MANALO EMMANUEL

Last Update: 2021/06/22 11:26:04

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Name(Kanji/Kana/Abecedarium Latinum)
MANALO EMMANUEL/マナロ エマニュエル/Manalo, Emmanuel
Primary Affiliation(Org1/Job title)
Graduate School of Education/Professor
Faculty
Org1 Job title
教育学部
Institute for Liberal Arts and Sciences (ILAS)
Concurrent Affiliation
Org1 Job title
学際融合教育研究推進センター Professor
学際融合教育研究推進センター Professor
Academic Degree
Field(Japanese) Field(English) University(Japanese) University(English) Method
M.S. Master of Science the University of Auckland The University of Auckland
Doctor of Philosophy Doctor of Philosophy Massey University Massey University
Personal Website(s) (URL(s))
URL
http://cogpsy.educ.kyoto-u.ac.jp/en/member/Emmanuel_Manalo.htm
ORCID ID
https://orcid.org/0000-0001-6470-4021
researchmap URL
https://researchmap.jp/read0151030
Research Topics
(Japanese)
教授・学習方略; コミュニケーション、問題解決、思考における図表利用; 批判的思考; メタ認知; 21世紀型コンピテンシーの育成
(English)
Teaching and learning strategies; diagram use in communication, problem solving, and thinking; critical thinking; metacognition; cultivation of 21st Century competencies
Overview of the research
(Japanese)
主な研究テーマは、効果的な教授方法および学習方略の設計と促進です。コミュニケーション、問題解決、そして思考における自己作成した図の利用について、多くの研究を行ってきました。 最近では、失敗の経験が教育の文脈においてどのように有益になり得るかについての学会誌(Thinking Skills and Creativity)の特集号を編集したり、思考・推論方略の自発的利用の促進に関する本、そして、教室での深い学習、コミュニケーション能力、批判的思考の促進についての本を編集し、Routledgeから出版しました。
(English)
My main research focus is on the design and promotion of use of effective teaching and learning strategies. I have conducted a lot of research on the use of self-constructed diagrams in communication, problem solving, and thinking. Recently, I have edited (and authored papers/chapters in) a special issue of a journal (Thinking Skills and Creativity) on how failure experiences can be beneficial in educational contexts, and two books (published by Routledge) – one on the promotion of spontaneous use of thinking and reasoning strategies; and the other on strategies for cultivating deeper learning, communicative competence, and critical thinking in classrooms.
Fields of research (key words)
Key words(Japanese) Key words(English)
教育工学 Education technology
外国語教育 Foreign language education
教育心理学 Educational psychology
認知科学 Cognitive science
Published Papers
Author Author(Japanese) Author(English) Title Title(Japanese) Title(English) Bibliography Bibliography(Japanese) Bibliography(English) Publication date Refereed paper Language Publishing type Disclose
Carter, S, Sturm, S, Manalo, E Carter, S, Sturm, S, Manalo, E Carter, S, Sturm, S, Manalo, E Coaxing success from failure through academic development. Coaxing success from failure through academic development. Coaxing success from failure through academic development. International Journal for Academic Development, 26, 2, 190-200 International Journal for Academic Development, 26, 2, 190-200 International Journal for Academic Development, 26, 2, 190-200 2021 Refereed English Research paper(scientific journal) Disclose to all
Ayabe, H, Manalo, E, Hanaki, N Ayabe, H, Manalo, E, Hanaki, N Ayabe, H, Manalo, E, Hanaki, N Elucidating the effects of diagram use training for math word problem solving. Elucidating the effects of diagram use training for math word problem solving. Elucidating the effects of diagram use training for math word problem solving. Diagrammatic Representation and Inference. Lecture Notes in Artificial Intelligence., 12169, 548-552 Diagrammatic Representation and Inference. Lecture Notes in Artificial Intelligence., 12169, 548-552 Diagrammatic Representation and Inference. Lecture Notes in Artificial Intelligence., 12169, 548-552 2020 Refereed English Research paper(international conference proceedings) Disclose to all
Manalo, E, Tsuda, A, Dryer, R Manalo, E, Tsuda, A, Dryer, R Manalo, E, Tsuda, A, Dryer, R The effect of cultivating diagram use on the quality of EFL students' written explanations The effect of cultivating diagram use on the quality of EFL students' written explanations The effect of cultivating diagram use on the quality of EFL students' written explanations Thinking Skills and Creativity, 33 Thinking Skills and Creativity, 33 Thinking Skills and Creativity, 33 2019 Refereed English Research paper(scientific journal) Disclose to all
Chen, O, Manalo, E, She, Y Chen, O, Manalo, E, She, Y Chen, O, Manalo, E, She, Y Examining the influence of expertise on the effectiveness of diagramming and summarising when studying scientific materials. Examining the influence of expertise on the effectiveness of diagramming and summarising when studying scientific materials. Examining the influence of expertise on the effectiveness of diagramming and summarising when studying scientific materials. Educational Studies, 45, 1, 57-71 Educational Studies, 45, 1, 57-71 Educational Studies, 45, 1, 57-71 2019 Refereed English Research paper(scientific journal) Disclose to all
Manalo, E, Kapur, M Manalo, E, Kapur, M Manalo, E, Kapur, M Special issue: The role of failure in promoting thinking skills and creativity Special issue: The role of failure in promoting thinking skills and creativity Special issue: The role of failure in promoting thinking skills and creativity Thinking Skills and Creativity, 30, 1-180 Thinking Skills and Creativity, 30, 1-180 Thinking Skills and Creativity, 30, 1-180 2018/12 Refereed English Research paper(scientific journal) Disclose to all
Emmanuel Manalo, Manu Kapur Emmanuel Manalo, Manu Kapur Emmanuel Manalo, Manu Kapur The role of failure in promoting thinking skills and creativity: New findings and insights about how failure can be beneficial for learning The role of failure in promoting thinking skills and creativity: New findings and insights about how failure can be beneficial for learning The role of failure in promoting thinking skills and creativity: New findings and insights about how failure can be beneficial for learning Thinking Skills and Creativity, 30, 1-6 Thinking Skills and Creativity, 30, 1-6 Thinking Skills and Creativity, 30, 1-6 2018 Refereed English Research paper(scientific journal) Disclose to all
Yoshinori Oyama, Emmanuel Manalo, Yoshihide Nakatani Yoshinori Oyama, Emmanuel Manalo, Yoshihide Nakatani Yoshinori Oyama, Emmanuel Manalo, Yoshihide Nakatani The Hemingway effect: How failing to finish a task can have a positive effect on motivation The Hemingway effect: How failing to finish a task can have a positive effect on motivation The Hemingway effect: How failing to finish a task can have a positive effect on motivation Thinking Skills and Creativity, 30, 7-18 Thinking Skills and Creativity, 30, 7-18 Thinking Skills and Creativity, 30, 7-18 2018 Refereed English Research paper(scientific journal) Disclose to all
Chris Sheppard, Emmanuel Manalo, Marcus Henning Sheppard, C, Manalo, E, Henning, M Chris Sheppard, Emmanuel Manalo, Marcus Henning Is ability grouping beneficial or detrimental to Japanese ESP students' English language proficiency development? Is ability grouping beneficial or detrimental to Japanese ESP students’ English language proficiency development? Is ability grouping beneficial or detrimental to Japanese ESP students' English language proficiency development? English for Specific Purposes, 49, 39-48 English for Specific Purposes, 49, 39-48 English for Specific Purposes, 49, 39-48 2018/01/01 Refereed English Research paper(scientific journal) Disclose to all
Uesaka, Y, Manalo, E, Tanaka, E, Ota, E 植阪友理, マナロエマニュエル, 田中瑛津子, 太田絵梨子 Uesaka, Y, Manalo, E, Tanaka, E, Ota, E Considering the new curriculum from the perspective of international practices: Classroom lessons and assessment systems from New Zealand, Australia, and Spain. 海外の実践から新教育課程を考える−ニュージーランド,オーストラリア,スペインの授業や評価制度から−. Considering the new curriculum from the perspective of international practices: Classroom lessons and assessment systems from New Zealand, Australia, and Spain. Proceedings of the 60th Annual Meeting of the Japanese Association of Educational Psychology. 日本教育心理学界第60会総会発表論文集 Proceedings of the 60th Annual Meeting of the Japanese Association of Educational Psychology. 2018 Japanese Research paper(research society, symposium, etc.) Disclose to all
Manalo, E Manalo, E Manalo, E How can we benefit from failure? Lessons learned from harnessing international expertise for answers to this question. How can we benefit from failure? Lessons learned from harnessing international expertise for answers to this question. How can we benefit from failure? Lessons learned from harnessing international expertise for answers to this question. Proceedings of the 34th Annual Conference of JSET (Japan Society for Educational Technology), 919-920 Proceedings of the 34th Annual Conference of JSET (Japan Society for Educational Technology), 919-920 Proceedings of the 34th Annual Conference of JSET (Japan Society for Educational Technology), 919-920 2018 English Research paper(research society, symposium, etc.) Disclose to all
Ayabe, H, Manalo, E Ayabe, H, Manalo, E Ayabe, H, Manalo, E Can spontaneous diagram use be promoted in math word problem solving? Can spontaneous diagram use be promoted in math word problem solving? Can spontaneous diagram use be promoted in math word problem solving? Lecture Notes in Artificial Intelligence, 10871, 817-820 Lecture Notes in Artificial Intelligence, 10871, 817-820 Lecture Notes in Artificial Intelligence, 10871, 817-820 2018 Refereed English Research paper(scientific journal) Disclose to all
Ichikawa, S, Uesaka, Y, Manalo, E Ichikawa, S, Uesaka, Y, Manalo, E Ichikawa, S, Uesaka, Y, Manalo, E Three approaches to promoting spontaneous use of learning strategies: Bridging the gap between research and school practices Three approaches to promoting spontaneous use of learning strategies: Bridging the gap between research and school practices Three approaches to promoting spontaneous use of learning strategies: Bridging the gap between research and school practices In E. Manalo, Y. Uesaka., & C. Chinn (Eds.) Promoting Spontaneous Use of Learning and Reasoning Strategies: Theory, Research, and Practice for Effective Transfer. Routledge: London., 195-210 In E. Manalo, Y. Uesaka., & C. Chinn (Eds.) Promoting Spontaneous Use of Learning and Reasoning Strategies: Theory, Research, and Practice for Effective Transfer. Routledge: London., 195-210 In E. Manalo, Y. Uesaka., & C. Chinn (Eds.) Promoting Spontaneous Use of Learning and Reasoning Strategies: Theory, Research, and Practice for Effective Transfer. Routledge: London., 195-210 2017 Refereed Disclose to all
Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E How to address students’ lack of spontaneity in diagram use: Eliciting educational principles for the promotion of spontaneous learning strategy use in general. How to address students’ lack of spontaneity in diagram use: Eliciting educational principles for the promotion of spontaneous learning strategy use in general. How to address students’ lack of spontaneity in diagram use: Eliciting educational principles for the promotion of spontaneous learning strategy use in general. In E. Manalo, Y. Uesaka., & C. Chinn (Eds.) Promoting Spontaneous Use of Learning and Reasoning Strategies: Theory, Research, and Practice for Effective Transfer. Routledge, 62-76 In E. Manalo, Y. Uesaka., & C. Chinn (Eds.) Promoting Spontaneous Use of Learning and Reasoning Strategies: Theory, Research, and Practice for Effective Transfer. Routledge, 62-76 In E. Manalo, Y. Uesaka., & C. Chinn (Eds.) Promoting Spontaneous Use of Learning and Reasoning Strategies: Theory, Research, and Practice for Effective Transfer. Routledge, 62-76 2017 Refereed Disclose to all
Takuma Nishimura, Mikiko Seo, Yuri Uesaka, Emmanuel Manalo, Etsuko Tanaka, Shinichi Ichikawa 西村多久磨, 瀬尾美紀子, 植阪友理, マナロ エマニュエル, 田中瑛津子, 市川伸一 Takuma Nishimura, Mikiko Seo, Yuri Uesaka, Emmanuel Manalo, Etsuko Tanaka, Shinichi Ichikawa Development of a scale about failure beliefs in academic activities 学業場面に対する失敗観尺度の作成 Development of a scale about failure beliefs in academic activities Japanese Journal of Educational Psychology, 65, 2, 197-210 教育心理学研究, 65, 2, 197-210 Japanese Journal of Educational Psychology, 65, 2, 197-210 2017 Refereed Japanese Research paper(scientific journal) Disclose to all
Elvis W. S. Tan, Stephen Wee Hun Lim, Emmanuel Manalo Elvis W. S. Tan, Stephen Wee Hun Lim, Emmanuel Manalo Elvis W. S. Tan, Stephen Wee Hun Lim, Emmanuel Manalo Global-local processing impacts academic risk taking Global-local processing impacts academic risk taking Global-local processing impacts academic risk taking QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY, 70, 12, 2434-2444 QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY, 70, 12, 2434-2444 QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY, 70, 12, 2434-2444 2017 Refereed English Research paper(scientific journal) Disclose to all
Emmanuel Manalo, Chris Sheppard Emmanuel Manalo, Chris Sheppard Emmanuel Manalo, Chris Sheppard How might language affect critical thinking performance? How might language affect critical thinking performance? How might language affect critical thinking performance? THINKING SKILLS AND CREATIVITY, 21, 41-49 THINKING SKILLS AND CREATIVITY, 21, 41-49 THINKING SKILLS AND CREATIVITY, 21, 41-49 2016/09 Refereed English Research paper(scientific journal) Disclose to all
Emmanuel Manalo, Yuri Uesaka Manalo, E, Uesaka, Y Emmanuel Manalo, Yuri Uesaka Hint, Instruction, and Practice: The Necessary Components for Promoting Spontaneous Diagram Use in Students' Written Work? Hint, instruction, and practice: The necessary components in promoting spontaneous diagram use in students’ written work? Hint, Instruction, and Practice: The Necessary Components for Promoting Spontaneous Diagram Use in Students' Written Work? DIAGRAMMATIC REPRESENTATION AND INFERENCE, DIAGRAMS 2016, 9781, 157-171 Lecture Notes in Artificial Intelligence, 9781, 157-171 DIAGRAMMATIC REPRESENTATION AND INFERENCE, DIAGRAMS 2016, 9781, 157-171 2016 Refereed English Research paper(international conference proceedings) Disclose to all
Marcus A. Henning, Phillipa Malpas, Emmanuel Manalo, Sanya Ram, Vidushan Vijayakumar, Susan J. Hawken Marcus A. Henning, Phillipa Malpas, Emmanuel Manalo, Sanya Ram, Vidushan Vijayakumar, Susan J. Hawken Marcus A. Henning, Phillipa Malpas, Emmanuel Manalo, Sanya Ram, Vidushan Vijayakumar, Susan J. Hawken Ethical Learning Experiences and Engagement in Academic Dishonesty: A Study of Asian and European Pharmacy and Medical Students in New Zealand Ethical Learning Experiences and Engagement in Academic Dishonesty: A Study of Asian and European Pharmacy and Medical Students in New Zealand Ethical Learning Experiences and Engagement in Academic Dishonesty: A Study of Asian and European Pharmacy and Medical Students in New Zealand ASIA-PACIFIC EDUCATION RESEARCHER, 24, 1, 201-209 ASIA-PACIFIC EDUCATION RESEARCHER, 24, 1, 201-209 ASIA-PACIFIC EDUCATION RESEARCHER, 24, 1, 201-209 2015/03 Refereed English Research paper(scientific journal) Disclose to all
Theo H. van Leeuwen, Emmanuel Manalo, Jan van der Meij Theo H. van Leeuwen, Emmanuel Manalo, Jan van der Meij Theo H. van Leeuwen, Emmanuel Manalo, Jan van der Meij Electroencephalogram Recordings Indicate That More Abstract Diagrams Need More Mental Resources to Process Electroencephalogram Recordings Indicate That More Abstract Diagrams Need More Mental Resources to Process Electroencephalogram Recordings Indicate That More Abstract Diagrams Need More Mental Resources to Process MIND BRAIN AND EDUCATION, 9, 1, 19-28 MIND BRAIN AND EDUCATION, 9, 1, 19-28 MIND BRAIN AND EDUCATION, 9, 1, 19-28 2015/03 Refereed English Research paper(scientific journal) Disclose to all
Rachel Dryer, Yuri Uesaka, Emmanuel Manalo, Graham Tyson Rachel Dryer, Yuri Uesaka, Emmanuel Manalo, Graham Tyson Rachel Dryer, Yuri Uesaka, Emmanuel Manalo, Graham Tyson Cross-Cultural Examination of Beliefs About the Causes of Bulimia Nervosa Among Australian and Japanese Females Cross-Cultural Examination of Beliefs About the Causes of Bulimia Nervosa Among Australian and Japanese Females Cross-Cultural Examination of Beliefs About the Causes of Bulimia Nervosa Among Australian and Japanese Females INTERNATIONAL JOURNAL OF EATING DISORDERS, 48, 2, 176-186 INTERNATIONAL JOURNAL OF EATING DISORDERS, 48, 2, 176-186 INTERNATIONAL JOURNAL OF EATING DISORDERS, 48, 2, 176-186 2015/03 Refereed English Research paper(scientific journal) Disclose to all
Emmanuel Manalo, Takashi Kusumi, Masuo Koyasu, Yasushi Michita, Yuko Tanaka Emmanuel Manalo, Takashi Kusumi, Masuo Koyasu, Yasushi Michita, Yuko Tanaka Emmanuel Manalo, Takashi Kusumi, Masuo Koyasu, Yasushi Michita, Yuko Tanaka Do students from different cultures think differently about critical and other thinking skills? Do students from different cultures think differently about critical and other thinking skills? Do students from different cultures think differently about critical and other thinking skills? The Palgrave Handbook of Critical Thinking in Higher Education, 299-316 The Palgrave Handbook of Critical Thinking in Higher Education, 299-316 The Palgrave Handbook of Critical Thinking in Higher Education, 299-316 2015/01/01 Refereed English Disclose to all
Manalo, E, Uesaka, Y, Sheppard, C Manalo, E, Uesaka, Y, Sheppard, C Diagrams in learning and communication. Diagrams in learning and communication. 植阪友理・マナロ エマニュエル(編)『教授・学習研究への新たな挑戦:理論と実践―学習方略プロジェクトH26年度の研究成果―』, Working Papers, Vol. 4, 18-24. 植阪友理・マナロ エマニュエル(編)『教授・学習研究への新たな挑戦:理論と実践―学習方略プロジェクトH26年度の研究成果―』, Working Papers, Vol. 4, 18-24. 2015 Disclose to all
Marcus A. Henning, Emmanuel Manalo Marcus A. Henning, Emmanuel Manalo Marcus A. Henning, Emmanuel Manalo Motivation to learn Motivation to learn Motivation to learn Student Motivation and Quality of Life in Higher Education, 17-27 Student Motivation and Quality of Life in Higher Education, 17-27 Student Motivation and Quality of Life in Higher Education, 17-27 2014/12/17 Refereed English Disclose to all
