College of Education, Health and Human Sciences College of Education, Health and Human Sciences
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Publications

SATOMI IZUMI TAYLOR

Professor

Instruction Curriculum Leadership

Office Location: 400C Ball Hall

Phone: (901) 678-5363

Email: sitaylor@memphis.edu

  • Morris, V., Taylor, S. I., Harrison, M., & Wasson, R. (2000). Growing university liaisons: University professors who came to stay. In C. Chance (Ed.), Professional development schools: Combining school improvement with teacher preparation. Washington, DC: NEA.
  • Morris, V., Nursery, J., Taylor, S. I., Knight, J., & Brooks, P. (2000). Teacher empowerment: How does it emerge? In C. Chance (Ed.), Professional development: Combining school improvement with teacher preparation. Washington, DC: NEA.
  • Izumi-Taylor, S. & Lovelace, A. (2007). Techknowledge: How children and early childhood education teachers develop knowledge through technology. In Y. Inoue (Ed.), Online education for lifelong learning. Hershey, PA: Information Science.
  • Ogawa, T., & Izumi-Taylor, S. (2010). Tech-Knowledge in Japanese Early Childhood Education. In S. Blake & S. Izumi-Taylor (Eds.). Technology for Early Childhood Education and Socialization: Developmental Applications and Methodologies. Hershey, PA: IGI Global. 
  • Morris, V., Izumi-Taylor, S., & Smith, C. (2010). Promoting family involvement using technology. In S. Blake & S. Izumi-Taylor (Eds.). Technology for Early Childhood Education and Socialization: Developmental Applications and Methodologies. Hershey, PA: IGI Global. 
  • Blake, S., & Izumi-Taylor, S. (Eds.) (2010). Technology for Early Childhood Education and socialization: Developmental Applications and Methodologies. Hershey, NY: IGI Global.
  • Izumi-Taylor, S., Brinson, S., & Ogawa, T. (2013). Hoiku genri [Principles of childcare]. In Y. Koizumi (Ed.), Amerika hokusharon [American teachers’ views of childcare]. Tokyo, Japan: Gakugei Tosho.
  • Izumi-Taylor, S., & Ito, Y. (in press). Japanese preschoolers rule the classroom through play. In J. Roopnarine, Patte, M., Johnson, J., & D. Kuschner(Eds.). International perspectives of play. Open University, an imprint of McGraw Hill Education, Great Britain.

  • Refereed Journal Publications

    Morris, V., Taylor, S. I., Knight, J., & Wasson, R. (1996). Preparing teachers to reach out to families and communities. Action in Teacher Education, 18(1), 10-22.   

  • Taylor, S. I., & Morris, V. (1996). Outdoor play in early childhood education settings: Is it safe and healthy for children? Early Childhood Education Journal, 23(3), 153-158.     

