Scholarly Activities

• Ph.D. candidate (ABD) in Curriculum and Instruction, concentration in Curriculum Studies/Teacher Education (CSTE), Texas Tech University (in progress from 2019)

• Editor of Explorations in Teacher Development, the scholarly journal of the Japan Association for Language Teaching (JALT) Teacher Development special interest group

• Murata Science Foundation grant principal investigator (PI) for research about English-medium instruction (EMI) scholarship of teaching and learning (SoTL)

Scholarly Interests

• Curriculum theory and the philosophy of education

• Content and language integrated learning (CLIL) curriculum design

• English for liberal arts

• Playfulness and creativity in language education

• Teacher collaboration, reflective professional development, and transdisciplinary boundary-spanning

• Narrative inquiry

Journal Articles

Lowe, R. J., Lawrence, L., Hooper, D., Turner, M. W., & Kasparek, N. (2023). Revisiting and extending duoethnographies: Reflections on research, development, and practice. Explorations in Teacher Development, 29(1), pp. 56-66. https://td.jalt.org/wp-content/uploads/2023/05/ETD-291-Lowe-Lawrence-Hooper-Turner-Kasparek.pdf

Kasparek, N. (2023). Maps for further exploration: Paths through article types. Explorations in Teacher Development, 29(1), pp. 1-4. https://td.jalt.org/wp-content/uploads/2023/05/ETD-291-Kasparek.pdf

Kasparek, N. (2022). Explorations in genre development. Explorations in Teacher Development, 28(3), pp. 1-2. https://td.jalt.org/wp-content/uploads/2023/01/ETD-283_Kasparek.pdf

Kasparek, N. (2022). Editorial introduction. Explorations in Teacher Development, 28(2), p. 2. https://td.jalt.org/wp-content/uploads/2023/01/ETD-282_Kasparek.pdf

Kasparek, N. (2022). Playfully studious teaching as a reparative affective replacement for microfascism. Journal of Curriculum and Pedagogy. https://doi.org/10.1080/15505170.2022.2107587 (Competitive acceptance rate of 20%) [Read]

Kasparek, N. & Lahr, E. J. (2022). Chopping and screwing narrative inquiry to study teacher curiosity curiously. Taboo: The Journal of Culture and Education, 21(1), 29-49. Retrieved from https://digitalscholarship.unlv.edu/taboo/vol21/iss1/4 (Competitive acceptance rate of 15%)

Kasparek, N. (2022). Editorial. Explorations in Teacher Development, 28(1), 2. https://td.jalt.org/wp-content/uploads/2023/01/ETD-281_Kasparek.pdf

Kasparek, N. (2021). Editorial beginnings: Renewed calls for teachers-as-researchers, writers, and readers. Explorations in Teacher Development, 27(3), 2-7. https://td.jalt.org/wp-content/uploads/2023/01/ETD-273_Kasparek.pdf

Shintaku, H. & Kasparek, N. (2019). Rejuvenated learning and “active learning”: Reflections on CCLT4 from Haruka Shintaku and Nick Kasparek. Learning Learning, 26(1), 34-36.

Kasparek, N. (2018). Teacher as auteur: A multi-year reflection on teacher motivation, creativity, constraints, and collaboration. New Directions in Teaching and Learning English Discussion, 6, 247-253. http://doi.org/10.14992/00016232

Kasparek, N. (2017). Significant learning through curriculum design, collaborative play, and creative thinking: My learner development research interests and plans. Members' Voices. Learning Learning, 24(3), 11-13.