Marcus A. Henning, Christian U. Krägeloh, Glenis Wong-Toi, Emmanuel Manalo, Rex Billington, Colin Gibbs, Susan J. Hawken Marcus A. Henning, Christian U. Krägeloh, Glenis Wong-Toi, Emmanuel Manalo, Rex Billington, Colin Gibbs, Susan J. Hawken Marcus A. Henning, Christian U. Krägeloh, Glenis Wong-Toi, Emmanuel Manalo, Rex Billington, Colin Gibbs, Susan J. Hawken Synthesis of motivation to learn and quality of life Synthesis of motivation to learn and quality of life Synthesis of motivation to learn and quality of life Student Motivation and Quality of Life in Higher Education, 203-212 Student Motivation and Quality of Life in Higher Education, 203-212 Student Motivation and Quality of Life in Higher Education, 203-212 2014/12/17 Refereed English Disclose to all
Manalo, E, Uesaka, Y Manalo, E, Uesaka, Y Manalo, E, Uesaka, Y Recent findings about student diagram use: Variations according to purpose, and effects of peer communication Recent findings about student diagram use: Variations according to purpose, and effects of peer communication Recent findings about student diagram use: Variations according to purpose, and effects of peer communication 植阪友理・マナロ エマニュエル(編)学習方略研究における理論と実践の新たな展開―学習方略プロジェクトH25年度の研究成果― Working Papers Vol. 3 (pp. 36-42) 植阪友理・マナロ エマニュエル(編)学習方略研究における理論と実践の新たな展開―学習方略プロジェクトH25年度の研究成果― Working Papers Vol. 3 (pp. 36-42) 植阪友理・マナロ エマニュエル(編)学習方略研究における理論と実践の新たな展開―学習方略プロジェクトH25年度の研究成果― Working Papers Vol. 3 (pp. 36-42) 2014 Disclose to all
MANALO Emmanuel マナロ エマニュエル MANALO Emmanuel Effective methods for the development of skills 効果的な教育法とスキルの汎用性について Effective methods for the development of skills In: N. Kinoshita, E. Manalo, C. Sheppard, & C. Chinn (Contributors), 様々な授業に応用可能な批判的思考スキルの教育法 symposium. Proceedings of the 56th Annual Meeting of the Japanese Association of E, 110-111 In: N. Kinoshita, E. Manalo, C. Sheppard, & C. Chinn (Contributors), 様々な授業に応用可能な批判的思考スキルの教育法 symposium. Proceedings of the 56th Annual Meeting of the Japanese Association of E, 110-111 In: N. Kinoshita, E. Manalo, C. Sheppard, & C. Chinn (Contributors), 様々な授業に応用可能な批判的思考スキルの教育法 symposium. Proceedings of the 56th Annual Meeting of the Japanese Association of E, 110-111 2014 Japanese Research paper(research society, symposium, etc.) Disclose to all
Yuri Uesaka, Emmanuel Manalo Yuri Uesaka, Emmanuel Manalo How Communicative Learning Situations Influence Students' Use of Diagrams: Focusing on Spontaneous Diagram Construction and Protocols during Explanation How communicative learning situations influence students’ use of diagrams: Focusing on the spontaneous construction of diagrams and student protocols during explanation How Communicative Learning Situations Influence Students' Use of Diagrams: Focusing on Spontaneous Diagram Construction and Protocols during Explanation DIAGRAMMATIC REPRESENTATION AND INFERENCE, DIAGRAMS 2014, 8578, 93-107 Lecture Notes in Artificial Intelligence, 8578, 93-107 DIAGRAMMATIC REPRESENTATION AND INFERENCE, DIAGRAMS 2014, 8578, 93-107 2014 Refereed English Research paper(international conference proceedings) Disclose to all
Emmanuel Manalo, Yuri Uesaka Emmanuel Manalo, Yuri Uesaka Students' Spontaneous Use of Diagrams in Written Communication: Understanding Variations According to Purpose and Cognitive Cost Entailed Students’ spontaneous use of diagrams in written communication: Understanding variations according to purpose and cognitive cost entailed Students' Spontaneous Use of Diagrams in Written Communication: Understanding Variations According to Purpose and Cognitive Cost Entailed DIAGRAMMATIC REPRESENTATION AND INFERENCE, DIAGRAMS 2014, 8578, 78-92 Lecture Notes in Artificial Intelligence, 8578, 78-92 DIAGRAMMATIC REPRESENTATION AND INFERENCE, DIAGRAMS 2014, 8578, 78-92 2014 Refereed English Research paper(international conference proceedings) Disclose to all
Emmanuel Manalo, Yuri Uesaka, Koki Sekitani Emmanuel Manalo, Yuri Uesaka, Koki Sekitani Emmanuel Manalo, Yuri Uesaka, Koki Sekitani Using mnemonic images and explicit sound contrasting to help Japanese children learn English alphabet sounds Using mnemonic images and explicit sound contrasting to help Japanese children learn English alphabet sounds Using mnemonic images and explicit sound contrasting to help Japanese children learn English alphabet sounds JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION, 2, 4, 216-221 JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION, 2, 4, 216-221 JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION, 2, 4, 216-221 2013/12 Refereed English Research paper(scientific journal) Disclose to all
和嶋雄一郎, Emmanuel Manalo, 植阪友理 和嶋雄一郎, Emmanuel Manalo, 植阪友理 学生が持つ図に対する認知イメージ構造の分析 学生が持つ図に対する認知イメージ構造の分析 心理学からみた効果的な学び方の理解と支援, 19-25 心理学からみた効果的な学び方の理解と支援, 19-25 , 19-25 2013/09 Japanese Research paper(bulletin of university, research institution) Disclose to all
Emmanuel Manalo, Yuri Uesaka, Sarah Pérez-Kriz, Masashi Kato, Tatsushi Fukaya Emmanuel Manalo, Yuri Uesaka, Sarah Pérez-Kriz, Masashi Kato, Tatsushi Fukaya Emmanuel Manalo, Yuri Uesaka, Sarah Pérez-Kriz, Masashi Kato, Tatsushi Fukaya Science and engineering students' use of diagrams during note taking versus explanation Science and engineering students' use of diagrams during note taking versus explanation Science and engineering students' use of diagrams during note taking versus explanation Educational Studies, 39, 1, 118-123 Educational Studies, 39, 1, 118-123 Educational Studies, 39, 1, 118-123 2013/02 Refereed English Research paper(scientific journal) Disclose to all
和嶋雄一郎, Emmanuel Manalo, 植阪友理 和嶋雄一郎, Emmanuel Manalo, 植阪友理 学生の持つ図に対する認知イメージの構造の分析 学生の持つ図に対する認知イメージの構造の分析 植阪友理・エマニュエル マナロ(編著)『心理学からみた効果的な学び方の理解と支援−学習方略プロジェクトH24年度研究成果』Working papers Vol. 2 (pp.19-26) 東京大学 植阪友理・エマニュエル マナロ(編著)『心理学からみた効果的な学び方の理解と支援−学習方略プロジェクトH24年度研究成果』Working papers Vol. 2 (pp.19-26) 東京大学 2013 Disclose to all
Manalo, E, Uesaka, Y Manalo, E, Uesaka, Y Manalo, E, Uesaka, Y Relevance of cognitive cost in students’ decision about learning strategies to use Relevance of cognitive cost in students’ decision about learning strategies to use Relevance of cognitive cost in students’ decision about learning strategies to use 植阪友理・エマニュエル マナロ(編著)『心理学からみた効果的な学び方の理解と支援−学習方略プロジェクトH24年度研究成果』Working papers Vol. 2(pp.4-10). 東京大学:東京 植阪友理・エマニュエル マナロ(編著)『心理学からみた効果的な学び方の理解と支援−学習方略プロジェクトH24年度研究成果』Working papers Vol. 2(pp.4-10). 東京大学:東京 植阪友理・エマニュエル マナロ(編著)『心理学からみた効果的な学び方の理解と支援−学習方略プロジェクトH24年度研究成果』Working papers Vol. 2(pp.4-10). 東京大学:東京 2013 Disclose to all
Manalo, E Manalo, E Manalo, E Gakusyu sukiru no kyouiku sapoto no kouka ni tsuite: Nyujirando no daigaku no baai [Effects of learning skills instruction and support: In the case of New Zealand universities], in N. Kinoshita, Y. Iwasa, M. Kiyama, M. Tokuda, E. Manalo, C. Sheppard, K・・・ Gakusyu sukiru no kyouiku sapoto no kouka ni tsuite: Nyujirando no daigaku no baai [Effects of learning skills instruction and support: In the case of New Zealand universities], in N. Kinoshita, Y. Iwasa, M. Kiyama, M. Tokuda, E. Manalo, C. Sheppard, K・・・ Gakusyu sukiru no kyouiku sapoto no kouka ni tsuite: Nyujirando no daigaku no baai [Effects of learning skills instruction and support: In the case of New Zealand universities], in N. Kinoshita, Y. Iwasa, M. Kiyama, M. Tokuda, E. Manalo, C. Sheppard, K・・・ Proceedings of the 55th Annual Meeting of the Japanese Association of Educational Psychology, S50-S51 Proceedings of the 55th Annual Meeting of the Japanese Association of Educational Psychology, S50-S51 Proceedings of the 55th Annual Meeting of the Japanese Association of Educational Psychology, S50-S51 2013 Disclose to all
Emmanuel Manalo, Takashi Kusumi, Masuo Koyasu, Yasushi Michita, Yuko Tanaka Emmanuel Manalo, Takashi Kusumi, Masuo Koyasu, Yasushi Michita, Yuko Tanaka Emmanuel Manalo, Takashi Kusumi, Masuo Koyasu, Yasushi Michita, Yuko Tanaka To what extent do culture-related factors influence university students' critical thinking use? To what extent do culture-related factors influence university students' critical thinking use? To what extent do culture-related factors influence university students' critical thinking use? THINKING SKILLS AND CREATIVITY, 10, 121-132 THINKING SKILLS AND CREATIVITY, 10, 121-132 THINKING SKILLS AND CREATIVITY, 10, 121-132 2013 Refereed English Research paper(scientific journal) Disclose to all
Henning, M. A, Krägeloh, C. U, Manalo, E, Doherty, I, Lamdin, R, Hawken, S. J Henning, M. A, Krägeloh, C. U, Manalo, E, Doherty, I, Lamdin, R, Hawken, S. J Henning, M. A, Krägeloh, C. U, Manalo, E, Doherty, I, Lamdin, R, Hawken, S. J Medical students in early clinical training and achievement motivation: Variations according to gender, enrolment status, and age Medical students in early clinical training and achievement motivation: Variations according to gender, enrolment status, and age Medical students in early clinical training and achievement motivation: Variations according to gender, enrolment status, and age Medical Science Educator, 23, 6-15 Medical Science Educator, 23, 6-15 Medical Science Educator, 23, 6-15 2013 Refereed English Disclose to all
Marcus Henning, Emmanuel Manalo, I'u Tuagalu Marcus Henning, Emmanuel Manalo, I'u Tuagalu Marcus Henning, Emmanuel Manalo, I'u Tuagalu A Comparison Between Asian and Pacific Islands Students in Their Use of Academic Advising Services A Comparison Between Asian and Pacific Islands Students in Their Use of Academic Advising Services A Comparison Between Asian and Pacific Islands Students in Their Use of Academic Advising Services ASIA-PACIFIC EDUCATION RESEARCHER, 21, 1, 141-150 ASIA-PACIFIC EDUCATION RESEARCHER, 21, 1, 141-150 ASIA-PACIFIC EDUCATION RESEARCHER, 21, 1, 141-150 2012/03 Refereed English Research paper(scientific journal) Disclose to all
Yuri Uesaka, Emmanuel Manalo Yuri Uesaka, Emmanuel Manalo Yuri Uesaka, Emmanuel Manalo Task-Related Factors that Influence the Spontaneous Use of Diagrams in Math Word Problems Task-Related Factors that Influence the Spontaneous Use of Diagrams in Math Word Problems Task-Related Factors that Influence the Spontaneous Use of Diagrams in Math Word Problems APPLIED COGNITIVE PSYCHOLOGY, 26, 2, 251-260 APPLIED COGNITIVE PSYCHOLOGY, 26, 2, 251-260 APPLIED COGNITIVE PSYCHOLOGY, 26, 2, 251-260 2012/03 Refereed English Research paper(scientific journal) Disclose to all
Manalo, E, Uesaka, Y Manalo, E, Uesaka, Y Manalo, E, Uesaka, Y Elucidating the mechanism of spontaneous diagram use in explanations: How cognitive processing of text and diagrammatic representations is influenced by individual and task-related factors. Elucidating the mechanism of spontaneous diagram use in explanations: How cognitive processing of text and diagrammatic representations is influenced by individual and task-related factors. Elucidating the mechanism of spontaneous diagram use in explanations: How cognitive processing of text and diagrammatic representations is influenced by individual and task-related factors. Lecture Notes in Artificial Intelligence, Vol.7352, 35-50 Lecture Notes in Artificial Intelligence, Vol.7352, 35-50 Lecture Notes in Artificial Intelligence, Vol.7352, 35-50 2012 Refereed Research paper(international conference proceedings) Disclose to all
Uesaka, Y, Manalo, E, Nakagawa, M Uesaka, Y, Manalo, E, Nakagawa, M Uesaka, Y, Manalo, E, Nakagawa, M Are teachers aware of students' lack of spontaneity in diagram use? Suggestions for a mathematical model-based analysis of teachers' predictions. Are teachers aware of students' lack of spontaneity in diagram use? Suggestions for a mathematical model-based analysis of teachers' predictions. Are teachers aware of students' lack of spontaneity in diagram use? Suggestions for a mathematical model-based analysis of teachers' predictions. Lecture Notes in Artificial Intelligence, Vol.7352, 312-314, Lecture Notes in Artificial Intelligence, Vol.7352, 312-314, Lecture Notes in Artificial Intelligence, Vol.7352, 312-314, 2012 Refereed Disclose to all
Henning, M, Manalo, E Henning, M, Manalo, E Henning, M, Manalo, E Motivation to learn, self-regulation and academic achievement: How effective are study skills programmes? Motivation to learn, self-regulation and academic achievement: How effective are study skills programmes? Motivation to learn, self-regulation and academic achievement: How effective are study skills programmes? Handbook on psychology of motivation: New research [J. N. Franco, & A. E. Svensgaard (Eds.)], 209-226 Handbook on psychology of motivation: New research [J. N. Franco, & A. E. Svensgaard (Eds.)], 209-226 Handbook on psychology of motivation: New research [J. N. Franco, & A. E. Svensgaard (Eds.)], 209-226 2012 English Disclose to all
Manalo, E, Uesaka, Y, Wajima, Y Manalo, E, Uesaka, Y, Wajima, Y Manalo, E, Uesaka, Y, Wajima, Y Students’ use of diagrams as a learning strategy: Some of the mental processes that influence such use Students’ use of diagrams as a learning strategy: Some of the mental processes that influence such use Students’ use of diagrams as a learning strategy: Some of the mental processes that influence such use 学び方の上手な学習者を育てるために ̶–学習方略プロジェクトH23年度の研究成果̶–(Working papers Vol. 1, August 2012), 10-15 学び方の上手な学習者を育てるために ??学習方略プロジェクトH23年度の研究成果??(Working papers Vol. 1, August 2012), 10-15 学び方の上手な学習者を育てるために ̶–学習方略プロジェクトH23年度の研究成果̶–(Working papers Vol. 1, August 2012), 10-15 2012 Disclose to all
Yokoyama, S, Jeong, H, Ojima, S, Chiba, K, Manalo, E, Yoshimoto, K Yokoyama, S, Jeong, H, Ojima, S, Chiba, K, Manalo, E, Yoshimoto, K Yokoyama, S, Jeong, H, Ojima, S, Chiba, K, Manalo, E, Yoshimoto, K 第二言語習得への脳認知科学からのアプローチ 第二言語習得への脳認知科学からのアプローチ 第二言語習得への脳認知科学からのアプローチ Proceedings of the 29th Annual Meeting of the Japanese Cognitive Science Society, 58-65 Proceedings of the 29th Annual Meeting of the Japanese Cognitive Science Society, 58-65 Proceedings of the 29th Annual Meeting of the Japanese Cognitive Science Society, 58-65 2012 Disclose to all
Manalo, E, Uesaka, Y Manalo, E, Uesaka, Y Manalo, E, Uesaka, Y 説明を書く場面における図表: なぜ学習者は十分に利用しないのか? [in E. Manalo, C. Sheppard, R. Rose, & F. Katada (Contributors), 高等教育における学生のコミュニケーション能力開発を巡る重要課題] 説明を書く場面における図表: なぜ学習者は十分に利用しないのか? [in E. Manalo, C. Sheppard, R. Rose, & F. Katada (Contributors), 高等教育における学生のコミュニケーション能力開発を巡る重要課題] 説明を書く場面における図表: なぜ学習者は十分に利用しないのか? [in E. Manalo, C. Sheppard, R. Rose, & F. Katada (Contributors), 高等教育における学生のコミュニケーション能力開発を巡る重要課題] Proceedings of the 54th Annual Meeting of the Japanese Association of Educational Psychology, 894-895 Proceedings of the 54th Annual Meeting of the Japanese Association of Educational Psychology, 894-895 Proceedings of the 54th Annual Meeting of the Japanese Association of Educational Psychology, 894-895 2012 Disclose to all
Emmanuel Manalo, Yuri Uesaka Emmanuel Manalo, Yuri Uesaka Emmanuel Manalo, Yuri Uesaka Drawing Attention to Diagram Use Drawing Attention to Diagram Use Drawing Attention to Diagram Use SCIENCE, 334, 6057, 761-761 SCIENCE, 334, 6057, 761-761 SCIENCE, 334, 6057, 761-761 2011/11 Refereed English Research paper(scientific journal) Disclose to all
MANALO Emmanuel マナロ エマニュエル MANALO Emmanuel The effects of peer communication with diagrams on students’ math word problem solving The effects of peer communication with diagrams on students’ math word problem solving The effects of peer communication with diagrams on students’ math word problem solving Proceedings of the 33rd Annual Conference of the Cognitive Science Society [L. Carlson, C., 312-317 MANALO Emmanuel & Uesaka, Y., & Manalo, E., 312-317 Proceedings of the 33rd Annual Conference of the Cognitive Science Society [L. Carlson, C., 312-317 2011 Refereed English Research paper(international conference proceedings) Disclose to all
Wang, Y, Henning, M, Manalo, E Wang, Y, Henning, M, Manalo, E Wang, Y, Henning, M, Manalo, E Bipolar disorder and the experiences of the Chinese community within New Zealand. Bipolar disorder and the experiences of the Chinese community within New Zealand. Bipolar disorder and the experiences of the Chinese community within New Zealand. Bipolar disorder: Causes, diagnosis and treatment, 249-264 Bipolar disorder: Causes, diagnosis and treatment, 249-264 Bipolar disorder: Causes, diagnosis and treatment, 249-264 2011 Disclose to all
Manalo, E, Marshall, J, Fraser, C Manalo, E, Marshall, J, Fraser, C Manalo, E, Marshall, J, Fraser, C Are tertiary learning advisors an endangered species? Are tertiary learning advisors an endangered species? Are tertiary learning advisors an endangered species? New Zealand Education Review, 2, 6, 32-33 New Zealand Education Review, 2, 6, 32-33 New Zealand Education Review, 2, 6, 32-33 2011 Disclose to all
植阪友理, Emmanuel Manalo 植阪友理, Emmanuel Manalo 図表の自発的な活用を促す指導法の開発―コミュニケーションツールとしての利用経験の効果―(学会賞受賞に伴う掲載) 図表の自発的な活用を促す指導法の開発―コミュニケーションツールとしての利用経験の効果―(学会賞受賞に伴う掲載) 認知科学, 17, 1, 246-250 認知科学, 17, 1, 246-250 , 17, 1, 246-250 2010 Disclose to all
Manalo, E, Uesaka, Y, Yano, Y Manalo, E, Uesaka, Y, Yano, Y Manalo, E, Uesaka, Y, Yano, Y Mental representation of diagrams, views about diagrams, and problem solving. Mental representation of diagrams, views about diagrams, and problem solving. Mental representation of diagrams, views about diagrams, and problem solving. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 1852–1857). Austin, TX: Cognitive Science Society. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 1852–1857). Austin, TX: Cognitive Science Society. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 1852–1857). Austin, TX: Cognitive Science Society. 2010 Refereed Disclose to all
Yuri Uesaka, Emmanuel Manalo, Shin'ichi Ichikawa Yuri Uesaka, Emmanuel Manalo, Shin'ichi Ichikawa Yuri Uesaka, Emmanuel Manalo, Shin'ichi Ichikawa The Effects of Perception of Efficacy and Diagram Construction Skills on Students' Spontaneous Use of Diagrams When Solving Math Word Problems The Effects of Perception of Efficacy and Diagram Construction Skills on Students' Spontaneous Use of Diagrams When Solving Math Word Problems The Effects of Perception of Efficacy and Diagram Construction Skills on Students' Spontaneous Use of Diagrams When Solving Math Word Problems DIAGRAMMATIC REPRESENTATION AND INFERENCE, 6170, 197-+ DIAGRAMMATIC REPRESENTATION AND INFERENCE, 6170, 197-+ DIAGRAMMATIC REPRESENTATION AND INFERENCE, 6170, 197-+ 2010 Refereed English Research paper(international conference proceedings) Disclose to all