  • Taylor, S. I., Morris, V., Wasson, R., Lichtman, M., VanBrackle, A., & Ogawa, T. (1997). If at first you don't succeed, Ganbare, ganbare, ganbare! International Journal of Early Childhood, 29(1), 64-71.  
  • Taylor, S. I., Morris, G., & Rogers, C. (1997). Toy safety and selection, Early Childhood Education Journal, 24(4), 235-23.    
  • Morris, V., Taylor, S. I., Knight, J., & Wasson, R. (1997). Preparing teacher-leaders to reach out to families and communities. Research report refereed by the Association for Teacher Educators' (ATE) Research Committee and given at the 1997 ATE Award for Distinguished Research in Education. Report available from the Center for Research in Educational Policy, College of Education, The University of Memphis, Memphis, TN.  
  • Morris, V., & Taylor, S. I. (1998). Alleviating barriers to family involvement in education: The role of teacher education, Teaching and Teacher Education, 14(2), 219-321.  
  • Taylor, S. I., Lichtman, M., & Ogawa, T. (1998). Sunao (cooperative) children: The development of autonomy in Japanese preschoolers. International Journal of Early Childhood, 30(2), 38-45.        
  • Abdi, W., Taylor, S. I., & Freilich, M. (1998). Science activities for teachers and families to explore with young children. Dimensions of Early Childhood, 26(3 & 4), 31-36.  
  • Taylor, S. I., Rogers, C., & Kaiser, J. (1999). A comparison of Playfulness among Japanese and American children. Play & Culture Studies, 2, 143-150.  
  • Taylor, S. I., & Dodd, A. (1999). We can cook! Snack preparation with toddlers and twos. Early Childhood Education Journal, 27(1), 29-33.  
  • Rogers, C., & Taylor, S. I. (1999). School play: Education for life. Kindergarten Education: Theory, Research, and Practice, 4(1), 1-19.    
  • Morris, V., Taylor, S. I., & Wilson, J. (2000). Using children's stories to create caring and peaceful classroom environments, Early Childhood Education Journal, 28(1), 41-50.  
  • Taylor, S. I., Wilson, J., Kaneda, T., & Ogawa, T. (2000). Rules are made to be golden: A qualitative study of American and Japanese children's morals. Kindergarten Education: Theory, Research, and Practice, 5(1), 19-41.  
  • Taylor, S. I., & Rogers, C. (2001). The relationship between play and playfulness of Japanese preschool children. International Journal of Early Childhood, 33(1), 43-49.  
  • Taylor, S. I., Ogawa, T., & Wilson, J. (2002). Moral development of Japanese kindergartners. International Journal of Early Childhood, 43(2), 12-18.    and play to encourage meaningful connections. PlayRights, 28(2), 4-10.
  • Taylor, S. I., Wang, W., VanBrackle, A., & Kaneda, T. (2003). What I want to be when I grow: a qualitative study of American and Japanese children's occupational aspirations, Child Study,33(3), 175-186.

  • Taylor, S I., Rogers, C., Dodd, A., Kaneda, T., Nagasaki, I., Watanabe, Y., & Goshiki, T. (2004). The meaning of play. Journal of Ealy Childhood Teacher Education, 24311-321.

    Taylor, S. I. (2004). Let it be: Japanese preschools rule the classroom. Young Children, 59(5), 20-25.

    Taylor, S. I., Wang, W., & Ogawa, T. (2005). I think, therefore, I improve: A qualitative study of concepts of hansei (introspection) among Japanese adults. Journal of Early Childhood Teacher Education,1-11.    

  • Peer Reviewed Journals

    McMurtry, Z., &s Taylor, S. I. (2005, Spring). Reading aloud: A win-win strategy. Tennessee’s Children, 8-10. 