Kasparek, N. (2017). Creativity through dialogue writing: Letting it get a bit weird. New Directions in Teaching and Learning English Discussion, 5, 172-181. http://doi.org/10.14992/00016118

Turner, M. & Kasparek, N. (2017). Playing with perspectives: An academic preparation activity for creative thinking. My Share. The Language Teacher, 41(1), 23-24. [Read]

Kasparek, N. (2016). Facilitated play, target language use, and authenticity. New Directions in Teaching and Learning English Discussion, 4, 143-152. http://doi.org/10.14992/00016022

Kasparek, N. (2015). Facetious language play for creative repetition. New Directions in Teaching and Learning English Discussion, 3, 118-127. http://doi.org/10.14992/00015965

Kasparek, N. (2014). Language anxiety, tension, and the fashioning of L2 selves. New Directions in Teaching and Learning English Discussion, 2, 103-109. http://doi.org/10.14992/00016059

Book Chapters

Kasparek, N. & Turner, M. W. (2020). Puzzling about special educational needs in EFL teacher development: A duoethnographic inquiry. In R. Lowe & L. Lawrence (Eds.), Duoethnography in English language teaching: Research, reflection, and classroom application (pp. 112-132). Multilingual Matters.

Kasparek, N. & Turner, M. W. (2017). Harnessing humorous outbidding for the rapid generation of content. In J. Rucynski (Ed.), New ways in teaching with humor (pp. 22-25). TESOL Press. [Read]

Kasparek, N. (2016). Toward a utopian peace education. In T. Ottman, Z. Ritchie, H. Palmer, & D. Warchulski (Eds.), Peace as a global language: Peace and welfare in the global and local community (pp. 27-42). i-universe.  [Read]

Presentations and Public Scholarship

Kasparek, N. (2022, November). Participatory action research with content faculty for better English-medium-instruction courses. Paper presented at the Teacher Development SIG Forum: Students' Aiding Teacher Development, JALT 2022: Learning from Students, Educating Teachers—Research and Practice, Fukuoka International Congress Center.

Kasparek, N., Mizushima, N., Sagehashi, M., & Taguchi, Y. (2022, October). Merging lanes: A transdisciplinary journey toward scaffolding student learning in English-medium-instruction courses at a Japanese university. Paper presented at the JALT TD SIG Teacher Journeys Conference.

Kasparek, N. (2022, October). Playfully studious academic writing pedagogy and English-medium instruction with English as a lingua franca. Paper presented at the 23rd Annual Conference of the Curriculum & Pedagogy Group: Practicing and Cultivating Humanizing Ways of Being in Education in the Pursuit of Social Justice, The Pennsylvania State University.

Kasparek, N., & Lahr, E. J. (2022, May 20). Narrative inquiry chopped and screwed: The case of the curious teachers. Paper presented at the 18th International Congress of Qualitative Inquiry (QI2022), University of Illinois at Urbana-Champaign.

Kasparek, N. (2022, March). A conceptual framework for exploring individual factors in teacher collaboration. Invited presentation at An Introduction to Conceptual Frameworks [Workshop], Texas Tech University.

Kasparek, N. (2021, October). The playful is political: The affective dynamics of microfascism and playful study. Paper presented at the 22nd Annual Conference Of the Curriculum & Pedagogy Group: Cartographies of the (Sur)Real: Curriculum and Pedagogy in These Times, University of Texas Rio Grande Valley.

Zimmerman, A. S., Eubank, C., Lahr, E., Kasparek, N., Webb, J., & Welch, S. (2021, October). Reflecting on Professional Work and Educational Biography through a Curriculum Studies Lens. Paper presented at the annual meeting of the American Association for Teaching and Curriculum, Albuquerque, NM. 

Kasparek, N. (2021). Active Learning in English: From Anxiety to Excitement. 開学直前！オンライン大学説明会 [Just before the opening of the university! Online university explanation meeting]. Eikei University of Hiroshima.

Turner, M. W. & Kasparek, N. (2020). Reassembling the puzzle: Returning to our duoethnography. Paper presented at JALT 2020: Communities of teachers & learners.

Lowe, R. J., Lawrence, L., Turner, M. W., Kasparek, N., Hooper, D., Oka, M., & Yamazawa, A. (2020). Duoethnography: Research, reflection, and practice. Professional Development General Forum at JALT 2020: Communities of teachers & learners.

Kasparek, N. (2020). Student interactivity in the online classroom and implications for the traditional classroom: Holey spaces, tracings, & techne. Paper presented at IERS Joint Symposium: Showcasing of Responses to the COVID-19 Crisis at ICU, International Christian University.