Kakei, K, Uesaka, Y, Manalo, E Kakei, K, Uesaka, Y, Manalo, E Kakei, K, Uesaka, Y, Manalo, E Providing effective mental health support to Japanese university students: The use of a typological approach at a university mental health support center. Providing effective mental health support to Japanese university students: The use of a typological approach at a university mental health support center. Providing effective mental health support to Japanese university students: The use of a typological approach at a university mental health support center. The Open Rehabilitation Journal, 3, 47-54 The Open Rehabilitation Journal, 3, 47-54 The Open Rehabilitation Journal, 3, 47-54 2010 Refereed English Research paper(scientific journal) Disclose to all
Manalo, E, Ede, J, Wong-Toi, G Manalo, E, Ede, J, Wong-Toi, G Manalo, E, Ede, J, Wong-Toi, G Provision of learning support for university students with learning, mental health, and other forms of hidden disabilities. Provision of learning support for university students with learning, mental health, and other forms of hidden disabilities. Provision of learning support for university students with learning, mental health, and other forms of hidden disabilities. The Open Rehabilitation Journal, 3, 23-33 The Open Rehabilitation Journal, 3, 23-33 The Open Rehabilitation Journal, 3, 23-33 2010 Refereed English Research paper(scientific journal) Disclose to all
Manalo, E, Wong-Toi, G Manalo, E, Wong-Toi, G Manalo, E, Wong-Toi, G Special issue: Supporting university students with disabilities - Innovations, strategies, and practices that achieve results. Special issue: Supporting university students with disabilities - Innovations, strategies, and practices that achieve results. Special issue: Supporting university students with disabilities - Innovations, strategies, and practices that achieve results. The Open Rehabilitation Journal, 3, 1-54 The Open Rehabilitation Journal, 3, 1-54 The Open Rehabilitation Journal, 3, 1-54 2010 Refereed English Research paper(scientific journal) Disclose to all
Manalo, E Manalo, E Manalo, E Lean on me Lean on me Lean on me New Zealand Education Review, Postgrad/Schools of Education, 6-7 New Zealand Education Review, Postgrad/Schools of Education, 6-7 New Zealand Education Review, Postgrad/Schools of Education, 6-7 2010 Disclose to all
Fraser, C, Manalo, E, Marshall, J Fraser, C, Manalo, E, Marshall, J Fraser, C, Manalo, E, Marshall, J Many and varied roles: An inter-institutional project to evidence the impact of Learning Advisors on student achievement. Many and varied roles: An inter-institutional project to evidence the impact of Learning Advisors on student achievement. Many and varied roles: An inter-institutional project to evidence the impact of Learning Advisors on student achievement. Shifting sands, firm foundations: Refereed proceedings of the 2009 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa/New Zealand (ATLAANZ) [V. van der Ham, L. Sevillano, & L. George (Eds.)], 31-44 Shifting sands, firm foundations: Refereed proceedings of the 2009 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa/New Zealand (ATLAANZ) [V. van der Ham, L. Sevillano, & L. George (Eds.)], 31-44 Shifting sands, firm foundations: Refereed proceedings of the 2009 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa/New Zealand (ATLAANZ) [V. van der Ham, L. Sevillano, & L. George (Eds.)], 31-44 2010 Refereed English Research paper(international conference proceedings) Disclose to all
Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E Development of a teaching method that promotes the spontaneous use of diagrams in mathematical problem solving: Effects of experience using diagrams as communication tools. Development of a teaching method that promotes the spontaneous use of diagrams in mathematical problem solving: Effects of experience using diagrams as communication tools. Cognitive Studies, 17, 246-250 Cognitive Studies, 17, 246-250 , 17, 246-250 2010 Disclose to all
Manalo, E Manalo, E Manalo, E Learning how to speak in English. Learning how to speak in English. Learning how to speak in English. New Zealand Education Review, 11, 34, 8-8 New Zealand Education Review, 11, 34, 8-8 New Zealand Education Review, 11, 34, 8-8 2009 Disclose to all
Manalo, E Manalo, E Manalo, E Demonstrating student transformations. Demonstrating student transformations. Demonstrating student transformations. Transformations: The refereed proceedings of the 2008 ATLAANZ conference [M. Silvester (Ed.)], 101-114 Transformations: The refereed proceedings of the 2008 ATLAANZ conference [M. Silvester (Ed.)], 101-114 Transformations: The refereed proceedings of the 2008 ATLAANZ conference [M. Silvester (Ed.)], 101-114 2009 Refereed English Research paper(international conference proceedings) Disclose to all
Oya, T, Manalo, E, Greenwood, J Oya, T, Manalo, E, Greenwood, J Oya, T, Manalo, E, Greenwood, J The influence of language contact and vocabulary knowledge on the speaking performance of Japanese students of English. The influence of language contact and vocabulary knowledge on the speaking performance of Japanese students of English. The influence of language contact and vocabulary knowledge on the speaking performance of Japanese students of English. The Open Applied Linguistics Journal, 2, 11-21 The Open Applied Linguistics Journal, 2, 11-21 The Open Applied Linguistics Journal, 2, 11-21 2009 Refereed English Research paper(international conference proceedings) Disclose to all
Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E Does the use of diagrams as communication tools result in their internalization as personal tools for problem solving? Does the use of diagrams as communication tools result in their internalization as personal tools for problem solving? Does the use of diagrams as communication tools result in their internalization as personal tools for problem solving? Proceedings of the 30th Annual Conference of the Cognitive Science Society [B. C. Love, K. McRae, & V. M. Sloutsky (Eds.)], 1711-1716 Proceedings of the 30th Annual Conference of the Cognitive Science Society [B. C. Love, K. McRae, & V. M. Sloutsky (Eds.)], 1711-1716 Proceedings of the 30th Annual Conference of the Cognitive Science Society [B. C. Love, K. McRae, & V. M. Sloutsky (Eds.)], 1711-1716 2008 Refereed English Research paper(international conference proceedings) Disclose to all
Yuri Uesaka, Emmanuel Manalo Yuri Uesaka, Emmanuel Manalo Yuri Uesaka, Emmanuel Manalo School Curriculum Development to Promote Student Spontaneous Diagram Use in Problem Solving School Curriculum Development to Promote Student Spontaneous Diagram Use in Problem Solving School Curriculum Development to Promote Student Spontaneous Diagram Use in Problem Solving DIAGRAMMATIC REPRESENTATION AND INFERENCE, PROCEEDINGS, 5223, 437-+ DIAGRAMMATIC REPRESENTATION AND INFERENCE, PROCEEDINGS, 5223, 437-+ DIAGRAMMATIC REPRESENTATION AND INFERENCE, PROCEEDINGS, 5223, 437-+ 2008 Refereed English Research paper(international conference proceedings) Disclose to all
Manalo, E Manalo, E Manalo, E Balancing learning advisors’ roles in teaching and research. Balancing learning advisors’ roles in teaching and research. Balancing learning advisors’ roles in teaching and research. Walking a tightrope: The balancing act of learning advising [E. Manalo, J. Bartlett-Trafford, & S. Crozier (Eds.)], 199-210 Walking a tightrope: The balancing act of learning advising [E. Manalo, J. Bartlett-Trafford, & S. Crozier (Eds.)], 199-210 Walking a tightrope: The balancing act of learning advising [E. Manalo, J. Bartlett-Trafford, & S. Crozier (Eds.)], 199-210 2008 Refereed English Research paper(international conference proceedings) Disclose to all
Yuri Uesaka, Emmanuel Manalo, Shin'ichi Ichikawa Uesaka, Y, Manalo, E, Ichikawa, S Yuri Uesaka, Emmanuel Manalo, Shin'ichi Ichikawa What kinds of perceptions and daily learning behaviors promote students' use of diagrams in mathematics problem solving? What kinds of perceptions and daily learning behaviors promote students’ use of diagrams in mathematics problem solving? What kinds of perceptions and daily learning behaviors promote students' use of diagrams in mathematics problem solving? LEARNING AND INSTRUCTION, 17, 3, 322-335 Learning and Instruction, 17, 3, 322-335 LEARNING AND INSTRUCTION, 17, 3, 322-335 2007/06 Refereed English Research paper(scientific journal) Disclose to all
植阪友理, Emmanuel Manalo, 関谷弘毅 植阪友理, Emmanuel Manalo, 関谷弘毅 音と文字の学習を通じて動機づけを高める小学校での英語指導−公立小学校の総合的な学習の時間を用いた検討− 音と文字の学習を通じて動機づけを高める小学校での英語指導−公立小学校の総合的な学習の時間を用いた検討− 学力の測定と向上に関する学校支援(pp. 49-56) 21世紀COEプログラム東京大学教育学研究科基礎学力研究開発センター 学力の測定と向上に関する学校支援(pp. 49-56) 21世紀COEプログラム東京大学教育学研究科基礎学力研究開発センター 2007 Disclose to all
Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E Peer instruction as a way of promoting spontaneous use of diagrams when solving math word Peer instruction as a way of promoting spontaneous use of diagrams when solving math word Peer instruction as a way of promoting spontaneous use of diagrams when solving math word Proceedings of the 29th Annual Cognitive Science Society [D. S. McNamara & J. G. Trafton (Eds.)], 677-682 Proceedings of the 29th Annual Cognitive Science Society [D. S. McNamara & J. G. Trafton (Eds.)], 677-682 Proceedings of the 29th Annual Cognitive Science Society [D. S. McNamara & J. G. Trafton (Eds.)], 677-682 2007 Refereed English Research paper(international conference proceedings) Disclose to all
Manalo, E Manalo, E Manalo, E Exam skills Exam skills Exam skills Writing guidelines for education students (2nd ed.) [L. Emerson (Ed.)], 134-137 Writing guidelines for education students (2nd ed.) [L. Emerson (Ed.)], 134-137 Writing guidelines for education students (2nd ed.) [L. Emerson (Ed.)], 134-137 2007 Disclose to all
Emerson, L, Manalo, E Emerson, L, Manalo, E Emerson, L, Manalo, E Essays Essays Essays Writing guidelines for education students (2nd ed.) [L. Emerson (Ed.)], 42-49 Writing guidelines for education students (2nd ed.) [L. Emerson (Ed.)], 42-49 Writing guidelines for education students (2nd ed.) [L. Emerson (Ed.)], 42-49 2007 Disclose to all
Manalo, E Manalo, E Manalo, E How learning advisors promote significant learning. How learning advisors promote significant learning. How learning advisors promote significant learning. Anchoring our practice: Perspectives, partnerships, projections [C. Fraser, & L. Ayo (Eds.)], 81-89 Anchoring our practice: Perspectives, partnerships, projections [C. Fraser, & L. Ayo (Eds.)], 81-89 Anchoring our practice: Perspectives, partnerships, projections [C. Fraser, & L. Ayo (Eds.)], 81-89 2007 Refereed English Research paper(international conference proceedings) Disclose to all
Manalo, E, Leader, D Manalo, E, Leader, D Manalo, E, Leader, D Learning center and statistics department collaboration in improving student performance in introductory statistics. Learning center and statistics department collaboration in improving student performance in introductory statistics. Learning center and statistics department collaboration in improving student performance in introductory statistics. College Student Journal, 41, 454-459 College Student Journal, 41, 454-459 College Student Journal, 41, 454-459 2007 Refereed English Research paper(scientific journal) Disclose to all
Emmanuel Manalo Emmanuel Manalo Emmanuel Manalo Editorial for the special issue Editorial for the special issue Editorial for the special issue PSYCHOLOGIA, 49, 2, 63-65 PSYCHOLOGIA, 49, 2, 63-65 PSYCHOLOGIA, 49, 2, 63-65 2006/06 English Disclose to all
Kenneth L. Higbee, Emmanuel Manalo Kenneth L. Higbee, Emmanuel Manalo Kenneth L. Higbee, Emmanuel Manalo What memory skills are most important to university students in the United States and New Zealand? What memory skills are most important to university students in the United States and New Zealand? What memory skills are most important to university students in the United States and New Zealand? PSYCHOLOGIA, 49, 2, 66-73 PSYCHOLOGIA, 49, 2, 66-73 PSYCHOLOGIA, 49, 2, 66-73 2006/06 Refereed English Research paper(scientific journal) Disclose to all
Emmanuel Manalo, Masuo Koyasu, Kyoko Hashimoto, Taeko Miyauchi Emmanuel Manalo, Masuo Koyasu, Kyoko Hashimoto, Taeko Miyauchi Emmanuel Manalo, Masuo Koyasu, Kyoko Hashimoto, Taeko Miyauchi Factors that impact on the academic motivation of Japanese university students in Japan and in New Zealand Factors that impact on the academic motivation of Japanese university students in Japan and in New Zealand Factors that impact on the academic motivation of Japanese university students in Japan and in New Zealand PSYCHOLOGIA, 49, 2, 114-131 PSYCHOLOGIA, 49, 2, 114-131 PSYCHOLOGIA, 49, 2, 114-131 2006/06 Refereed English Research paper(scientific journal) Disclose to all
Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E Active comparison as a means of promoting the development of abstract conditional knowledge and appropriate choice of diagrams in math word problem solving.(Students' Best Paper Award) Active comparison as a means of promoting the development of abstract conditional knowledge and appropriate choice of diagrams in math word problem solving. (Students' Best Paper Award) Active comparison as a means of promoting the development of abstract conditional knowledge and appropriate choice of diagrams in math word problem solving.(Students' Best Paper Award) Lecture Notes in Artificial Intelligence, Vol.4045,, 181-195 Lecture Notes in Artificial Intelligence, Vol.4045,, 181-195 Lecture Notes in Artificial Intelligence, Vol.4045,, 181-195 2006 Refereed Research paper(international conference proceedings) Disclose to all
Manalo, E, Uesaka, Y Manalo, E, Uesaka, Y Manalo, E, Uesaka, Y Promoting diagram use in problem solving. Promoting diagram use in problem solving. Promoting diagram use in problem solving. New Zealand Education Review, 11, 34, 6-6 New Zealand Education Review, 11, 34, 6-6 New Zealand Education Review, 11, 34, 6-6 2006 Disclose to all
Manalo, E Manalo, E Manalo, E Student learning - motivation and silence. Student learning - motivation and silence. Student learning - motivation and silence. New Zealand Education Review, 11, 44, 6-6 New Zealand Education Review, 11, 44, 6-6 New Zealand Education Review, 11, 44, 6-6 2006 Disclose to all
Manalo, E, Trafford, J Manalo, E, Trafford, J Manalo, E, Trafford, J Learning diversity and the multifaceted roles of tertiary learning advisors. Learning diversity and the multifaceted roles of tertiary learning advisors. Learning diversity and the multifaceted roles of tertiary learning advisors. International Journal of Diversity in Organisations, Communities and Nations, 5, 3, 80-93 International Journal of Diversity in Organisations, Communities and Nations, 5, 3, 80-93 International Journal of Diversity in Organisations, Communities and Nations, 5, 3, 80-93 2006 Refereed English Research paper(scientific journal) Disclose to all
Manalo, E Manalo, E Manalo, E The usefulness of an intensive preparatory course for EAL thesis writers. The usefulness of an intensive preparatory course for EAL thesis writers. The usefulness of an intensive preparatory course for EAL thesis writers. Journal of Research in International Education, 5, 215-230 Journal of Research in International Education, 5, 215-230 Journal of Research in International Education, 5, 215-230 2006 Refereed English Research paper(scientific journal) Disclose to all
Manalo, E Manalo, E Manalo, E Special issue: Applied research in university student learning. Special issue: Applied research in university student learning. Special issue: Applied research in university student learning. Psychologia, 49, 2, 63-141 Psychologia, 49, 2, 63-141 Psychologia, 49, 2, 63-141 2006 Refereed English Research paper(scientific journal) Disclose to all
Manalo, E Manalo, E Manalo, E Exam skills Exam skills Exam skills Writing guidelines for social science students (2nd ed.) [L. Emerson (Ed.)], 117-121 Writing guidelines for social science students (2nd ed.) [L. Emerson (Ed.)], 117-121 Writing guidelines for social science students (2nd ed.) [L. Emerson (Ed.)], 117-121 2005 Disclose to all
Emerson, L, Manalo, E Emerson, L, Manalo, E Emerson, L, Manalo, E Essays Essays Essays Writing guidelines for social science students (2nd ed.) [L. Emerson (Ed.)], 29-35 Writing guidelines for social science students (2nd ed.) [L. Emerson (Ed.)], 29-35 Writing guidelines for social science students (2nd ed.) [L. Emerson (Ed.)], 29-35 2005 Disclose to all
Emerson, L, Manalo, E Emerson, L, Manalo, E Emerson, L, Manalo, E Essay writing Essay writing Essay writing Writing guidelines for business students (3nd ed.) [L. Emerson (Ed.)], 54-61 Writing guidelines for business students (3nd ed.) [L. Emerson (Ed.)], 54-61 Writing guidelines for business students (3nd ed.) [L. Emerson (Ed.)], 54-61 2005 Disclose to all
Manalo, E Manalo, E Manalo, E Building bridges or looking for bridges: What really is the role of the learning advisor? Building bridges or looking for bridges: What really is the role of the learning advisor? Building bridges or looking for bridges: What really is the role of the learning advisor? Building bridges: Diversity in practice. Proceedings of the 2004 Annual Conference of the Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ) [B. Morris (Ed.)], 154-156 Building bridges: Diversity in practice. Proceedings of the 2004 Annual Conference of the Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ) [B. Morris (Ed.)], 154-156 Building bridges: Diversity in practice. Proceedings of the 2004 Annual Conference of the Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ) [B. Morris (Ed.)], 154-156 2005 Disclose to all
Manalo, E Manalo, E Manalo, E Strategies for the potential agents of change: An approach to teaching how to write a paper for publication. Strategies for the potential agents of change: An approach to teaching how to write a paper for publication. Strategies for the potential agents of change: An approach to teaching how to write a paper for publication. Writing for a change: Proceedings of the 6th Biennial Tertiary Writing Network Colloquium, Victoria University of Wellington, Dec 2–3, 2004 [D. Wallace (Ed.)], 101-106 Writing for a change: Proceedings of the 6th Biennial Tertiary Writing Network Colloquium, Victoria University of Wellington, Dec 2?3, 2004 [D. Wallace (Ed.)], 101-106 Writing for a change: Proceedings of the 6th Biennial Tertiary Writing Network Colloquium, Victoria University of Wellington, Dec 2–3, 2004 [D. Wallace (Ed.)], 101-106 2005 Disclose to all
