**Name**

KUNO Hiroyuki


**Affiliation**

Associate Professor, Curriculum Studies, Department of Educational Sciences, Graduate School of Education and Human Development, Nagoya University


**Employment History**

May 2000 - March 2002 Naruto University of Education (Assistant Lecturer)
April 2002 - March 2005 Aichi University of Education (Assistant Lecturer)
April 2005 - March 2014 Aichi University of Education (Associate Professor)
May 2013 - August 2013 University of Cambridge, United Kingdom (Visiting Fellow)
April 2014 - present Nagoya University (Associate Professor, Curriculum Studies)
May 2017 - July 2017 University of Education Heidelberg, Germany (Visiting Fellow)


**Educational History**

April 1985 - March 1990 Nara University of Education (Undergraduate Program)
September 1987 - July 1988 University of Heidelberg, Germany with Governmental Scholarship by Japanese Ministry of Education
April 1994 - March 1996 Aichi University of Education (Master Degree Program)
April - September 1998 Ludwigsburg University of Education, Germany with Scholarship by DAAD (German Academic Exchange Service)
April 1996 - March 2000 Nagoya University (Ph.D Program)


**Profile**

Hiroyuki Kuno, Associate Professor of the Nagoya University is an expert in Lesson Study and School Development. He has been actively leading Lesson Study activities in various schools in Japan. He is also frequently invited to International Lesson Study Conferences such as in Singapore, Indonesia, Kazakhstan and UK. His research interests include Lesson Study and Lesson Analysis, in particular “Integrated-Learning”, school-based curriculum development since 1998 in Japan.
Dr Kuno is a founder member of the WALS Council and Executive Committee member as well as member of international editorial board since 2013 and acting treasurer in 2015-16 and was Visiting Fellow in 2013 at Faculty of Education, the University of Cambridge, UK. He is taking social responsibilities at the national level in Japan such as a Board member of the Japanese Society for living Environmental Studies and Integrated Learning; an editorial member of the National Curriculum for Period of Integrated Learning, Ministry of Education (September 2007 - August 2008); a committee member of "Pilot Schools Program for Research Purposes" for Nara Primary School attached to Nara Women's University assigned by the Ministry of Education (April 2009 - March 2012) and others.


**Recent Main Publications**

Kuno, Hiroyuki (2018), “Lesson study as an effective element for curriculum implementation and innovation”, Kerry J. Kennedy, John Chi-Kin Lee (Ed.), The Routledge International Handbook of Schools and Schooling in Asia, Routledge, 950-954.
https://www.routledge.com/Routledge-International-Handbook-of-Schools-and-Schooling-in-Asia/Kennedy-Lee/p/book/9781138908499

Kuno, Hiroyuki (2017)”Integrated Learning: Takeji Kinoshita and Nara-jo Fusho” (Chapter 2), Yamasaki, Y. and Kuno, H (ed.), Educational Progressivism, Cultural Encounters and Reform in Japan, Routledge, United Kingdom (ISBN: 978-11389-5563-9) http://www.routledge.com/books/details/ 9781138955639/

Kuno, Hiroyuki (2017) ”Japanese New Education and continuing cultural encounters” (Chapter 11), Yamasaki, Y. and Kuno, H (ed.), Educational Progressivism, Cultural Encounters and Reform in Japan, Routledge, United Kingdom (ISBN: 978-11389-5563-9) http://www.routledge.com/books/details/ 9781138955639/

Kuno, Hiroyuki; Ikura Go (2017) “Investigating Society "Close-up": a Case-Study of an Individual Studen, Yumiko, and the Construction of a Footbridge on Route 419”, Markus Gloe/Tonio Oeftering [Hrsg.], Perspectiven auf Politkuntrerricht heute: Vom socialwissenschaftelichen Sachunterricht bis zur Politiklehrerausbildung, Nomos:Baden- Baden, Germany (ISBN: 978-3-8487-3835-9) https://www.nomos-elibrary.de/10.5771/ 9783845281636-9/
* This article is republished Kuno & Ikura (2014) as an outstanding paper with permission of journal editor

Kuno, H., (2015). “Evolving and reforming the curriculum through Lesson Study” (Chapter 6), Dudley, P., (Ed.), Lesson Study: Professional Learning in our Time, Routledge, 128-144. (ISBN: 978-0-4157-0265-2) http://www.routledge.com/books/details/9780415702652/

Moghaddam, A., Arani M. R. S and Kuno, H., (2015). “A collaborative inquiry to promote pedagogical knowledge of mathematics in practice”, Issues in Educational Research, vol. 25, 170-186. http://www.iier.org.au/iier25/2015conts.html

Arani, M. R. S., Shibata, Y., Lee, K.-E. C, Kuno, H., Matoba, M., Fong, L. L. & Yeo, J., (2014),"Reorienting the cultural script of teaching: cross cultural analysis of a science lesson", International Journal for Lesson and Learning Studies, Vol. 3 Issue 3 pp. 215–235. http://dx.doi.org/10.1108/IJLLS-10-2013-0056

Kuno, H., Ikura, G. (2014), “Investigating Society “Close‐up”: A Case‐Study of an Individual Student, Yumiko, and the Construction of a Footbridge on Route 419”, Journal on Social Studies Education, Vol. 13-2, 87-103 (DOI: 10.2390/jsse‐v14‐i2‐1368).
http://www.jsse.org/index.php/jsse/index

Kuno, H. (2013), “Lesson analysis: A New Perspective of Lesson Study”, AEO Nazarbayev Intellectual School, Center of Excellence/Faculty of Education, the University of Cambridge (Ed.), Pedagogical Dialog, vol. 2-4, 37-41.