Official Title: Assistant Professor | Head of the School of Education

Faculty: Faculty of Social Sciences and Education

Email: kiiko.ikegami@usj.edu.mo


Short Bio

Dr Kiiko Ikegami is a full-time member of resident staff at the University of Saint Joseph. Kiiko received her PhD from Monash University, Australia. Kiiko also has an MEd (Special Education Needs) from the University of Newcastle Upon Tyne, UK and a BEd from the University of Southern Queensland, Australia. Kiiko joined USJ in January 2019. Prior to moving to Macau, Kiiko worked at the Faculty of Education, Monash University. She has extensive teaching and academic experience across Australian and international contexts. Her specific research area of interest is quality education. Her other research interests include the Soka education model, educator’s knowledge & beliefs, and practice. Kiiko has various teaching specialities, including the theoretical foundations of education, curriculum and assessment studies, family-school partnerships, inclusive education and supervising undergraduate and postgraduate students.

Publications

Published book chapter

Agbenyega, J. S., Ikegami, K., & Rivalland, C. (2021). Soka education philosophy as a foundation for teacher preparation in creating inclusive education. In J. Goldman, J. Lambrecht, and T. Loreman (Ed). Resourcing Inclusive Education: International Perspectives on Inclusive Education, Volume 15, (pp. 117–132). Emerald Publishing Limited. ISSN: 1479-3636/doi:10.1108/S1479-363620210000015010


Ikegami, K., & Grieshaber, S. (2017). Re-conceptualising quality early childhood education: What does Soka education have to offer? In M. Li, J. Fox, & S. Grieshaber (Eds.). Contemporary issues and challenges in early childhood education in the Asia-pacific Region. Dordrecht: Springer.

 

Published peer-reviewed journal papers


Ikegami, K., & Rivalland, C. (2016). Exploring the quality of teacher-child interactions: The Soka discourse in practice. European Early Childhood Education Research Journal, 24(4).

Ikegami, K., & Agbenyega, J. S. (2014). Exploring educator’s perspectives: How does learning through ‘happiness’ promote quality early childhood education? Australasian Journal of Early Childhood, 39(3), 46-55.


Klibthong, S., Fridani, L., Ikegami, K., & Agbenyega, J. S. (2014). The relationship between quality early childhood programs and transition services in inclusive education of young children. Asian Journal of Inclusive Education, 2(1), 35-55.

 

Conference Forum and Presentations


Ikegami, K. 2018. August 9-11, 1st International Conference on ikeda/Soka Studies in Education. DePaul University College of Education, 2247 N. Halsted Avenue, Chicago, IL 60614-3624

Ikegami, K. 2016. August 7-10, International Research Forum on Ikeda/Soka Studies in Education. DePaul University College of Education, 2247 N. Halsted Avenue, Chicago, IL 60614-3624


Ikegami, K., Agbenyega, J.S., 2014, Quality of early childhood education revisited: Voices of teachers in Soka kindergartens, European Early Childhood Education Research Association (EECERA) 24th Conference. ‘US, THEM & ME: Universal, Targeted or Individuated Early Childhood Programmes’, 7 -10 September, 2014, Crete, Greece, p. 23.


Ikegami, K., 2013, Exploring educator’s perspectives: How does learning through happiness promote quality early childhood education, Pacific Early Childhood Education Research Association (PECERA) 14th Annual Conference. Empowering Children's Empathy via Early Childhood Education, 4 - 6 July, 2013, Seoul, Korea, p. 139.


Ikegami, K., Agbenyega, J.S., Rivalland, C.M.P., 2013, Exploring the quality of teacher-child interactions: The Soka discourse in practice, Pacific Early Childhood Education Research Association (PECERA) 14th Annual Conference. Empowering Children's Empathy via Early Childhood Education, 4 - 6 July, 2013, Seoul, Korea, p. 181.


Ikegami, K., 2012, Education equity in Hong Kong school education, Monash Education Research Community (MERC), Global Education System Day, 1 November, 2012.


Ikegami, K., 2011, Standards-based education and assessment in Midland China and Hong Kong, Monash Education Research Community (MERC), Global Education Systems Day, 21 November, 2011.


Modules

Year 1 Doctorate
Year 1 Master
MEDC103
3 credits
Year 1 PGDE
PDEC102
3 credits
Year 2 Bachelor
LED207
3 credits
Year 3 Bachelor
Year 4 Bachelor
LCO108
2 credits