T Oya, E Manalo, J Greenwood T Oya, E Manalo, J Greenwood T Oya, E Manalo, J Greenwood The influence of personality and anxiety on the oral performance of Japanese speakers of English The influence of personality and anxiety on the oral performance of Japanese speakers of English The influence of personality and anxiety on the oral performance of Japanese speakers of English APPLIED COGNITIVE PSYCHOLOGY, 18, 7, 841-855 APPLIED COGNITIVE PSYCHOLOGY, 18, 7, 841-855 APPLIED COGNITIVE PSYCHOLOGY, 18, 7, 841-855 2004/11 Refereed English Research paper(scientific journal) Disclose to all
Y Uesaka, E Manalo Uesaka, Y, Manalo, E Y Uesaka, E Manalo What kinds of students' activities promote the use of diagrams in mathematical problem solving? What kinds of students’ activities promote the use of diagrams in mathematical problem solving? What kinds of students' activities promote the use of diagrams in mathematical problem solving? INTERNATIONAL JOURNAL OF PSYCHOLOGY, 39, 5-6, 186-186 International Journal of Psychology, 39, 5-6, 186-186 INTERNATIONAL JOURNAL OF PSYCHOLOGY, 39, 5-6, 186-186 2004/10 English Disclose to all
MANALO Emmanuel マナロ エマニュエル MANALO Emmanuel How does cultural understanding facilitate learning development and vice versa? The roles of How does cultural understanding facilitate learning development and vice versa? The roles of How does cultural understanding facilitate learning development and vice versa? The roles of Proceedings of the 18th IDP Australian International Education Conference (CD-ROM; ISBN: 0-86403-054-1) Proceedings of the 18th IDP Australian International Education Conference (CD-ROM; ISBN: 0-86403-054-1) Proceedings of the 18th IDP Australian International Education Conference (CD-ROM; ISBN: 0-86403-054-1) 2004 Refereed English Research paper(international conference proceedings) Disclose to all
Manalo, E, Mizutani, S, Trafford, J. A Manalo, E, Mizutani, S, Trafford, J. A Manalo, E, Mizutani, S, Trafford, J. A Using mnemonics to facilitate learning of Japanese script characters. Using mnemonics to facilitate learning of Japanese script characters. Using mnemonics to facilitate learning of Japanese script characters. JALT [Japanese Association for Language Teaching] Journal, 26, 55-77 JALT [Japanese Association for Language Teaching] Journal, 26, 55-77 JALT [Japanese Association for Language Teaching] Journal, 26, 55-77 2004 Refereed English Research paper(scientific journal) Disclose to all
Uesaka, Y, Manalo, E, Ichikawa, S Uesaka, Y, Manalo, E, Ichikawa, S Uesaka, Y, Manalo, E, Ichikawa, S Sugakuteki mondai-kaiketu niokeru zuhyouno riyou wo sokusin suru gakusyuu koudou no kentou- nyujiirando tono kyoudoukennkyuu kara [Investigating students’ daily learning behaviors that promote diagram use in mathematical problem solving: From a collabo・・・ Sugakuteki mondai-kaiketu niokeru zuhyouno riyou wo sokusin suru gakusyuu koudou no kentou- nyujiirando tono kyoudoukennkyuu kara [Investigating students’ daily learning behaviors that promote diagram use in mathematical problem solving: From a collabo・・・ Sugakuteki mondai-kaiketu niokeru zuhyouno riyou wo sokusin suru gakusyuu koudou no kentou- nyujiirando tono kyoudoukennkyuu kara [Investigating students’ daily learning behaviors that promote diagram use in mathematical problem solving: From a collabo・・・ Kisogakuryoku ikusei sisutem no saikouchiku [Rebuilding the system to promote core academic competences], 61-66 Kisogakuryoku ikusei sisutem no saikouchiku [Rebuilding the system to promote core academic competences], 61-66 Kisogakuryoku ikusei sisutem no saikouchiku [Rebuilding the system to promote core academic competences], 61-66 2004 Disclose to all
Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E Nyuujirando gakkou tankenki [Exploring schools in New Zealand]. Nyuujirando gakkou tankenki [Exploring schools in New Zealand]. Nyuujirando gakkou tankenki [Exploring schools in New Zealand]. Syotou-rika Kyouiku [Science Education in Elementary School], 38, 5, 46-46 Syotou-rika Kyouiku [Science Education in Elementary School], 38, 5, 46-46 Syotou-rika Kyouiku [Science Education in Elementary School], 38, 5, 46-46 2004 Disclose to all
E Manalo E Manalo E Manalo Uses of mnemonics in educational settings: A brief review of selected research Uses of mnemonics in educational settings: A brief review of selected research Uses of mnemonics in educational settings: A brief review of selected research PSYCHOLOGIA, 45, 2, 69-79 PSYCHOLOGIA, 45, 2, 69-79 PSYCHOLOGIA, 45, 2, 69-79 2002/06 Refereed English Research paper(scientific journal) Disclose to all
Manalo, E Manalo, E Manalo, E Paraphrasing as a tool for learning and finding your own voice. Paraphrasing as a tool for learning and finding your own voice. Paraphrasing as a tool for learning and finding your own voice. Developing a voice – Critical issues in academic literacies: Proceedings of the 5th Biennial Tertiary Writing Network Colloquium [A. Kirkness (Ed.)], 141-144 Developing a voice ? Critical issues in academic literacies: Proceedings of the 5th Biennial Tertiary Writing Network Colloquium [A. Kirkness (Ed.)], 141-144 Developing a voice – Critical issues in academic literacies: Proceedings of the 5th Biennial Tertiary Writing Network Colloquium [A. Kirkness (Ed.)], 141-144 2002 Disclose to all
Manalo, E Manalo, E Manalo, E Records and reports: How do we inform ourselves and others of the good work we do with Records and reports: How do we inform ourselves and others of the good work we do with Records and reports: How do we inform ourselves and others of the good work we do with Lifelong learning: Proceedings of the Annual Conference of the Association of Tertiary Learning, 165, 171 Lifelong learning: Proceedings of the Annual Conference of the Association of Tertiary Learning, 165, 171 Lifelong learning: Proceedings of the Annual Conference of the Association of Tertiary Learning, 165, 171 2001 English Research paper(international conference proceedings) Disclose to all
Manalo, E Manalo, E Manalo, E How to write successful exams. How to write successful exams. How to write successful exams. Writing guidelines for business students (2nd ed.) [L. Emerson (Ed.)], 119-122 Writing guidelines for business students (2nd ed.) [L. Emerson (Ed.)], 119-122 Writing guidelines for business students (2nd ed.) [L. Emerson (Ed.)], 119-122 2000 Disclose to all
Emerson, L, Manalo, E Emerson, L, Manalo, E Emerson, L, Manalo, E Essay writing Essay writing Essay writing Writing guidelines for business students (2nd ed.) [L. Emerson (Ed.)], 48-55 Writing guidelines for business students (2nd ed.) [L. Emerson (Ed.)], 48-55 Writing guidelines for business students (2nd ed.) [L. Emerson (Ed.)], 48-55 2000 Disclose to all
Manalo, E, Bunnell, J. K, Stillman, J. A Manalo, E, Bunnell, J. K, Stillman, J. A Manalo, E, Bunnell, J. K, Stillman, J. A The use of process mnemonics in teaching students with mathematics learning disabilities. The use of process mnemonics in teaching students with mathematics learning disabilities. The use of process mnemonics in teaching students with mathematics learning disabilities. Learning Disability Quarterly, 23, 137-156 Learning Disability Quarterly, 23, 137-156 Learning Disability Quarterly, 23, 137-156 2000 Refereed English Research paper(scientific journal) Disclose to all
E Manalo E Manalo E Manalo Spontaneous mnemonic use in simulated foreign word learning Spontaneous mnemonic use in simulated foreign word learning Spontaneous mnemonic use in simulated foreign word learning PSYCHOLOGIA, 42, 3, 160-169 PSYCHOLOGIA, 42, 3, 160-169 PSYCHOLOGIA, 42, 3, 160-169 1999/09 Refereed English Research paper(scientific journal) Disclose to all
Manalo, E Manalo, E Manalo, E Teaching postgraduate students how to get started and keep going with their theses. Teaching postgraduate students how to get started and keep going with their theses. Teaching postgraduate students how to get started and keep going with their theses. Teaching communication skills in the disciplines: The proceedings of the Australian Communication Skills Conference [J. Tapper, & P. Gruba (Eds.)], 113-121 Teaching communication skills in the disciplines: The proceedings of the Australian Communication Skills Conference [J. Tapper, & P. Gruba (Eds.)], 113-121 Teaching communication skills in the disciplines: The proceedings of the Australian Communication Skills Conference [J. Tapper, & P. Gruba (Eds.)], 113-121 1998 Refereed English Research paper(scientific journal) Disclose to all
Manalo, E, Wong-Toi, G, Henning, M Manalo, E, Wong-Toi, G, Henning, M Manalo, E, Wong-Toi, G, Henning, M Effectiveness of an intensive learning skills course for university students on restricted enrolment. Effectiveness of an intensive learning skills course for university students on restricted enrolment. Effectiveness of an intensive learning skills course for university students on restricted enrolment. Higher Education Research and Development, 15, 2, 189-199 Higher Education Research and Development, 15, 2, 189-199 Higher Education Research and Development, 15, 2, 189-199 1996 Refereed English Research paper(scientific journal) Disclose to all
Manalo, E Manalo, E Manalo, E Teaching problem solving skills. Teaching problem solving skills. Teaching problem solving skills. Performance & Instruction, 32, 8, 31-33 Performance & Instruction, 32, 8, 31-33 Performance & Instruction, 32, 8, 31-33 1993 Refereed English Research paper(scientific journal) Disclose to all
Manalo, E Manalo, E Manalo, E Dyslexia or carelessness in reading? A case report. Dyslexia or carelessness in reading? A case report. Dyslexia or carelessness in reading? A case report. Reading Psychology, 13, 241-257 Reading Psychology, 13, 241-257 Reading Psychology, 13, 241-257 1992 Refereed English Research paper(scientific journal) Disclose to all
Manalo, E Manalo, E Manalo, E Teaching concentration skills. Teaching concentration skills. Teaching concentration skills. Performance & Instruction, 31, 10, 38-40 Performance & Instruction, 31, 10, 38-40 Performance & Instruction, 31, 10, 38-40 1992 Refereed English Research paper(scientific journal) Disclose to all
Manalo, E Manalo, E Manalo, E The incorporation of process mnemonic instruction in teaching computational skills: A case report on a mathematics learning disabled individual. The incorporation of process mnemonic instruction in teaching computational skills: A case report on a mathematics learning disabled individual. The incorporation of process mnemonic instruction in teaching computational skills: A case report on a mathematics learning disabled individual. Focus on Learning Problems in Mathematics, 13, 4, 21-34 Focus on Learning Problems in Mathematics, 13, 4, 21-34 Focus on Learning Problems in Mathematics, 13, 4, 21-34 1991 Refereed English Research paper(scientific journal) Disclose to all
Manalo, E Manalo, E Manalo, E An approach to dealing with motivational failure. An approach to dealing with motivational failure. An approach to dealing with motivational failure. A taste for living: Proceedings of the sixth triennial conference of the Australian and New Zealand Student Services Association [R. Wilson (Ed.)], 214-217 A taste for living: Proceedings of the sixth triennial conference of the Australian and New Zealand Student Services Association [R. Wilson (Ed.)], 214-217 A taste for living: Proceedings of the sixth triennial conference of the Australian and New Zealand Student Services Association [R. Wilson (Ed.)], 214-217 1989 English Research paper(international conference proceedings) Disclose to all
MANALO Emmanuel マナロ エマニュエル MANALO Emmanuel Teaching process mnemonics to teach students with mathematics learning disabilities. Teaching process mnemonics to teach students with mathematics learning disabilities. Teaching process mnemonics to teach students with mathematics learning disabilities. Australian Journal of Psychology (Supplement: Combined abstracts of the 1997 Australian, 16, 16 Australian Journal of Psychology (Supplement: Combined abstracts of the 1997 Australian, 16, 16 Australian Journal of Psychology (Supplement: Combined abstracts of the 1997 Australian, 16, 16 Refereed Disclose to all
MANALO Emmanuel マナロ エマニュエル MANALO Emmanuel Learning support to complement inclusion: The roles of a learning centre in managing the needs of Learning support to complement inclusion: The roles of a learning centre in managing the needs of Learning support to complement inclusion: The roles of a learning centre in managing the needs of Proceedings of the Inclusive and Supportive Education Congress 2005 (ISEC 2005) (CD-ROM; ISBN: 1-903618-29-0). Proceedings of the Inclusive and Supportive Education Congress 2005 (ISEC 2005) (CD-ROM; ISBN: 1-903618-29-0). Proceedings of the Inclusive and Supportive Education Congress 2005 (ISEC 2005) (CD-ROM; ISBN: 1-903618-29-0). Refereed Disclose to all
MANALO Emmanuel, Uesaka, Y マナロ エマニュエル MANALO Emmanuel, Uesaka, Y Quantity and quality of diagrams used in math word problem solving: A comparison between New Quantity and quality of diagrams used in math word problem solving: A comparison between New Quantity and quality of diagrams used in math word problem solving: A comparison between New Refereed papers of the NZARE (New Zealand Association for Research in Education) National Conference 2006 [CD-ROM; ISSN 1176-4902] Refereed papers of the NZARE (New Zealand Association for Research in Education) National Conference 2006 [CD-ROM; ISSN 1176-4902] Refereed papers of the NZARE (New Zealand Association for Research in Education) National Conference 2006 [CD-ROM; ISSN 1176-4902] Refereed Disclose to all

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Title language:
Misc
Author Author(Japanese) Author(English) Title Title(Japanese) Title(English) Bibliography Bibliography(Japanese) Bibliography(English) Publication date Refereed paper Language Publishing type Disclose
Rachel Dryer, Emmanuel Manalo, Yuri Uesaka, Graham A. Tyson Rachel Dryer, Emmanuel Manalo, Yuri Uesaka, Graham A. Tyson Rachel Dryer, Emmanuel Manalo, Yuri Uesaka, Graham A. Tyson Cross-cultural examination of Australian and Japanese female university students' beliefs about the treatment of Bulimia Nervosa Cross-cultural examination of Australian and Japanese female university students' beliefs about the treatment of Bulimia Nervosa Cross-cultural examination of Australian and Japanese female university students' beliefs about the treatment of Bulimia Nervosa INTERNATIONAL JOURNAL OF PSYCHOLOGY, 51, 107-108 INTERNATIONAL JOURNAL OF PSYCHOLOGY, 51, 107-108 INTERNATIONAL JOURNAL OF PSYCHOLOGY, 51, 107-108 2016/07 English Research paper, summary (international conference) Disclose to all
Emmanuel Manalo, Ai Mizokawa, Lisa Scharrer, Masuo Koyasu Emmanuel Manalo, Ai Mizokawa, Lisa Scharrer, Masuo Koyasu Emmanuel Manalo, Ai Mizokawa, Lisa Scharrer, Masuo Koyasu Critically Evaluating Multiple, Conflicting Pieces of Information: The Effects of Unpacking the Information, and Theory of Mind Ability Critically Evaluating Multiple, Conflicting Pieces of Information: The Effects of Unpacking the Information, and Theory of Mind Ability Critically Evaluating Multiple, Conflicting Pieces of Information: The Effects of Unpacking the Information, and Theory of Mind Ability INTERNATIONAL JOURNAL OF PSYCHOLOGY, 51, 474-474 INTERNATIONAL JOURNAL OF PSYCHOLOGY, 51, 474-474 INTERNATIONAL JOURNAL OF PSYCHOLOGY, 51, 474-474 2016/07 English Research paper, summary (international conference) Disclose to all
Yusuke Takahashi, Takashi Kusumi, Emmanuel Manalo Yusuke Takahashi, Takashi Kusumi, Emmanuel Manalo Yusuke Takahashi, Takashi Kusumi, Emmanuel Manalo Quasi-development of critical thinking attitude during adulthood, and links to the big five personality traits Quasi-development of critical thinking attitude during adulthood, and links to the big five personality traits Quasi-development of critical thinking attitude during adulthood, and links to the big five personality traits INTERNATIONAL JOURNAL OF PSYCHOLOGY, 51, 901-901 INTERNATIONAL JOURNAL OF PSYCHOLOGY, 51, 901-901 INTERNATIONAL JOURNAL OF PSYCHOLOGY, 51, 901-901 2016/07 English Research paper, summary (international conference) Disclose to all
Etsuko Tanaka, Emmanuel Manalo, Rachel Dryer Etsuko Tanaka, Emmanuel Manalo, Rachel Dryer Etsuko Tanaka, Emmanuel Manalo, Rachel Dryer Structure and comparison of Australian and Japanese junior high school students' interest in science Structure and comparison of Australian and Japanese junior high school students' interest in science Structure and comparison of Australian and Japanese junior high school students' interest in science INTERNATIONAL JOURNAL OF PSYCHOLOGY, 51, 517-517 INTERNATIONAL JOURNAL OF PSYCHOLOGY, 51, 517-517 INTERNATIONAL JOURNAL OF PSYCHOLOGY, 51, 517-517 2016/07 English Research paper, summary (international conference) Disclose to all
和嶋雄一郎, 植阪友理, MANALO Emmanuel 和嶋雄一郎, 植阪友理, MANALO Emmanuel 和嶋雄一郎, 植阪友理, MANALO Emmanuel 自由記述を利用した図に対する認知イメージの推定とその傾向 自由記述を利用した図に対する認知イメージの推定とその傾向 自由記述を利用した図に対する認知イメージの推定とその傾向 日本認知科学会大会発表論文集(CD-ROM), 29th, ROMBUNNO.P3-15 日本認知科学会大会発表論文集(CD-ROM), 29th, ROMBUNNO.P3-15 日本認知科学会大会発表論文集(CD-ROM), 29th, ROMBUNNO.P3-15 2012 Japanese Disclose to all
Title language:
Conference Activities & Talks
Title Title(Japanese) Title(English) Conference Conference(Japanese) Conference(English) Promotor Promotor(Japanese) Promotor(English) Date Language Assortment Disclose
