Published Papers（論文）
Book Chapters and Edited Book
Sato, K., & Takahashi, K. (2008). Curriculum revitalization in a Japanese high school:Teacher-teacher and teacher-university collaboration. In D. Hayes & J. Sharkey (Eds.), Revitalizing a program for school-age learners through curricular innovation (pp. 205-237)(TESOL curriculum development series: Volume 4). Alexandria, VA: TESOL, Inc.
Murphey, T., & Sato, K. (Eds.) (2005). Communities of supportive professionals. Alexandria, VA: TESOL.
Cholewinski, M. & Sato. K. (2005). Building a collaborative school culture through curriculum development. In T. Murphey & K. Sato (Eds.), Communities of supportive professionals (pp. 35-46). Alexandria, VA: TESOL.
Sato, K. (2003). Starting a local teacher study group. In Tim Murphey (Ed.), Extending professional contributions (pp. 97-104). Alexandria, VA: TESOL.
Murphey, T., & Sato, K. (2003). Deconstracting the making of Japanese university entrance exams. In C. Coombe,& N. Hubley (Eds.), Assessment Practices (pp, 41-48). Alexandria, VA: TESOL.
Sato, K. (2002). Seeking satisfaction. In K.E. Johnson & P. R. Golombek (Eds.), Teachers' Narrative Inquiry as Professional Development (pp. 215-233). Cambridge: Cambridge University Press.
Sato, K. (2002). Practical understandings of CLT and teacher development. In S. J. Savignon (Ed.), Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education (pp. 41-81). New Haven: Yale University Press.
Journal Articles
Sato, K., Crane, P. (2023). Developing EFL learners’ interactional competence through discursive practice: A longitudinal Ccassroom study using mixed methods, International Journal of English Language Teaching, 11 (3), 13-51.
Sato, K., & Yago, T. (2022). Developing preservice elementary school teachers’ beliefs and practices through TBLT-based teacher education, Journal of ELT Research, 7 (1), 1-20.
Sato, K., Mutoh, N., & Kleinsasser, R. (2019). Longitudinal research on EFL teacher professional development in (Japanese) contexts: Collaborative action research projects. Language Teaching Research, 1-17.
Nguyen, T. T., & Sato, K. (2016). Changes in learner beliefs of Japanese students: An impact of the cooperative strategy training program. International Journal of English Language Teaching, 4 (8), 46-66.
Sato, K., & Hirano, M. (2014). School-wide collaborative action research for curriculum development. In N. Sonoda & A. Krause (Eds.), JALT 2013 Conference Proceedings (pp. 130-141). Tokyo: JALT.
Sato, K., Fukumoto, Y., Ishitobi, N., & Morioka, T. (2012). Focus-on-form instruction and student learning in Japanese junior high schools. In A. Stewart & N. Sonda (Eds.), JALT2011 Conference Proceedings (pp.283-303). Tokyo: JALT.
Mutoh, N., Sato, K., Hakamada, A., Tsuji, H., & Shintani, S. (2009). Collaborative
action research: Teacher and curriculum development. In A. M. Stoke (Ed.), JALT 2008 Conference Proceedings (pp. 53-66). Tokyo: JALT.
Sato, K., Iwai, R., Kato, M., & Kushiro, M. (2009). Focus-on form instruction (FFI) and its effect on student learning. In A. M. Stoke (Ed.), JALT 2008 Conference Proceedings (pp. 521-548). Tokyo: JALT.
Kojima, Y., & Sato, K. (2008). Elementary to secondary English articulation: Challenging teacher beliefs. In K. Bradford Watts, T. Muller, & M. Swanson (Eds.), JALT 2007 Conference Proceedings (pp. 383-394). Tokyo: JALT.
Sato, K., Cholewinski, M., Cornwell, S., Heigham, J., Kiyokawa, S., & Takaki, N. (2007). Communicities of supportive professionals: Creating a teacher learning community through professional development. In K. Bradford-Watts (Ed. ), JALT 2006 Conference Proceedings (pp. 37-49). Tokyo: JALT.
Kleinsasser, R., & Sato, K. (2007). Professional development in context: Teachers in a Japanese high school English department. Studies in Language and Language Teaching, 14 (1), 92-129.
Sato, K., Cholewinski, M., Cornwell, S., Heigham, J., Kiyokawa, S., & Takaki, N. (2007). Communicities of supportive professionals. The Language Teacher, 31 , (10),12-13.
Murphey, T., & Sato, K. (2006). Reality testing: Teaches pass, board of education fails. The Teacher Trainer, 20 (1), 12-16.
Sato, K.,Takaki, N., Okada, C., Takahashi, K., Yamashita, R., & Serikawa, H. (2005). Lifelong teacher learning through a collaborative study group. In K. Bradford-Watts, C. Ikeguchi,.,& M. Swanson (Eds.), JALT 2004 Conference Proceedings (pp. 150-163). Tokyo: JALT.
Sato, K., & Kleinsasser, R. C. (2004). Beliefs, practices, and interactions of teachers in Japanese high school English departments. Teaching and Teacher Education, 20, 797- 816.
Takahashi, K., & Sato, K. (2004). Teacher perception about alternative assessment and student learning. In M. Swanson, D. McMurray, & K. Lane (Eds.), JALT 2003 Conference Proceedings (pp. 175-183). Tokyo: JALT.
Sato, K., & Takahashi, K. (2003). Teacher and student learning in the workplace: The impact of performance tests. JALT 2002 Proceedings, 325-336.
Sato, K. (2002). Contagious story-telling. The Language Teacher, 26, (2),15-18
Sato, K., & Cullen, B. (2002). Developing cross-cultural understanding through dialogue. The Proceedings of the 3rd Pan-Asian Conferences and the 27th Annual International Conference of JALT, 299-306.
Murphey, T., Sato.K., & Hsin-Hwa, C. (2002). Fractals of educational change: Oen communication and risk taking. The Proceedings of the 3rd Pan-Asian Conferences and the 27th Annual International Conference of JALT, 19-26.
Cullen, B., & Sato, K. (2001). Techniques in the culture-based classroom. JALT 2000 Proceedings, 229-232.
Sato, K. (2001). Power of networks: Creating continuous learning opportunities. Explorations in Teacher Education, 9, (1), 24-30.
Murphey, T., & Sato, K. (2000). Enhancing teacher development: What administrators can do. The Language Teacher, 24 (1), 7-10.
Murphey, T., & Sato, K. ( 2000). Reality Testing: Letting teachers’ practice inform teacher education theory. Nanzan Studies in English Language Education, 7, 235-246.
Sato, K. (2000). EFL teachers in context: Beliefs, practices, and interactions. PhD dissertation. Centre for Language Teaching and Research, University of Queensland, Australia.
Sato K., & Kleinsasser, R. (1999). Multiple data sources: converging and diverging conceptualizations of LOTE teaching. The Australian Journal of Teacher Education, 24 (1), 17-33.
Sato, K., & Murphey, T. (1999). Teacher beliefs and teacher development. JALT1998 Proceedings, 205-210.
Sato K., & Kleinsasser, R. (1999). Communicative language teaching (CLT): Practical understandings. The Modern Language Journal, 83 (4), 494-517.
Sato. K. (1997). Communication-oriented language teaching and teacher development: A report from Australia. The English Teachers Magazine (Eigo Kyoiku), 46 (6), 40-43.
Sato. K. (1996). Foreign language teacher education: Teachers' perceptions about communicative language teaching and their practices. MA thesis. Centre for Language Teaching and Research, University of Queensland, Australia.
