Deconstructing teacher expertise for inquiry-based teaching: Looking into consensus building pedagogy in Japanese classroomsInoue, N., Asada, T., Maeda, N. & Nakamura, S., 2019 1 1, ： : Teaching and Teacher Education. 77, p. 366-377 12 p.
Learning to overcome epistemological challenges: A case of a cross-cultural action research exchange program between the United States and JapanInoue, N., 2015 6 9, ： : Action Research. 13, 2, p. 154-169 16 p.
Reflective practice and motion sickness: thoughts on the first North American Action Research Study DayRowell, L., Inoue, N. & Getz, C., 2014, ： : Educational Action Research. 22, 2, p. 251-269 19 p.
Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson studyInoue, N., 2011 2, ： : Journal of Mathematics Teacher Education. 14, 1, p. 5-23 19 p.
Developing a policy for an international experience requirement in a graduate teacher education program: A cautionary taleBuczynski, S., Lattimer, H., Inoue, N. & Alexandrowicz, V., 2010 3, ： : Teaching Education. 21, 1, p. 33-46 14 p.
Rehearsing to teach: Content-specific deconstruction of instructional explanations in pre-service teacher trainingInoue, N., 2009 2, ： : Journal of Education for Teaching. 35, 1, p. 47-60 14 p.
Why face a challenge? The reason behind intrinsically motivated students' spontaneous choice of challenging tasksInoue, N., 2007, ： : Learning and Individual Differences. 17, 3, p. 251-259 9 p.
The realistic reasons behind unrealistic solutions: The role of interpretive activity in word problem solvingInoue, N., 2005 2, ： : Learning and Instruction. 15, 1, p. 69-83 15 p.