Curricular space: The importance of creating space in the curriculum for developing students’ thinking capabilities.[Invited] Curricular space: The importance of creating space in the curriculum for developing students’ thinking capabilities. [Invited] Curricular space: The importance of creating space in the curriculum for developing students’ thinking capabilities. [Invited] 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL), Medan City, Indonesia 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL), Medan City, Indonesia 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL), Medan City, Indonesia 2020/09/22 English Oral presentation(keynote) Disclose to all
Curricular space: Exploring the need for “space to think” in Danish and Japanese students. Curricular space: Exploring the need for “space to think” in Danish and Japanese students. Curricular space: Exploring the need for “space to think” in Danish and Japanese students. NZARE (New Zealand Association for Research in Education) Conference, University of Canterbury, Christchurch, New Zealand NZARE (New Zealand Association for Research in Education) Conference, University of Canterbury, Christchurch, New Zealand NZARE (New Zealand Association for Research in Education) Conference, University of Canterbury, Christchurch, New Zealand 2019/11/19 English Oral presentation(general) Disclose to all
Teaching students to use diagrams: Elucidating methods based on research evidence. Teaching students to use diagrams: Elucidating methods based on research evidence. Teaching students to use diagrams: Elucidating methods based on research evidence. NZARE (New Zealand Association for Research in Education) Conference, University of Canterbury, Christchurch, New Zealand NZARE (New Zealand Association for Research in Education) Conference, University of Canterbury, Christchurch, New Zealand NZARE (New Zealand Association for Research in Education) Conference, University of Canterbury, Christchurch, New Zealand 2019/11/18 English Oral presentation(general) Disclose to all
The possibility of using "backcasting" to bridge research and educational practices: Introducing case examples of processes that bridge the gap between the ideal and reality in education. バックキャスティングによる研究と教育との橋渡しの可能性 ―理想と現実のギャップを解消するプロセスの事例紹介― The possibility of using "backcasting" to bridge research and educational practices: Introducing case examples of processes that bridge the gap between the ideal and reality in education. 61st Annual Japanese Association of Educational Psychology (JAEP) Conference 日本教育心理学会第61回総会 61st Annual Japanese Association of Educational Psychology (JAEP) Conference 2019/09/15 Japanese Symposium workshop panel(public) Disclose to all
Do students need space to think? Exploring the meaningfulness of “curricular space” in Danish and Japanese students. Do students need space to think? Exploring the meaningfulness of “curricular space” in Danish and Japanese students. Do students need space to think? Exploring the meaningfulness of “curricular space” in Danish and Japanese students. Japan Society for Educational Technology (JSET) Autumn Conference Japan Society for Educational Technology (JSET) Autumn Conference Japan Society for Educational Technology (JSET) Autumn Conference 2019/09/08 English Poster presentation Disclose to all
How to turn failure into success[Invited] How to turn failure into success [Invited] How to turn failure into success [Invited] Invited lecture given at the German Institute for International Educational Research (DIPF), Berlin, Germany Invited lecture given at the German Institute for International Educational Research (DIPF), Berlin, Germany Invited lecture given at the German Institute for International Educational Research (DIPF), Berlin, Germany 2019/08/21 English Oral presentation(invited, special) Disclose to all
The effect of metacognitive use of learning strategies on student test performance The effect of metacognitive use of learning strategies on student test performance The effect of metacognitive use of learning strategies on student test performance EARLI Conference, RWTH Aachen University, Germany EARLI Conference, RWTH Aachen University, Germany EARLI Conference, RWTH Aachen University, Germany 2019/08/16 English Oral presentation(general) Disclose to all
Students’ use of diagrams in writing explanations: Does instruction in diagram use help? Students’ use of diagrams in writing explanations: Does instruction in diagram use help? Students’ use of diagrams in writing explanations: Does instruction in diagram use help? EARLI Conference, RWTH Aachen University, Germany EARLI Conference, RWTH Aachen University, Germany EARLI Conference, RWTH Aachen University, Germany 2019/08/15 English Poster presentation Disclose to all
How can we ensure that experiences of failure lead to beneficial learning outcomes?[Invited] How can we ensure that experiences of failure lead to beneficial learning outcomes? [Invited] How can we ensure that experiences of failure lead to beneficial learning outcomes? [Invited] Invited lecture given at Auckland University of Technology, Auckland, New Zealand Invited lecture given at Auckland University of Technology, Auckland, New Zealand Invited lecture given at Auckland University of Technology, Auckland, New Zealand 2019/03/19 English Oral presentation(invited, special) Disclose to all
Can failure really lead to successful outcomes? If yes, then how?[Invited] Can failure really lead to successful outcomes? If yes, then how? [Invited] Can failure really lead to successful outcomes? If yes, then how? [Invited] Invited lecture given at the Australian College of Applied Psychology, Sydney, Australia Invited lecture given at the Australian College of Applied Psychology, Sydney, Australia Invited lecture given at the Australian College of Applied Psychology, Sydney, Australia 2019/03/15 English Oral presentation(invited, special) Disclose to all
Elucidating methods for benefitting from failure in educational contexts[Invited] Elucidating methods for benefitting from failure in educational contexts [Invited] Elucidating methods for benefitting from failure in educational contexts [Invited] Invited lecture given at the University of Sydney, Sydney, Australia Invited lecture given at the University of Sydney, Sydney, Australia Invited lecture given at the University of Sydney, Sydney, Australia 2019/03/13 English Oral presentation(invited, special) Disclose to all
Tackling the complexities of promoting effective learning strategy use in day-to-day subject learning in Japanese classrooms Tackling the complexities of promoting effective learning strategy use in day-to-day subject learning in Japanese classrooms Tackling the complexities of promoting effective learning strategy use in day-to-day subject learning in Japanese classrooms ERAS-APERA International Conference 2018, Singapore ERAS-APERA International Conference 2018, Singapore ERAS-APERA International Conference 2018, Singapore 2018/11/14 English Oral presentation(general) Disclose to all
Can diagrams enhance communicative efficiency? Understanding how diagram use affects the quality of written communication in English-as-a-foreign-language students Can diagrams enhance communicative efficiency? Understanding how diagram use affects the quality of written communication in English-as-a-foreign-language students Can diagrams enhance communicative efficiency? Understanding how diagram use affects the quality of written communication in English-as-a-foreign-language students ERAS-APERA International Conference 2018, Singapore ERAS-APERA International Conference 2018, Singapore ERAS-APERA International Conference 2018, Singapore 2018/11/12 English Oral presentation(general) Disclose to all
Addressing pressing questions about effective learning.[Invited] Addressing pressing questions about effective learning. [Invited] Addressing pressing questions about effective learning. [Invited] Invited seminar presented at the University of Minho, Braga, Portugal Invited seminar presented at the University of Minho, Braga, Portugal Invited seminar presented at the University of Minho, Braga, Portugal 2018/09/07 English Oral presentation(invited, special) Disclose to all
Student, teacher, and environmental conditions for promoting spontaneous learning strategy use.[Invited] Student, teacher, and environmental conditions for promoting spontaneous learning strategy use. [Invited] Student, teacher, and environmental conditions for promoting spontaneous learning strategy use. [Invited] Invited seminar presented at ETH Zurich, Switzerland Invited seminar presented at ETH Zurich, Switzerland Invited seminar presented at ETH Zurich, Switzerland 2018/08/31 English Oral presentation(invited, special) Disclose to all
Using and benefiting from test feedback in foreign language vocabulary learning. Using and benefiting from test feedback in foreign language vocabulary learning. Using and benefiting from test feedback in foreign language vocabulary learning. EARLI SIG 16 Metacognition Conference 2018, Zurich, Switzerland EARLI SIG 16 Metacognition Conference 2018, Zurich, Switzerland EARLI SIG 16 Metacognition Conference 2018, Zurich, Switzerland 2018/08/29 English Oral presentation(general) Disclose to all
Can spontaneous diagram use be promoted in math word problem solving? Can spontaneous diagram use be promoted in math word problem solving? Can spontaneous diagram use be promoted in math word problem solving? 10th International Conference on the Theory and Application of Diagrams, Edinburgh, United Kingdom 10th International Conference on the Theory and Application of Diagrams, Edinburgh, United Kingdom 10th International Conference on the Theory and Application of Diagrams, Edinburgh, United Kingdom 2018/06/21 English Oral presentation(general) Disclose to all
How are language proficiency and critical thinking related?[Invited] How are language proficiency and critical thinking related? [Invited] How are language proficiency and critical thinking related? [Invited] Invited lecture given at Auckland University of Technology, Auckland, New Zealand Invited lecture given at Auckland University of Technology, Auckland, New Zealand Invited lecture given at Auckland University of Technology, Auckland, New Zealand 2018/02/15 English Oral presentation(invited, special) Disclose to all
Foreign language education: Importance, challenges, and strategies for more successful learning[Invited] Foreign language education: Importance, challenges, and strategies for more successful learning [Invited] Foreign language education: Importance, challenges, and strategies for more successful learning [Invited] Invited lecture given at the University of Oviedo, Oviedo, Spain Invited lecture given at the University of Oviedo, Oviedo, Spain Invited lecture given at the University of Oviedo, Oviedo, Spain 2017/11/14 English Oral presentation(invited, special) Disclose to all
Critically evaluating scientific and health-related information: Do theory of mind ability and presentation format matter? Critically evaluating scientific and health-related information: Do theory of mind ability and presentation format matter? Critically evaluating scientific and health-related information: Do theory of mind ability and presentation format matter? 1st International Conference on Psychology, Health and Education (CIPSE 2017), University of Oviedo, Oviedo, Spain 1st International Conference on Psychology, Health and Education (CIPSE 2017), University of Oviedo, Oviedo, Spain 1st International Conference on Psychology, Health and Education (CIPSE 2017), University of Oviedo, Oviedo, Spain 2017/11/09 English Oral presentation(general) Disclose to all
More efficacious representations? Examining the effect of diagrams in students’ written explanations. More efficacious representations? Examining the effect of diagrams in students’ written explanations. More efficacious representations? Examining the effect of diagrams in students’ written explanations. 17th Biennial EARLI Conference, University of Tampere, Tampere, Finland 17th Biennial EARLI Conference, University of Tampere, Tampere, Finland 17th Biennial EARLI Conference, University of Tampere, Tampere, Finland 2017/09/01 English Oral presentation(general) Disclose to all
How to promote critical thinking skills development in your students How to promote critical thinking skills development in your students How to promote critical thinking skills development in your students Invited workshop given at the University of Reading Malaysia, Puteri Johor, Malaysia Invited workshop given at the University of Reading Malaysia, Puteri Johor, Malaysia Invited workshop given at the University of Reading Malaysia, Puteri Johor, Malaysia 2017/03/01 English Oral presentation(invited, special) Disclose to all
Promoting students’ spontaneous use of diagrams in problem solving and communication[Invited] Promoting students’ spontaneous use of diagrams in problem solving and communication [Invited] Promoting students’ spontaneous use of diagrams in problem solving and communication [Invited] Invited lecture given at the University of Reading Malaysia, Puteri Johor, Malaysia Invited lecture given at the University of Reading Malaysia, Puteri Johor, Malaysia Invited lecture given at the University of Reading Malaysia, Puteri Johor, Malaysia 2017/03/01 English Oral presentation(invited, special) Disclose to all
How to demonstrate critical thinking on your work[Invited] How to demonstrate critical thinking on your work [Invited] How to demonstrate critical thinking on your work [Invited] Invited workshop given at the University of Reading Malaysia, Puteri Johor, Malaysia Invited workshop given at the University of Reading Malaysia, Puteri Johor, Malaysia Invited workshop given at the University of Reading Malaysia, Puteri Johor, Malaysia 2017/02/28 English Oral presentation(invited, special) Disclose to all
Understanding student text and diagrammatic representations of what they have learned: What gets represented, how, and why? Understanding student text and diagrammatic representations of what they have learned: What gets represented, how, and why? Understanding student text and diagrammatic representations of what they have learned: What gets represented, how, and why? 12th Biennial meeting of SARMAC (Society for Applied Research in Memory and Cognition). Sydney, Australia 12th Biennial meeting of SARMAC (Society for Applied Research in Memory and Cognition). Sydney, Australia 12th Biennial meeting of SARMAC (Society for Applied Research in Memory and Cognition). Sydney, Australia 2017/01/05 English Oral presentation(general) Disclose to all
Task-based measurement of students’ learning strategy use and its relationship to interest in science Task-based measurement of students’ learning strategy use and its relationship to interest in science Task-based measurement of students’ learning strategy use and its relationship to interest in science 12th Biennial meeting of SARMAC (Society for Applied Research in Memory and Cognition). Sydney, Australia 12th Biennial meeting of SARMAC (Society for Applied Research in Memory and Cognition). Sydney, Australia 12th Biennial meeting of SARMAC (Society for Applied Research in Memory and Cognition). Sydney, Australia 2017/01/05 English Oral presentation(general) Disclose to all
Cross-cultural examination of beliefs about cause and treatment for Bulimia Nervosa in Japanese and Australian women Cross-cultural examination of beliefs about cause and treatment for Bulimia Nervosa in Japanese and Australian women Cross-cultural examination of beliefs about cause and treatment for Bulimia Nervosa in Japanese and Australian women 12th Biennial meeting of SARMAC (Society for Applied Research in Memory and Cognition). Sydney, Australia 12th Biennial meeting of SARMAC (Society for Applied Research in Memory and Cognition). Sydney, Australia 12th Biennial meeting of SARMAC (Society for Applied Research in Memory and Cognition). Sydney, Australia 2017/01/05 English Oral presentation(general) Disclose to all
Who can be a critical thinker? A two-wave longitudinal study on critical thinking attitudes Who can be a critical thinker? A two-wave longitudinal study on critical thinking attitudes Who can be a critical thinker? A two-wave longitudinal study on critical thinking attitudes 15th Hawaii International Conference on Education. Honolulu, Hawaii, USA 15th Hawaii International Conference on Education. Honolulu, Hawaii, USA 15th Hawaii International Conference on Education. Honolulu, Hawaii, USA 2017/01/03 English Oral presentation(general) Disclose to all
Developing university students’ English language competence through content-based instruction in EFL contexts Developing university students’ English language competence through content-based instruction in EFL contexts Developing university students’ English language competence through content-based instruction in EFL contexts EAPRIL (European Association for Practitioner Research on Improving Learning) 2016 Conference. Porto, Portugal EAPRIL (European Association for Practitioner Research on Improving Learning) 2016 Conference. Porto, Portugal EAPRIL (European Association for Practitioner Research on Improving Learning) 2016 Conference. Porto, Portugal 2016/11/24 English Oral presentation(general) Disclose to all
Promoting students' spontaneity in using diagrams when writing explanations[Invited] Promoting students' spontaneity in using diagrams when writing explanations [Invited] Promoting students' spontaneity in using diagrams when writing explanations [Invited] Invited lecture given at the Copenhagen Business School, Copenhagen, Denmark Invited lecture given at the Copenhagen Business School, Copenhagen, Denmark Invited lecture given at the Copenhagen Business School, Copenhagen, Denmark 2016/09/08 English Oral presentation(invited, special) Disclose to all
To diagram or to summarize when studying scientific materials: Examining the effect of expertise To diagram or to summarize when studying scientific materials: Examining the effect of expertise To diagram or to summarize when studying scientific materials: Examining the effect of expertise 9th International Conference, Diagrams 2016. Philadelphia, USA 9th International Conference, Diagrams 2016. Philadelphia, USA 9th International Conference, Diagrams 2016. Philadelphia, USA 2016/08/09 English Oral presentation(general) Disclose to all
