Kameda Quincy

J-GLOBAL         Last updated: Dec 3, 2019 at 04:17
 
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Name
Kameda Quincy
Alternative names
Kameda Quincy
Affiliation
Tamagawa University
Section
Research Institute,
Job title
Instructor
Degree
修士課程(教育学研究科)(トロント大学オンタリオ教育研究所)

Profile

Quincy is an IB practitioner with a teaching background in General Sciences, Physics, Mathematics and Theory of Knowledge. He also has experience leading pedagogical change supporting the implementation of both the MYP and DP at Tamagawa Academy K-12 & University in Tokyo, Japan. Currently, he is involved in the development of the IB certificate of teaching and learning program as a Lecturer at the Tamagawa University Research Institute. He is also active in supporting the promotion of the IB in Japan, as a consultant, visiting team leader, IB Field Representative, IBEN Trainer and as a bilingual workshop leader.

Academic & Professional Experience

 
2015
 - 
2017
Senior IB Educator, Japan
 
2014
 - 
Today
Instructor, Research Institute, Tamagawa University
 
2006
 - 
2008
Physics and Mathematics Teacher, Greensborough Secondary College (Australia)
 
2005
 - 
2006
Science Educator, Scienceworks Science Museum and Melbourne Planetarium (Australia)
 
2003
 - 
2005
Science Educator, Ontario Science Centre (Canada)
 

Education

 
 
 - 
Jun 2003
Astronomy and Physics, Faculty of Science, University of Toronto
 

Published Papers

 
Quincy Kameda
EPH International Journal of Educational Research   3(2) 22-30   Feb 2019   [Refereed]
Quincy Kameda
International Journal of Education, Learning and Development   5(11) 23-33   Dec 2017   [Refereed]
This research study explored the effect of employing constructivist teaching strategies in a mathematics classroom using a single case study design. The resulting analysis and interpretation provided a description of major themes that developed re...
Quincy Kameda
AERJ African Educational Research Journal   5(2) 109-113   Apr 2017   [Refereed][Invited]
Considering the impact of a social constructivist Vygotskian approach to teacher development
Quincy Kameda
Tamagawa University Teacher Education Review   (8) 4-14   Feb 2017   [Refereed][Invited]
Exploring New Teacher Training Methods in Japan from an International Baccalaureate Perspective
Quincy Kameda
Annual report of the Center for Teacher Education Research, Tamagawa University   (5) 65-75   2014   [Refereed]

Misc

 
MEXT Project Report (10th Annual International Baccalaureate Education Forum)
Quincy Kameda
MEXT Report No. 29-1503   29(348)    Dec 2017
MEXT Project Report (9th Annual International Baccalaureate Education Forum)
Quincy Kameda
MEXT Report No. 28-1558   28(360)    Dec 2016
MEXT Project Report (8th Annual International Baccalaureate Education Forum)
Quincy Kameda
MEXT Report No. 27-1583   27(406)    Dec 2015

Books etc

 
Project Report on Global Dimensions of Initial Teacher Education: Comparative Study of Teacher Preparation for the International Baccalaureate Programme
Uesugi, Y., Motoyanagi, T., Yamazaki, T., Kameda, Q. (Part:Joint Work)
Tokyo Gakugei University Teacher Training Curriculum Development Research Center Project Report   Dec 2016   
Building Thinking Routines: Approaches to teaching and learning in the International Baccalaureate TOK classroom
Quincy Kameda
The Japan Forum   Aug 2016   

Conference Activities & Talks

 
Investigating Factors that promote the development of Conceptual Understanding in MYP classrooms [Invited]
Quincy Kameda
International Baccalaureate Japan Education Forum   17 Nov 2018   International Baccalaureate Organization
Quincy Kameda
International Baccalaureate Asia Pacific Global Conference   Mar 2017   International Baccalaureate Organization
Building Learning Communities - Implementation of IBEC in Article 1 Schools [Invited]
Quincy Kameda
9th Annual Tamagawa University International Baccalaureate Education Forum   26 Nov 2016   Tamagawa University Research Institute
Social Constructivist Vygotskian approach to teacher development [Invited]
Quincy Kameda
International Baccalaureate Educator Certificate University Conference   May 2016   International Baccalaureate Organization
Considering factors involved in developing a continuum of IB education from secondary to tertiary education [Invited]
Quincy Kameda
8th Annual First Year Education Academic Conference (Japan)   Sep 2015   First Year Education Society

Research Grants & Projects

 
Investigation of key factors that contribute to effective facilitation of ATLs in the classroom: A grounded theory approach
International Baccalaureate Organization: Competitive Funding: The Jeff Thompson Research Award seeks to honour Professor Thompson's efforts to establish the research profile of the International Baccalaureate (IB) by providing IB practitioners, graduate students and early-career university profe
Project Year: Sep 2018 - Jun 2020    Investigator(s): Quincy Kameda
An important component within all of the 4 curriculum models offered by the IB is the ATL (approaches to learning) skills framework. It is believed that transparency and effective implementation of these ATL skill sets into the school’s IB curricu...
Investigating curriculum design and school organization structures in Japan, and how to align it with pedagogical principles and practices of the IB
Project Year: Apr 2016 - Today    Investigator(s): Quincy Kameda

Others

 
2017   Developing Professional Learning Communities in Schools
The purpose of this research is to consider the theoretical ramifications of fostering schools as "Professional Learning Communities" in Japan, examining its characteristics, significance, and the challenges that lie ahead with its implementation. Plans and preparations for the development of a Buddy System in the spirit of PLC philosophy is currently being conducted with teachers at a local Prefectural Secondary School. The project is scheduled to begin in the new academic year.
2012   A MEXT Report on the Outcomes of the Collaborative Research of an Investigation into the IBDP Theory of Knowledge Course
To consider the viability of implementing the iB Diploma Programme in Japanese Article 1 schools by examining curriculum documentation created and used by experienced TOK practitioners, and to help in unpacking the nature and significance of the Theory of Knowledge (TOK) as a core component of the Programme.