko Takahashi. (2018). “Growing Up in Multicultural Japan: Diversifying Educational Experiences of Immigrant Students”, In Akiyoshi Yonezawa, Yuto Kitamura, Beverley Yamamoto and Tomoko Tokunaga eds.,Education in Japan in a Global Age: Sociological Reflections and Future Directions. Springer.155-174.
  • Ryoko Tsuneyoshi, Fumiko Takahashi, Hideki Ito, Lee Seulbi, Maiko Sumino, Tate Kihara, Satsuki Kubodera, and Hikaru Ishiwata. (2017). “Japanese Schooling and the Global and Multicultural Challenge”, In Ryoko Tsuneyoshi ed., Globalization and Japanese “Exceptionalism” in Education: Insider’s Views into a Changing System, Routledge.190-212.



Project Researcher (Advanced School Education Division, Center for Advanced School Education and Evidence-based Research)

My main research interest is how to support the professional learning of teachers centered on student learning both in Japan and abroad. I have worked as an educational consultant in Indonesia since 2004 supporting community development projects and school-based management programs in Java, Aceh, and West Timor. Currently, I am engaging in research projects relevant to the transfer of Japanese education models such as Tokkatsu and Lesson Study. I am also a project member for several ESD (Education for Sustainable Development)-related projects.


Kyoko AMAI






Project Researcher (Division of Evidence-Based Research, Center for Advanced School Education and Evidence-based Research)

My research focuses on psychological mechanism of middle-school students who do not seek
help to others or do not receive support from others even though they are in trouble (non-helpseeking students). I aim to reveal factors that affect on individual differences of psychological
adaptation of non-help-seeking students, and suggest an advanced intervention method for
supporting their mental health.
・Amai, K., & Yamaguchi, K. (2018). Diversity of adolescents’ requirements toward localcommunity-places and its’ background. Adolescentology, 36(2), 246-254.










Project: Olympic Friendships: Elementary Education for Global Competency in Japan and the United States