The relationship between interest in science and personality dimensions of engagement The relationship between interest in science and personality dimensions of engagement The relationship between interest in science and personality dimensions of engagement 31st International Congress of Psychology (ICP2016) 31st International Congress of Psychology (ICP2016) 31st International Congress of Psychology (ICP2016) 2016/07/28 English Oral presentation(general) Disclose to all
Critically evaluating multiple, conflicting pieces of information: The effects of unpacking the information, and theory of mind ability Critically evaluating multiple, conflicting pieces of information: The effects of unpacking the information, and theory of mind ability Critically evaluating multiple, conflicting pieces of information: The effects of unpacking the information, and theory of mind ability 31st International Congress of Psychology (ICP2016) 31st International Congress of Psychology (ICP2016) 31st International Congress of Psychology (ICP2016) 2016/07/27 English Oral presentation(general) Disclose to all
Structure and comparison of Australian and Japanese junior high school students’ interest in science Structure and comparison of Australian and Japanese junior high school students’ interest in science Structure and comparison of Australian and Japanese junior high school students’ interest in science 31st International Congress of Psychology (ICP2016) 31st International Congress of Psychology (ICP2016) 31st International Congress of Psychology (ICP2016) 2016/07/27 English Poster presentation Disclose to all
Cross-cultural examination of Australian and Japanese female university students’ beliefs about the treatment of Bulimia Nervosa Cross-cultural examination of Australian and Japanese female university students’ beliefs about the treatment of Bulimia Nervosa Cross-cultural examination of Australian and Japanese female university students’ beliefs about the treatment of Bulimia Nervosa 31st International Congress of Psychology (ICP2016) 31st International Congress of Psychology (ICP2016) 31st International Congress of Psychology (ICP2016) 2016/07/26 English Oral presentation(general) Disclose to all
Quasi-development of critical thinking attitude during adulthood, and links to the big five personality traits Quasi-development of critical thinking attitude during adulthood, and links to the big five personality traits Quasi-development of critical thinking attitude during adulthood, and links to the big five personality traits 31st International Congress of Psychology (ICP2016) 31st International Congress of Psychology (ICP2016) 31st International Congress of Psychology (ICP2016) 2016/07/26 English Oral presentation(general) Disclose to all
Australian and Japanese female students’ beliefs about the treatment of bulimia nervosa Australian and Japanese female students’ beliefs about the treatment of bulimia nervosa Australian and Japanese female students’ beliefs about the treatment of bulimia nervosa Australian Psychological Society 50th Annual Conference Australian Psychological Society 50th Annual Conference Australian Psychological Society 50th Annual Conference 2015/10/01 English Poster presentation Disclose to all
Can interactive communication promote students’ use of diagrams in explaining what they have learned? Can interactive communication promote students’ use of diagrams in explaining what they have learned? Can interactive communication promote students’ use of diagrams in explaining what they have learned? EARLI (European Association for Researchers on Learning and Instruction) Conference EARLI (European Association for Researchers on Learning and Instruction) Conference EARLI (European Association for Researchers on Learning and Instruction) Conference 2015/08/27 English Oral presentation(general) Disclose to all
Helpful tips for writing and presenting your research in English[Invited] Helpful tips for writing and presenting your research in English [Invited] Helpful tips for writing and presenting your research in English [Invited] Japanese Society of Personality Psychology (JSPP) Conference, Hokkaido University of Education, Sapporo Japanese Society of Personality Psychology (JSPP) Conference, Hokkaido University of Education, Sapporo Japanese Society of Personality Psychology (JSPP) Conference, Hokkaido University of Education, Sapporo 2015/08/21 English Oral presentation(keynote) Disclose to all
Developing critical thinking skills in EFL contexts: Japan case studies Developing critical thinking skills in EFL contexts: Japan case studies Developing critical thinking skills in EFL contexts: Japan case studies New York State TESOL 36th Annual Applied Linguistics Winter Conference (Columbia University, New York, USA) New York State TESOL 36th Annual Applied Linguistics Winter Conference (Columbia University, New York, USA) New York State TESOL 36th Annual Applied Linguistics Winter Conference (Columbia University, New York, USA) 2015/03/07 English Oral presentation(general) Disclose to all
Critical evaluation in students’ written work: Some influencing factors and correlates Critical evaluation in students’ written work: Some influencing factors and correlates Critical evaluation in students’ written work: Some influencing factors and correlates Invited seminar presentation at the Graduate School of Education, Rutgers University, New Jersey, USA Invited seminar presentation at the Graduate School of Education, Rutgers University, New Jersey, USA Invited seminar presentation at the Graduate School of Education, Rutgers University, New Jersey, USA 2015/03/06 English Oral presentation(invited, special) Disclose to all
Science students’ use of diagrams in communicating information: Challenges and possible solutions Science students’ use of diagrams in communicating information: Challenges and possible solutions Science students’ use of diagrams in communicating information: Challenges and possible solutions AILA (International Applied Linguistics Association) World Congress (Brisbane, Australia) AILA (International Applied Linguistics Association) World Congress (Brisbane, Australia) AILA (International Applied Linguistics Association) World Congress (Brisbane, Australia) 2014/08 English Oral presentation(general) Disclose to all
Students’ motivation to learn: Making sense of what the different theories say Students’ motivation to learn: Making sense of what the different theories say Students’ motivation to learn: Making sense of what the different theories say Clute Institute International Academic Conference (Orlando, Florida, USA) Clute Institute International Academic Conference (Orlando, Florida, USA) Clute Institute International Academic Conference (Orlando, Florida, USA) 2014/01 English Oral presentation(general) Disclose to all
Ability grouping in ESL: Beneficial or detrimental? Ability grouping in ESL: Beneficial or detrimental? 2013 Disclose to all
Do language structure or language proficiency affect critical evaluation? Do language structure or language proficiency affect critical evaluation? 2013 Poster presentation Disclose to all
Gakusyu sukiru no kyouiku sapoto no kouka ni tsuite: Nyujirando no daigaku no baai Gakusyu sukiru no kyouiku sapoto no kouka ni tsuite: Nyujirando no daigaku no baai 2013 Disclose to all
Creating learning situations to make diagram use inevitable: Focusing on diagrams fro communication Creating learning situations to make diagram use inevitable: Focusing on diagrams fro communication 2013 Disclose to all
What students represent in text and diagrams: Variations according to purpose, task, and language What students represent in text and diagrams: Variations according to purpose, task, and language 2013 Disclose to all
Ability grouping in ESL: Beneficial or detrimental? Ability grouping in ESL: Beneficial or detrimental? Ability grouping in ESL: Beneficial or detrimental? New York State TESOL 34th Annual Applied Linguistics Winter Conference New York State TESOL 34th Annual Applied Linguistics Winter Conference New York State TESOL 34th Annual Applied Linguistics Winter Conference 2013 Disclose to all
Do language structure or language proficiency affect critical evaluation? Do language structure or language proficiency affect critical evaluation? Do language structure or language proficiency affect critical evaluation? 35th Annual Conference of the Cognitive Science Society 35th Annual Conference of the Cognitive Science Society 35th Annual Conference of the Cognitive Science Society 2013 Poster presentation Disclose to all
Effects of learning skills instruction and support: In the case of New Zealand universities Effects of learning skills instruction and support: In the case of New Zealand universities Effects of learning skills instruction and support: In the case of New Zealand universities 55th Annual Meeting of the Japanese Association of Educational Psychology 55th Annual Meeting of the Japanese Association of Educational Psychology 55th Annual Meeting of the Japanese Association of Educational Psychology 2013 Disclose to all
Creating learning situations to make diagram use inevitable: Focusing on diagrams fro communication Creating learning situations to make diagram use inevitable: Focusing on diagrams fro communication Creating learning situations to make diagram use inevitable: Focusing on diagrams fro communication EARLI (European Association for Researchers on Learning and Instruction) Conference EARLI (European Association for Researchers on Learning and Instruction) Conference EARLI (European Association for Researchers on Learning and Instruction) Conference 2013 Disclose to all
What students represent in text and diagrams: Variations according to purpose, task, and language What students represent in text and diagrams: Variations according to purpose, task, and language What students represent in text and diagrams: Variations according to purpose, task, and language EARLI (European Association for Researchers on Learning and Instruction) Conference EARLI (European Association for Researchers on Learning and Instruction) Conference EARLI (European Association for Researchers on Learning and Instruction) Conference 2013 Disclose to all
How does English language class streaming affect the English language achievement of Japanese university students? How does English language class streaming affect the English language achievement of Japanese university students? 2012 Disclose to all
Are teachers aware of students' lack of spontaneity in diagram use? Suggestions for a mathematical model-based analysis of teachers' predictions. Are teachers aware of students' lack of spontaneity in diagram use? Suggestions for a mathematical model-based analysis of teachers' predictions. 2012 Poster presentation Disclose to all
Elucidating the mechanism of spontaneous diagram use in explanations: How cognitive processing of text and diagrammatic representations is influenced by individual and task-related factors. Elucidating the mechanism of spontaneous diagram use in explanations: How cognitive processing of text and diagrammatic representations is influenced by individual and task-related factors. 2012 Disclose to all
Student perspectives on critical and other thinking skills: Some cultural similarities and differences. Student perspectives on critical and other thinking skills: Some cultural similarities and differences. 2012 Poster presentation Disclose to all
Are students cognitive misers in learning L2 vocabulary? Are students cognitive misers in learning L2 vocabulary? 2012 Disclose to all
説明を書く場面における図表: なぜ学習者は十分に利用しないのか? 説明を書く場面における図表: なぜ学習者は十分に利用しないのか? 2012 Disclose to all
Do variations in L2 speaking performance correspond to detectable differences in brain activity? Do variations in L2 speaking performance correspond to detectable differences in brain activity? 2012 Disclose to all
How does English language class streaming affect the English language achievement of Japanese university students? How does English language class streaming affect the English language achievement of Japanese university students? How does English language class streaming affect the English language achievement of Japanese university students? 2012 Orlando International Academic Conference, January 2-4, Orlando, Florida, USA 2012 Orlando International Academic Conference, January 2-4, Orlando, Florida, USA 2012 Orlando International Academic Conference, January 2-4, Orlando, Florida, USA 2012 Disclose to all
Are teachers aware of students' lack of spontaneity in diagram use? Suggestions for a mathematical model-based analysis of teachers' predictions. Are teachers aware of students' lack of spontaneity in diagram use? Suggestions for a mathematical model-based analysis of teachers' predictions. Are teachers aware of students' lack of spontaneity in diagram use? Suggestions for a mathematical model-based analysis of teachers' predictions. Diagrams 2012 Conference, July 2-6, University of Kent, Canterbury, UK Diagrams 2012 Conference, July 2-6, University of Kent, Canterbury, UK Diagrams 2012 Conference, July 2-6, University of Kent, Canterbury, UK 2012 Poster presentation Disclose to all
Elucidating the mechanism of spontaneous diagram use in explanations: How cognitive processing of text and diagrammatic representations is influenced by individual and task-related factors. Elucidating the mechanism of spontaneous diagram use in explanations: How cognitive processing of text and diagrammatic representations is influenced by individual and task-related factors. Elucidating the mechanism of spontaneous diagram use in explanations: How cognitive processing of text and diagrammatic representations is influenced by individual and task-related factors. Diagrams 2012 Conference, July 2-6, University of Kent, Canterbury, UK Diagrams 2012 Conference, July 2-6, University of Kent, Canterbury, UK Diagrams 2012 Conference, July 2-6, University of Kent, Canterbury, UK 2012 Disclose to all
Student perspectives on critical and other thinking skills: Some cultural similarities and differences. Student perspectives on critical and other thinking skills: Some cultural similarities and differences. Student perspectives on critical and other thinking skills: Some cultural similarities and differences. 34th Annual Conference of the Cognitive Science Society, August 1-4, Sapporo, Japan 34th Annual Conference of the Cognitive Science Society, August 1-4, Sapporo, Japan 34th Annual Conference of the Cognitive Science Society, August 1-4, Sapporo, Japan 2012 Poster presentation Disclose to all
Are students cognitive misers in learning L2 vocabulary? Are students cognitive misers in learning L2 vocabulary? Are students cognitive misers in learning L2 vocabulary? 14th International Conference on the Processing of East Asian Languages (ICPEAL) 14th International Conference on the Processing of East Asian Languages (ICPEAL) 14th International Conference on the Processing of East Asian Languages (ICPEAL) 2012 Disclose to all
Diagrams in written communication: Why do students not use them enough? Diagrams in written communication: Why do students not use them enough? Diagrams in written communication: Why do students not use them enough? 54th Annual Meeting of the Japanese Association of Educational Psychology 54th Annual Meeting of the Japanese Association of Educational Psychology 54th Annual Meeting of the Japanese Association of Educational Psychology 2012 Disclose to all
Do variations in L2 speaking performance correspond to detectable differences in brain activity? Do variations in L2 speaking performance correspond to detectable differences in brain activity? Do variations in L2 speaking performance correspond to detectable differences in brain activity? 29th Annual Meeting of the Japanese Cognitive Science Society 29th Annual Meeting of the Japanese Cognitive Science Society 29th Annual Meeting of the Japanese Cognitive Science Society 2012 Disclose to all
The effects of peer communication with diagrams on students’ math word problem solving processes and outcomes. The effects of peer communication with diagrams on students’ math word problem solving processes and outcomes. 2011 Disclose to all
Do culture related factors influence students’ critical thinking use? Do culture related factors influence students’ critical thinking use? 2011 Poster presentation Disclose to all
Mental representation of diagrams: An investigation using free writing and correspondence analysis. Mental representation of diagrams: An investigation using free writing and correspondence analysis. 2011 Disclose to all
School curriculum development to improve students' strategy use: Focusing on diagrams use in math. School curriculum development to improve students' strategy use: Focusing on diagrams use in math. 2011 Disclose to all
The effects of peer communication with diagrams on students’ math word problem solving processes and outcomes. The effects of peer communication with diagrams on students’ math word problem solving processes and outcomes. The effects of peer communication with diagrams on students’ math word problem solving processes and outcomes. 33rd Annual Conference of the Cognitive Science Society, Boston, Massachusetts, USA. 33rd Annual Conference of the Cognitive Science Society, Boston, Massachusetts, USA. 33rd Annual Conference of the Cognitive Science Society, Boston, Massachusetts, USA. 2011 Disclose to all
Do culture related factors influence students’ critical thinking use? Do culture related factors influence students’ critical thinking use? Do culture related factors influence students’ critical thinking use? 33rd Annual Conference of the Cognitive Science Society, Boston, Massachusetts, USA. 33rd Annual Conference of the Cognitive Science Society, Boston, Massachusetts, USA. 33rd Annual Conference of the Cognitive Science Society, Boston, Massachusetts, USA. 2011 Poster presentation Disclose to all