  • Taylor, S. I., & Hsueh, Y. (2005). Implementing a constructivist approach in higher education through technology, Journal of Early Childhood Teacher education,26(2), 127-132.  
  • Harrington, R., & Taylor, S. I. (2006, Spring). Attitude is everything! Teaching science to young children. Tennessee’s Children, 23-25. 
  • Crow, R., McMurtry, Z., & Taylor, S. I. (2006). Integrating reading aloud and play to encourage meaningful connections. PlayRights, 28(2), 4-10.  
  •  Izumi-Taylor, S. (2006). Play of Japanese preschoolers in constructivist environments, PlayRights, 27(1), 24-29. 
  • Izumi-Taylor, S., Sluss, D., & Lovelace, F. (2006). Nurturing children’s love of learning through play and technology. He Kupu eLearning, 1(1), 35-47. 
  •  Izumi-Taylor, Sluss, D., & Turner, S. (2007). Three views of learning experiences using technology-enhanced teaching: How online video conferencing sessionscan promote students' construction of knowledge, He Kupe eLearnig, 1(2), 6-48.
  •  Izumi-Taylor, S., & Morris, V. (2007). Active play and cooking activities for toddlers. PlayRights, 29(3), 7-10.
  •       Taylor, S. I., Rogers, C., Ogawa, T., Pramling, I., & VanBrakle, A. (2007). Playfulness among
  • Swedish and Japanese children: A comparative study. Play and Culture Studies, 7, 153-146.
  • Izumi-Taylor, S. (2008). Sunao (cooperative) children: How Japanese teachers nurture autonomous children. Young Children, 63(3), 76-79.
  • Izumi-Taylor, S. (2008). Play and technology in group-oriented Japanese early childhood educational settings, He Kupu eLearning,1(4), 9-15
  • Lee, Y., & Izumi-Taylor, S. (2008). Technology and early childhood education in Taiwan. He Kupu eLearning, 1(5), 23-31.
  • Izumi-Taylor, S. (2009). Deep thoughts: Japanese preschoolers learning introspection with teachers’ help. Young Children, 64(4), 86-90.
  • Izumi-Taylor, S., Ito, Y., Saito, M. & Kaneda, T. (2009). Who should be minding our children? A cross-cultural study of American and Japanese pre- service teachers’ perceptions of childcare for children under age three. Research in Comparative International Education, 4(4), 393-405.
  • Brown, J., & Izumi-Taylor, S. (2009). Sciencing with young children: Moon journal! A child/family moon viewing experience with related classroom activities. Dimensions of Early Childhood, 37(2), 24-29.
  • Izumi-Taylor, S., Pramling, I. , & Rogers, C. (2010). Perspectives of play in three nations: A comparative study in Japan, the United States, and Sweden. Early Childhood Research and Practice, 12(1), 1-12.
  • Izumi-Taylor, S., Lee, Y., Moberly, D., & Wang, L. (2010). Reflective Skills of Pre-Service Teachers: A cross-cultural study of American and Japanese college students. Research in Competitive International Education, 5(2), 131-143.
  • Izumi-Taylor, S., Ito, Y., & Gibbons, A. (2010). Early childhood pre-service teachers’ perceptions of teaching technology to children in Japan and the United States. Research in Comparative International Education, 5(4), 408-420.
  • Izumi-Taylor, S., Lee, Y., & Franceschini, L. (2011). A comparative study of childcare in Japan and the USA: Who should take care of our young children? Early Child Development and Care, 181(1), 39-54.
  • Izumi-Taylor, S., Lee, Y., & Franceschini, L. (2011). How are notions of childcare similar and different among American, Chinese, Japanese, and Swedish teachers? Research in Comparative and International Education, 6(2), 183-199.
  • Izumi-Taylor, S., & Rike, C. (2011). Prepare healthy foods with toddlers. Dimensions of Early Childhood, 39(3), 27-33.
  • Izumi-Taylor, S., & Rike, C. (2011). Resources for prepare healthy foods with toddlers. Dimensions Extra, 39(3), 17-20.
  • Izumi-Taylor, S., Ogdon, D., & Abdi, W. (2012). Outdoor play and science activities. Early Years, 33(2), 24-26.
  • Izumi-Taylor, S., Morris, G., Meredith, C., & Hicks, C. (2012). Music and movement for young children's healthy movement. Dimensions, 40(2), 33-39.
  • Izumi-Taylor, S., Morris, V., Meredith, V., & Hicks, C. (2012). Resources for music and movement for young children's healthy development. Dimensions Extra, 40(2), 15-18.
  • Cusick, M., & Izumi-Taylor, S. (2013). Class meetings: Using conflict resolutions to promote self-regulation in children. Early years, 34(1), 10-13.
  • Ito, Y., & Izumi-Taylor, S. (2012). A comparative study of fathers' thoughts about fatherhood in the US and Japan. Early Child Development and Care, 1-16. DOI: 1080/03004430.2012.746969.
  • Izumi-Taylor, S. (2013). Scaffolding in group-oriented Japanese preschools. Young Children, 68(1), 70-75.
  • Izumi-Taylor, S., Ogdon, D., & Abdi, W. (2013). Children as natural investigators: Science activities for young children. Early Years, 34(2), 20-22.
  • Izumi-Taylor, S., & Scott, J. (2013). Nurturing young children’s moral development through literature in Japan and the USA. Research in Comprative and International Education, 8(1), 38-54.
  • Ito, Y., & Izumi-Taylor, S. (2013). A cross-culutural study of American, Chinese, Japanese, and Swedish early childhood in-service and pre-service teachers’ perspectives of fathering. Research in Comprative and International Education, 8(1), 87-101.
  • Izumi-Taylor, S., Ito, Y., Lin, C., & Lee, Y. ( in press). Pre-service teachers’ views of play in Japan, Tawiwan, and the US. Research in Comprative and International Education.
  • Izumi-Taylor, S., & Lovelace, A. (2014). Nurturing children’s autonomy through literature. Early Years, 35(1), 28-30.


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