坂田 のぞみNOZOMI SAKATA

Last Updated :2022/12/02

所属・職名
広島大学 助教
ホームページ
メールアドレス
sakatanhiroshima-u.ac.jp

基本情報

主な職歴

  • 2022年04月01日, 広島大学, IDEC国際連携機構, 助教
  • 2020年04月, 9999年, 広島大学, 教育開発国際協力研究センター(CICE), 研究員
  • 2019年03月, 2020年01月, UCL Institute of Education, Department of Education, Practice and Society, ポスドク研究員
  • 2016年09月, 2019年08月, UCL Institute of Education, Department of Education, Practice and Society, Postgraduate Teaching Assistant
  • 2015年09月, 2015年12月, Economic and Social Research Foundation, 客員研究員
  • 2011年09月, 2012年03月, 国際協力機構, JICA研究所, 研究助手

学位

  • 修士(Art) (Teachers College, Columbia University)
  • 博士(Education ad international Development) (ロンドン大学)
  • 国際教育開発学 博士 (University College London, Institute of Education)
  • 教育人類学 修士 (Teachers College, Columbia University)

研究キーワード

  • 国際教育協力
  • 比較教育学
  • 教授法
  • 教育政策分析
  • 混合研究法

教育活動

授業担当

  1. 2022年, 修士課程・博士課程前期, 3ターム, 教育協力事業評価論
  2. 2022年, 修士課程・博士課程前期, 2ターム, 教育と開発の理論と実践

研究活動

学術論文(★は代表的な論文)

  1. Is learner-centred pedagogy associated with pupils’ positive attitudes towards learning? The case of Tanzania, Compare: A Journal of Comparative and International Education, pp. 1-19, 20220224
  2. Pupils’ experiences with learner-centred pedagogy in Tanzania, Compare: A Journal of Comparative and International Education, pp. 1-19, 20210630
  3. Pedagogy and History: Ujamaa and Learner-Centered Pedagogy in Tanzania, Comparative Education Review, pp. 000-000, 20210218
  4. Capability Approach to Valued Pedagogical Practices in Tanzania: An Alternative to Learner-Centred Pedagogy?, Journal of Human Development and Capabilities, pp. 1-19, 20210215
  5. Educating entrepreneurial citizens: neoliberalism and youth livelihoods in Tanzania, Compare: A Journal of Comparative and International Education, 51巻, 6号, pp. 1-2, 20200529
  6. Knitting the Comparative Case Study (CCS) with mixed methods: an attempt to extend the methodological application of CCS, International Journal of Research & Method in Education, 2020
  7. Addressing the messiness of data analysis: Praxis, readiness and tips from doctoral research, Compare: A Journal of Comparative and International Education, 49巻, 2号, pp. 318-336, 201902
  8. Learner-centred Pedagogy and Its Implications for Pupils' Schooling Experiences and Learning Outcomes : A Mixed-methods Case Study in Tanzania, 2019
  9. Editorial: Methodological innovations in qualitative educational research, London Review of Education, 17巻, 3号, pp. 249-251, 2019
  10. Understanding, embracing and reflecting upon the messiness of doctoral fieldwork, COMPARE-A JOURNAL OF COMPARATIVE AND INTERNATIONAL EDUCATION, 47巻, 5号, pp. 773-792, 2017
  11. Efforts to Implement Learner-Centred Pedagogy in Tanzanian Primary Schools, Teachers College, Columbia University, 201202