Mental representation of diagrams: An investigation using free writing and correspondence analysis. Mental representation of diagrams: An investigation using free writing and correspondence analysis. Mental representation of diagrams: An investigation using free writing and correspondence analysis. EARLI (European Association for Researchers on Learning and Instruction) Conference, August 30-September 3, University of Exeter, UK EARLI (European Association for Researchers on Learning and Instruction) Conference, August 30-September 3, University of Exeter, UK EARLI (European Association for Researchers on Learning and Instruction) Conference, August 30-September 3, University of Exeter, UK 2011 Disclose to all
School curriculum development to improve students' strategy use: Focusing on diagrams use in math. School curriculum development to improve students' strategy use: Focusing on diagrams use in math. School curriculum development to improve students' strategy use: Focusing on diagrams use in math. EARLI (European Association for Researchers on Learning and Instruction) Conference, August 30-September 3, University of Exeter, UK EARLI (European Association for Researchers on Learning and Instruction) Conference, August 30-September 3, University of Exeter, UK EARLI (European Association for Researchers on Learning and Instruction) Conference, August 30-September 3, University of Exeter, UK 2011 Disclose to all
The effects of perception of efficacy and diagram construction skills on students' spontaneous use of diagrams when solving math word problems. The effects of perception of efficacy and diagram construction skills on students' spontaneous use of diagrams when solving math word problems. 2010 Disclose to all
Mental representation of diagrams, views about diagrams, and problem solving. Mental representation of diagrams, views about diagrams, and problem solving. 2010 Poster presentation Disclose to all
The effects of perception of efficacy and diagram construction skills on students' spontaneous use of diagrams when solving math word problems. The effects of perception of efficacy and diagram construction skills on students' spontaneous use of diagrams when solving math word problems. The effects of perception of efficacy and diagram construction skills on students' spontaneous use of diagrams when solving math word problems. Diagrams 2010 Conference, August 9-11, Portland State University, Portland, Oregon, USA Diagrams 2010 Conference, August 9-11, Portland State University, Portland, Oregon, USA Diagrams 2010 Conference, August 9-11, Portland State University, Portland, Oregon, USA 2010 Disclose to all
Mental representation of diagrams, views about diagrams, and problem solving. Mental representation of diagrams, views about diagrams, and problem solving. Mental representation of diagrams, views about diagrams, and problem solving. 32nd Annual Conference of the Cognitive Science Society, Portland, Oregon, USA 32nd Annual Conference of the Cognitive Science Society, Portland, Oregon, USA 32nd Annual Conference of the Cognitive Science Society, Portland, Oregon, USA 2010 Poster presentation Disclose to all
Considerations in developing an effective web-based referencing resource. Considerations in developing an effective web-based referencing resource. 2009 Disclose to all
Are pictorial mnemonics helpful in teaching English letter-sound correspondence to Japanese children? Are pictorial mnemonics helpful in teaching English letter-sound correspondence to Japanese children? 2009 Disclose to all
A comparison of university students’ memory use in New Zealand and Japan. A comparison of university students’ memory use in New Zealand and Japan. 2009 Disclose to all
Development of a teaching method that promotes the spontaneous use of diagrams in mathematics problem solving: Effects of experience in using diagrams as a communication tool. Development of a teaching method that promotes the spontaneous use of diagrams in mathematics problem solving: Effects of experience in using diagrams as a communication tool. 2009 Disclose to all
Considerations in developing an effective web-based referencing resource. Considerations in developing an effective web-based referencing resource. Considerations in developing an effective web-based referencing resource. Redesigning Pedagogy International Conference, June 1-3, National Institute of Education, Singapore Redesigning Pedagogy International Conference, June 1-3, National Institute of Education, Singapore Redesigning Pedagogy International Conference, June 1-3, National Institute of Education, Singapore 2009 Disclose to all
Are pictorial mnemonics helpful in teaching English letter-sound correspondence to Japanese children? Are pictorial mnemonics helpful in teaching English letter-sound correspondence to Japanese children? Are pictorial mnemonics helpful in teaching English letter-sound correspondence to Japanese children? Society for Applied Research in Memory and Cognition (SARMAC) Conference, Kyoto, Japan Society for Applied Research in Memory and Cognition (SARMAC) Conference, Kyoto, Japan Society for Applied Research in Memory and Cognition (SARMAC) Conference, Kyoto, Japan 2009 Disclose to all
A comparison of university students’ memory use in New Zealand and Japan. A comparison of university students’ memory use in New Zealand and Japan. A comparison of university students’ memory use in New Zealand and Japan. Society for Applied Research in Memory and Cognition (SARMAC) Conference, Kyoto, Japan Society for Applied Research in Memory and Cognition (SARMAC) Conference, Kyoto, Japan Society for Applied Research in Memory and Cognition (SARMAC) Conference, Kyoto, Japan 2009 Disclose to all
Development of a teaching method that promotes the spontaneous use of diagrams in mathematics problem solving: Effects of experience in using diagrams as a communication tool. Development of a teaching method that promotes the spontaneous use of diagrams in mathematics problem solving: Effects of experience in using diagrams as a communication tool. Development of a teaching method that promotes the spontaneous use of diagrams in mathematics problem solving: Effects of experience in using diagrams as a communication tool. 26th Annual Conference of the Japanese Cognitive Science Society, Keio University, Kanagawa, Shounan, Japan 26th Annual Conference of the Japanese Cognitive Science Society, Keio University, Kanagawa, Shounan, Japan 26th Annual Conference of the Japanese Cognitive Science Society, Keio University, Kanagawa, Shounan, Japan 2009 Disclose to all
Teaching memory skills to university students. Teaching memory skills to university students. 2008 Disclose to all
Demonstrating student transformations. Demonstrating student transformations. 2008 Disclose to all
Teaching memory skills to university students. Teaching memory skills to university students. Teaching memory skills to university students. College Teaching and Learning Conference, Orlando, Florida, USA College Teaching and Learning Conference, Orlando, Florida, USA College Teaching and Learning Conference, Orlando, Florida, USA 2008 Disclose to all
Demonstrating student transformations. Demonstrating student transformations. Demonstrating student transformations. Association of Tertiary Learning Advisors Aotearoa New Zealand (ATLAANZ) Conference, Wellington, New Zealand Association of Tertiary Learning Advisors Aotearoa New Zealand (ATLAANZ) Conference, Wellington, New Zealand Association of Tertiary Learning Advisors Aotearoa New Zealand (ATLAANZ) Conference, Wellington, New Zealand 2008 Disclose to all
Task-related factors that influence the spontaneous use of diagrams in math word problem solving. Task-related factors that influence the spontaneous use of diagrams in math word problem solving. 2007 Disclose to all
Peer instruction as a way of promoting spontaneous use of diagrams when solving math word problems. Peer instruction as a way of promoting spontaneous use of diagrams when solving math word problems. 2007 Disclose to all
Managers’ forum. Managers’ forum. 2007 Disclose to all
Balancing our roles in teaching and research. Balancing our roles in teaching and research. 2007 Disclose to all
Task-related factors that influence the spontaneous use of diagrams in math word problem solving. Task-related factors that influence the spontaneous use of diagrams in math word problem solving. Task-related factors that influence the spontaneous use of diagrams in math word problem solving. SARMAC (Society for Applied Research in Memory and Applied Cognition) 7th Biennial Conference, Bates College, Lewiston, Maine, USA. SARMAC (Society for Applied Research in Memory and Applied Cognition) 7th Biennial Conference, Bates College, Lewiston, Maine, USA. SARMAC (Society for Applied Research in Memory and Applied Cognition) 7th Biennial Conference, Bates College, Lewiston, Maine, USA. 2007 Disclose to all
Peer instruction as a way of promoting spontaneous use of diagrams when solving math word problems. Peer instruction as a way of promoting spontaneous use of diagrams when solving math word problems. Peer instruction as a way of promoting spontaneous use of diagrams when solving math word problems. 29th Annual Cognitive Science Society Conference, Nashville, TN, USA 29th Annual Cognitive Science Society Conference, Nashville, TN, USA 29th Annual Cognitive Science Society Conference, Nashville, TN, USA 2007 Disclose to all
Managers’ forum. Managers’ forum. Managers’ forum. Association of Tertiary Learning Advisors Aotearoa New Zealand (ATLAANZ) Conference, Auckland, New Zealand Association of Tertiary Learning Advisors Aotearoa New Zealand (ATLAANZ) Conference, Auckland, New Zealand Association of Tertiary Learning Advisors Aotearoa New Zealand (ATLAANZ) Conference, Auckland, New Zealand 2007 Disclose to all
Balancing our roles in teaching and research. Balancing our roles in teaching and research. Balancing our roles in teaching and research. Association of Tertiary Learning Advisors Aotearoa New Zealand (ATLAANZ) Conference, Auckland, New Zealand Association of Tertiary Learning Advisors Aotearoa New Zealand (ATLAANZ) Conference, Auckland, New Zealand Association of Tertiary Learning Advisors Aotearoa New Zealand (ATLAANZ) Conference, Auckland, New Zealand 2007 Disclose to all
Active comparison as a means of promoting the development of abstract conditional knowledge and appropriate choice of diagrams in math word problem solving. Active comparison as a means of promoting the development of abstract conditional knowledge and appropriate choice of diagrams in math word problem solving. 2006 Disclose to all
Learning centre roles in facilitating learning communities at the tertiary level. Learning centre roles in facilitating learning communities at the tertiary level. 2006 Disclose to all
How learning advisors promote significant learning. How learning advisors promote significant learning. 2006 Disclose to all
Referencite: A personal learning experience. Referencite: A personal learning experience. 2006 Disclose to all
The usefulness of an intensive inter-semester workshop for Asian and other recent migrant students. The usefulness of an intensive inter-semester workshop for Asian and other recent migrant students. 2006 Disclose to all
Weapon of choice: Big stick or bytes – Referencite, an online academic referencing resource. Weapon of choice: Big stick or bytes – Referencite, an online academic referencing resource. 2006 Disclose to all
Closing address. Closing address. 2006 Disclose to all
Quantity and quality of diagrams used in math word problem solving: A comparison between New Zealand and Japanese students. Quantity and quality of diagrams used in math word problem solving: A comparison between New Zealand and Japanese students. 2006 Disclose to all
Active comparison as a means of promoting the development of abstract conditional knowledge and appropriate choice of diagrams in math word problem solving. Active comparison as a means of promoting the development of abstract conditional knowledge and appropriate choice of diagrams in math word problem solving. Active comparison as a means of promoting the development of abstract conditional knowledge and appropriate choice of diagrams in math word problem solving. 4th International Conference: Diagrams 2006, Stanford University, California, USA 4th International Conference: Diagrams 2006, Stanford University, California, USA 4th International Conference: Diagrams 2006, Stanford University, California, USA 2006 Disclose to all
Learning centre roles in facilitating learning communities at the tertiary level. Learning centre roles in facilitating learning communities at the tertiary level. Learning centre roles in facilitating learning communities at the tertiary level. Learning Communities Conference, Queensland University of Technology, Brisbane, Australia Learning Communities Conference, Queensland University of Technology, Brisbane, Australia Learning Communities Conference, Queensland University of Technology, Brisbane, Australia 2006 Disclose to all
How learning advisors promote significant learning. How learning advisors promote significant learning. How learning advisors promote significant learning. ATLAANZ (Association of Tertiary Learning Advisors Aotearoa New Zealand) Conference, Tauranga, New Zealand ATLAANZ (Association of Tertiary Learning Advisors Aotearoa New Zealand) Conference, Tauranga, New Zealand ATLAANZ (Association of Tertiary Learning Advisors Aotearoa New Zealand) Conference, Tauranga, New Zealand 2006 Disclose to all
Referencite: A personal learning experience. Referencite: A personal learning experience. Referencite: A personal learning experience. ATLAANZ (Association of Tertiary Learning Advisors Aotearoa New Zealand) Conference, Tauranga, New Zealand ATLAANZ (Association of Tertiary Learning Advisors Aotearoa New Zealand) Conference, Tauranga, New Zealand ATLAANZ (Association of Tertiary Learning Advisors Aotearoa New Zealand) Conference, Tauranga, New Zealand 2006 Disclose to all
The usefulness of an intensive inter-semester workshop for Asian and other recent migrant students. The usefulness of an intensive inter-semester workshop for Asian and other recent migrant students. The usefulness of an intensive inter-semester workshop for Asian and other recent migrant students. 6th Biennial Communication Skills in University Education Conference, University of Auckland, New Zealand 6th Biennial Communication Skills in University Education Conference, University of Auckland, New Zealand 6th Biennial Communication Skills in University Education Conference, University of Auckland, New Zealand 2006 Disclose to all
Weapon of choice: Big stick or bytes – Referencite, an online academic referencing resource. Weapon of choice: Big stick or bytes – Referencite, an online academic referencing resource. Weapon of choice: Big stick or bytes – Referencite, an online academic referencing resource. 6th Biennial Communication Skills in University Education Conference, University of Auckland, New Zealand 6th Biennial Communication Skills in University Education Conference, University of Auckland, New Zealand 6th Biennial Communication Skills in University Education Conference, University of Auckland, New Zealand 2006 Disclose to all
Closing address. Closing address. Closing address. 6th Biennial Communication Skills in University Education (CSUE) Conference, University of Auckland, New Zealand 6th Biennial Communication Skills in University Education (CSUE) Conference, University of Auckland, New Zealand 6th Biennial Communication Skills in University Education (CSUE) Conference, University of Auckland, New Zealand 2006 Disclose to all
Quantity and quality of diagrams used in math word problem solving: A comparison between New Zealand and Japanese students. Quantity and quality of diagrams used in math word problem solving: A comparison between New Zealand and Japanese students. Quantity and quality of diagrams used in math word problem solving: A comparison between New Zealand and Japanese students. NZARE (New Zealand Association for Research in Education) National Conference 2006, Rotorua, New Zealand NZARE (New Zealand Association for Research in Education) National Conference 2006, Rotorua, New Zealand NZARE (New Zealand Association for Research in Education) National Conference 2006, Rotorua, New Zealand 2006 Disclose to all
Do language contact and vocabulary knowledge influence the speaking performance of Japanese students of English? Do language contact and vocabulary knowledge influence the speaking performance of Japanese students of English? 2005 Disclose to all
How important is prospective memory? How important is prospective memory? 2005 Poster presentation Disclose to all
Learning support to complement inclusion: The roles of a learning centre in managing the needs of university students with specific learning disabilities. Learning support to complement inclusion: The roles of a learning centre in managing the needs of university students with specific learning disabilities. 2005 Disclose to all
Do language contact and vocabulary knowledge influence the speaking performance of Japanese students of English? Do language contact and vocabulary knowledge influence the speaking performance of Japanese students of English? Do language contact and vocabulary knowledge influence the speaking performance of Japanese students of English? College Teaching & Learning Conference, Orlando, Florida, USA College Teaching & Learning Conference, Orlando, Florida, USA College Teaching & Learning Conference, Orlando, Florida, USA 2005 Disclose to all
How important is prospective memory? How important is prospective memory? How important is prospective memory? 2nd International Conference on Prospective Memory, Zurich, Switzerland. 2nd International Conference on Prospective Memory, Zurich, Switzerland. 2nd International Conference on Prospective Memory, Zurich, Switzerland. 2005 Poster presentation Disclose to all
