In my pragmatic philosophy approach, I value purpose-driven and practice-centered knowledges while also valuing the need for shared ways of doing.
My research focuses on teachers and teaching across the career continuum, including teacher preparation, performance assessment of teachers, early career induction, teacher evaluation, teacher leadership, and policies that affect teachers and teaching. Most recently, I was part of an international team of researchers who studied how policies support high quality and equitable teaching in high performing jurisdictions around the world. My book focused on Shanghai and the Chinese national policy landscape. I am also interested in how teacher performance assessments can capture the complexity of teaching in authentic and reliable ways when implemented within local contexts and have directed the development and implementation of an equity-centered dispositions assessment system for teachers. Practice-centered program design for teacher education has also been a core part of my work for the past several years leading to several conference papers and a book in progress. I began my career as a middle school science teacher and continue to value the collaborative relationships that teachers develop regardless of where or who they teach. I hold a Ph.D. from Stanford University in curriculum and teacher education and a B.A. from Princeton University in geological sciences.
- Fujimura Y. and Mistilina S. (2020) How Japanese education boards frame teacher education as a training, learning, and policy problem. Journal of Education for Teaching 46(1): 20-35. http://dx.doi.org/10.1080/02607476.2019.1708625.
- Fujimura Y. and Sato M. (2020) Reflecting on Japanese teacher education by looking globally at teacher education through a policy learning lens. In Fox J; Alexander C; Aspland T (Ed.), Teacher Education in Globalised Times Local Responses in Action: 331-348. Singapore: Springer Nature.
- Kim SJ. and Sato M. (2019) A consequential validity framework for performance assessment implementation based on a statewide adoption of edTPA. A Practical Guide for edTPA Implementation Lessons From the Field: 3-24. Charlotte, NC: IAP.
- Sato M. (2019) The complex epistemological terrain of teacher education. In Kamp A (Ed.), Education Studies in Aotearoa New Zealand Key Disciplines and Emerging Directions: 234-253.Nzcer Press.
- Sato M. and Lloyd RM. (2019) Preparing effective teachers: Multiple approaches to ensure teaching quality and impact. [Website].