Kasparek, N. (2019). Developing questioning and wondering literacies for active inquiry. Poster presented at Creating Community Learning Together 5 (CCLT5), Otsuma Women's University.

Kasparek, N. (2019). "Meccha active": Deep active learning, collaborative project-based learning, and teacher education. Poster presented in the Learner Development SIG Forum at JALT 2019: Teacher Efficacy, Learner Agency.

Kasparek, N. (2019). Slack online discussion and active learning. Workshop given at ExcitELT 2019, Rikkyo University.

Kasparek, N. (2018). An appreciative inquiry into “active learning” with teacher trainees. Poster presented at Creating Community Learning Together 4 (CCLT4), Otsuma Women's University.

Kasparek, N. (2018). A tool for tinkering and talking together. Paper presented at International Christian University English for Liberal Arts Retreat, International Christian University.

Kasparek, N. (2017). Reflections on an online teacher collaboration project. Poster presented in the Learner Development SIG Forum at JALT 2017: Language Teaching in a Global Age.

Turner, M. W., Kasparek, N., & McLaughlin, M. (2017). Teacher collaboration to support SEN [special educational needs] learners. Paper presented at JALT 2017: Language Teaching in a Global Age.

Kasparek, N. (2017). Coming to play: Reflections on playful language learning and teaching. Paper presented at the JALT TD SIG EFL Teacher Journeys Conference 2017, Konan University.

Kasparek, N. (2017). Play and creativity in language learning. Plenary presentation at  ExcitELT 2017, Rikkyo University.

Kasparek, N. (2017). CLIL curriculum design for significant learning. Poster presented at PanSIG 2017, Akita International University.

Kasparek, N. (2017). Slack collaboration for blended professional development. Paper presented at Center for the English Discussion Class, Rikkyo University.

Kasparek, N. (2015). Facilitating facetious language play for creative repetition. Paper presented at Center for the English Discussion Class, Rikkyo University.

Kasparek, N. (2013). A disruptive peace education with critical global utopianism. Paper presented at Peace as a Global Language 12th Annual Conference, Rikkyo University.

Kasparek, N. (2010). Peace education's journey: A conceptual discourse analysis through the case of the Peace Boat. Paper presented at the 3rd Joint Workshop between Tokyo University of Foreign Studies and the University of Hiroshima, University of Hiroshima.

Yuasa, M. & Kasparek, N. (2009). Online English writing programs for your juku/school/university. Paper presented at ETJ Expo. 

Scholarly Projects

Master of Education in Teaching English Language Learners - University of North Dakota

Scholarly Project: Exploring global issues and better futures through English: A content and language integrated learning curriculum design project for a Japanese university [Read] (Selected as a model scholarly project for future students)

Master of Arts in Global Studies (Peace and Conflict Studies) - Tokyo University of Foreign Studies

Thesis: Disturbing the peace: A meta-theoretical exploration into a utopian peace education for postmodernity [Read]

Bachelor of Arts in Liberal Arts (Religion and South Asian Studies) - Carleton College

Comprehensive Project: Hinduism on Pleasure Island: Understanding American Hindus’ negotiations of identity as a continuation of attempts at Hindu identity throughout modern Indian history

Honors

• The Honor Society of Phi Kappa Phi, Golden Key International Honour Society, and Competitive Tuition Scholarship at Texas Tech University

• Monbukagakusho Japanese Government Scholarship at Tokyo University of Foreign Studies

• National Merit Scholar, Mortar Board National College Senior Honor Society, Exemplary Writing Portfolio, and magna cum laude at Carleton College

Scholarly Affiliations

Japan Association for Language Teaching (JALT) (2014-present)

Special Interest Groups: Learner Development, Teacher Development (Publications Chair: 2021-present)

Tokyo ELT Reflective Practice Group (Active member: 2016-2020)

American Educational Research Association (AERA) (2020-present)

Curriculum & Pedagogy Group (2021-present)

Philosophy of Education Society (2020-2021)

Philosophy of Education Society of Australasia (2021-present)