Learning support to complement inclusion: The roles of a learning centre in managing the needs of university students with specific learning disabilities. Learning support to complement inclusion: The roles of a learning centre in managing the needs of university students with specific learning disabilities. Learning support to complement inclusion: The roles of a learning centre in managing the needs of university students with specific learning disabilities. Inclusive and Supportive Education Congress 2005 (ISEC 2005), Strathclyde University, Scotland, UK Inclusive and Supportive Education Congress 2005 (ISEC 2005), Strathclyde University, Scotland, UK Inclusive and Supportive Education Congress 2005 (ISEC 2005), Strathclyde University, Scotland, UK 2005 Disclose to all
What can a learning center in a large cosmopolitan university provide its students? What can a learning center in a large cosmopolitan university provide its students? 2004 Disclose to all
The usefulness of an intensive preparatory course for EAL thesis writers. The usefulness of an intensive preparatory course for EAL thesis writers. 2004 Disclose to all
How does cultural understanding facilitate learning development and vice versa? The roles of university learning centres in international education. How does cultural understanding facilitate learning development and vice versa? The roles of university learning centres in international education. 2004 Disclose to all
Building bridges or looking for bridges: What really is the role of the learning advisor? Building bridges or looking for bridges: What really is the role of the learning advisor? 2004 Disclose to all
Strategies for the potential agents of change: An approach to teaching how to write a paper for publication. Strategies for the potential agents of change: An approach to teaching how to write a paper for publication. 2004 Disclose to all
What can a learning center in a large cosmopolitan university provide its students? What can a learning center in a large cosmopolitan university provide its students? What can a learning center in a large cosmopolitan university provide its students? College Teaching & Learning Conference, Orlando, Florida, USA College Teaching & Learning Conference, Orlando, Florida, USA College Teaching & Learning Conference, Orlando, Florida, USA 2004 Disclose to all
The usefulness of an intensive preparatory course for EAL thesis writers. The usefulness of an intensive preparatory course for EAL thesis writers. The usefulness of an intensive preparatory course for EAL thesis writers. The 5th Biennial Communication Skills in University Education Conference, Nuku’alofa, Tonga [I was the Convener and Chair of this conference.] The 5th Biennial Communication Skills in University Education Conference, Nuku’alofa, Tonga [I was the Convener and Chair of this conference.] The 5th Biennial Communication Skills in University Education Conference, Nuku’alofa, Tonga [I was the Convener and Chair of this conference.] 2004 Disclose to all
How does cultural understanding facilitate learning development and vice versa? The roles of university learning centres in international education. How does cultural understanding facilitate learning development and vice versa? The roles of university learning centres in international education. How does cultural understanding facilitate learning development and vice versa? The roles of university learning centres in international education. The 18th IDP Australian International Education Conference (International Education: The path to cultural understanding and development), Sydney Convention Centre, Sydney, Australia. The 18th IDP Australian International Education Conference (International Education: The path to cultural understanding and development), Sydney Convention Centre, Sydney, Australia. The 18th IDP Australian International Education Conference (International Education: The path to cultural understanding and development), Sydney Convention Centre, Sydney, Australia. 2004 Disclose to all
Building bridges or looking for bridges: What really is the role of the learning advisor? Building bridges or looking for bridges: What really is the role of the learning advisor? Building bridges or looking for bridges: What really is the role of the learning advisor? ATLAANZ (Association of Tertiary Learning Advisors Aotearoa New Zealand) Conference, New Plymouth, New Zealand ATLAANZ (Association of Tertiary Learning Advisors Aotearoa New Zealand) Conference, New Plymouth, New Zealand ATLAANZ (Association of Tertiary Learning Advisors Aotearoa New Zealand) Conference, New Plymouth, New Zealand 2004 Disclose to all
Strategies for the potential agents of change: An approach to teaching how to write a paper for publication. Strategies for the potential agents of change: An approach to teaching how to write a paper for publication. Strategies for the potential agents of change: An approach to teaching how to write a paper for publication. Tertiary Writing Network Colloquium, Victoria University of Wellington, New Zealand Tertiary Writing Network Colloquium, Victoria University of Wellington, New Zealand Tertiary Writing Network Colloquium, Victoria University of Wellington, New Zealand 2004 Disclose to all
Some useful applications of mnemonics in language learning. Some useful applications of mnemonics in language learning. 2003 Disclose to all
How useful do university students find memory improvement courses? How useful do university students find memory improvement courses? 2003 Disclose to all
What memory skills are important to university students in the USA and New Zealand? What memory skills are important to university students in the USA and New Zealand? 2003 Disclose to all
Educating Asia: Identifying images and ideas. Educating Asia: Identifying images and ideas. 2003 Disclose to all
What skills can we teach graduate students? Reflections on writing a book for graduate students. What skills can we teach graduate students? Reflections on writing a book for graduate students. 2003 Disclose to all
Teaching memory strategies to university students. Teaching memory strategies to university students. 2003 Disclose to all
Some useful applications of mnemonics in language learning. Some useful applications of mnemonics in language learning. Some useful applications of mnemonics in language learning. Hawaii International Conference on Arts and Humanities, Honolulu, Hawaii, USA Hawaii International Conference on Arts and Humanities, Honolulu, Hawaii, USA Hawaii International Conference on Arts and Humanities, Honolulu, Hawaii, USA 2003 Disclose to all
How useful do university students find memory improvement courses? How useful do university students find memory improvement courses? How useful do university students find memory improvement courses? SARMAC (Society for Applied Research in Memory and Applied Cognition) 5th Biennial Conference, Aberdeen, Scotland, UK SARMAC (Society for Applied Research in Memory and Applied Cognition) 5th Biennial Conference, Aberdeen, Scotland, UK SARMAC (Society for Applied Research in Memory and Applied Cognition) 5th Biennial Conference, Aberdeen, Scotland, UK 2003 Disclose to all
What memory skills are important to university students in the USA and New Zealand? What memory skills are important to university students in the USA and New Zealand? What memory skills are important to university students in the USA and New Zealand? SARMAC (Society for Applied Research in Memory and Applied Cognition) 5th Biennial Conference, Aberdeen, Scotland, UK SARMAC (Society for Applied Research in Memory and Applied Cognition) 5th Biennial Conference, Aberdeen, Scotland, UK SARMAC (Society for Applied Research in Memory and Applied Cognition) 5th Biennial Conference, Aberdeen, Scotland, UK 2003 Disclose to all
Educating Asia: Identifying images and ideas. Educating Asia: Identifying images and ideas. Educating Asia: Identifying images and ideas. NZASIA Conference, The University of Auckland, New Zealand NZASIA Conference, The University of Auckland, New Zealand NZASIA Conference, The University of Auckland, New Zealand 2003 Disclose to all
What skills can we teach graduate students? Reflections on writing a book for graduate students. What skills can we teach graduate students? Reflections on writing a book for graduate students. What skills can we teach graduate students? Reflections on writing a book for graduate students. Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ) Conference, Waikato University, Hamilton, New Zealand Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ) Conference, Waikato University, Hamilton, New Zealand Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ) Conference, Waikato University, Hamilton, New Zealand 2003 Disclose to all
Teaching memory strategies to university students. Teaching memory strategies to university students. Teaching memory strategies to university students. Teaching/Learning Conference, The University of Auckland, New Zealand Teaching/Learning Conference, The University of Auckland, New Zealand Teaching/Learning Conference, The University of Auckland, New Zealand 2003 Disclose to all
Teaching students how to write better answers in exams. Teaching students how to write better answers in exams. 2002 Disclose to all
Assessment and support of students with learning disabilities. Assessment and support of students with learning disabilities. 2002 Disclose to all
Teaching students how to write better answers in exams. Teaching students how to write better answers in exams. Teaching students how to write better answers in exams. The 4th Biennial Communication Skills in University Education Conference, University of New South Wales, Sydney, Australia The 4th Biennial Communication Skills in University Education Conference, University of New South Wales, Sydney, Australia The 4th Biennial Communication Skills in University Education Conference, University of New South Wales, Sydney, Australia 2002 Disclose to all
Assessment and support of students with learning disabilities. Assessment and support of students with learning disabilities. Assessment and support of students with learning disabilities. Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ) Conference, Victoria University of Wellington, New Zealand Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ) Conference, Victoria University of Wellington, New Zealand Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ) Conference, Victoria University of Wellington, New Zealand 2002 Disclose to all
Achieving higher pass rates for students on Special Admission. Achieving higher pass rates for students on Special Admission. 2001 Disclose to all
Records and reports: How do we inform ourselves and others of the good work we do with students? Records and reports: How do we inform ourselves and others of the good work we do with students? 2001 Disclose to all
Achieving higher pass rates for students on Special Admission. Achieving higher pass rates for students on Special Admission. Achieving higher pass rates for students on Special Admission. The 14th International Conference on the First Year Experience in Conjunction with 5th Pacific Rim First Year in Higher Education Conference, Honolulu, Hawaii, USA The 14th International Conference on the First Year Experience in Conjunction with 5th Pacific Rim First Year in Higher Education Conference, Honolulu, Hawaii, USA The 14th International Conference on the First Year Experience in Conjunction with 5th Pacific Rim First Year in Higher Education Conference, Honolulu, Hawaii, USA 2001 Disclose to all
Records and reports: How do we inform ourselves and others of the good work we do with students? Records and reports: How do we inform ourselves and others of the good work we do with students? Records and reports: How do we inform ourselves and others of the good work we do with students? Association of Tertiary Learning Advisors of Aotearoa New Zealand Conference, Manukau Institute of Technology, Auckland, New Zealand Association of Tertiary Learning Advisors of Aotearoa New Zealand Conference, Manukau Institute of Technology, Auckland, New Zealand Association of Tertiary Learning Advisors of Aotearoa New Zealand Conference, Manukau Institute of Technology, Auckland, New Zealand 2001 Disclose to all
Using mnemonics to facilitate learning of Japanese characters. Using mnemonics to facilitate learning of Japanese characters. 2000 Disclose to all
Bringing your PhD back to life. Bringing your PhD back to life. 2000 Disclose to all
Using mnemonics to facilitate learning of Japanese characters. Using mnemonics to facilitate learning of Japanese characters. Using mnemonics to facilitate learning of Japanese characters. 27th Annual Experimental Psychology Conference (EPC 2000), Queensland, Australia. 27th Annual Experimental Psychology Conference (EPC 2000), Queensland, Australia. 27th Annual Experimental Psychology Conference (EPC 2000), Queensland, Australia. 2000 Disclose to all
Bringing your PhD back to life. Bringing your PhD back to life. Bringing your PhD back to life. The Third Biennial Communication Skills in University Education (CSUE) Conference, Fremantle, Western Australia The Third Biennial Communication Skills in University Education (CSUE) Conference, Fremantle, Western Australia The Third Biennial Communication Skills in University Education (CSUE) Conference, Fremantle, Western Australia 2000 Disclose to all
A case report on an adult developmental surface dyslexic. A case report on an adult developmental surface dyslexic. 1999 Disclose to all
Teaching essay writing. Teaching essay writing. 1999 Disclose to all
A case report on an adult developmental surface dyslexic. A case report on an adult developmental surface dyslexic. A case report on an adult developmental surface dyslexic. 26th Annual Experimental Psychology Conference (EPC99), Sydney, Australia. 26th Annual Experimental Psychology Conference (EPC99), Sydney, Australia. 26th Annual Experimental Psychology Conference (EPC99), Sydney, Australia. 1999 Disclose to all
Teaching essay writing. Teaching essay writing. Teaching essay writing. National Language and Academic Skills Conference, Melbourne, Australia. National Language and Academic Skills Conference, Melbourne, Australia. National Language and Academic Skills Conference, Melbourne, Australia. 1999 Disclose to all
Spontaneous mnemonic strategies to remember foreign words. Spontaneous mnemonic strategies to remember foreign words. 1998 Disclose to all
Teaching postgraduate students how to get started and keep going with their thesis. Teaching postgraduate students how to get started and keep going with their thesis. 1998 Disclose to all
Spontaneous mnemonic strategies to remember foreign words. Spontaneous mnemonic strategies to remember foreign words. Spontaneous mnemonic strategies to remember foreign words. 25th Annual Experimental Psychology Conference (EPC98), Hobart, Australia. 25th Annual Experimental Psychology Conference (EPC98), Hobart, Australia. 25th Annual Experimental Psychology Conference (EPC98), Hobart, Australia. 1998 Disclose to all
Teaching postgraduate students how to get started and keep going with their thesis. Teaching postgraduate students how to get started and keep going with their thesis. Teaching postgraduate students how to get started and keep going with their thesis. Australian Communication Skills Conference, Melbourne, Australia Australian Communication Skills Conference, Melbourne, Australia Australian Communication Skills Conference, Melbourne, Australia 1998 Disclose to all
Applications of mnemonics in education: A brief review. Applications of mnemonics in education: A brief review. 1997 Disclose to all
Using process mnemonics to teach students with mathematics learning disabilities. Using process mnemonics to teach students with mathematics learning disabilities. Using process mnemonics to teach students with mathematics learning disabilities. 24th Annual Experimental Psychology Conference (EPC97), Deakin University, Geelong, Australia 24th Annual Experimental Psychology Conference (EPC97), Deakin University, Geelong, Australia 24th Annual Experimental Psychology Conference (EPC97), Deakin University, Geelong, Australia 1997 English Oral presentation(general) Disclose to all
Applications of mnemonics in education: A brief review. Applications of mnemonics in education: A brief review. Applications of mnemonics in education: A brief review. New Zealand Psychological Society Conference, Massey University, Palmerston North, New Zealand New Zealand Psychological Society Conference, Massey University, Palmerston North, New Zealand New Zealand Psychological Society Conference, Massey University, Palmerston North, New Zealand 1997 Disclose to all
Remedial education for specific learning disabilities in Auckland schools. Remedial education for specific learning disabilities in Auckland schools. 1996 Disclose to all
Remedial education for specific learning disabilities in Auckland schools. Remedial education for specific learning disabilities in Auckland schools. Remedial education for specific learning disabilities in Auckland schools. New Zealand Psychological Society Annual Conference, University of Canterbury, Christchurch, New Zealand New Zealand Psychological Society Annual Conference, University of Canterbury, Christchurch, New Zealand New Zealand Psychological Society Annual Conference, University of Canterbury, Christchurch, New Zealand 1996 Disclose to all
Don’t “just do it,” do it right: A workshop on teaching active learning strategies. Don’t “just do it,” do it right: A workshop on teaching active learning strategies. 1995 Disclose to all
The effectiveness of a four-day intensive learning skills workshop for students on restricted enrolment because of unsatisfactory progress in the previous year. The effectiveness of a four-day intensive learning skills workshop for students on restricted enrolment because of unsatisfactory progress in the previous year. 1995 Disclose to all
Learning disabilities: The issues. Learning disabilities: The issues. 1995 Disclose to all
Don’t “just do it,” do it right: A workshop on teaching active learning strategies. Don’t “just do it,” do it right: A workshop on teaching active learning strategies. Don’t “just do it,” do it right: A workshop on teaching active learning strategies. The 9th Biennial Conference of the Australian and New Zealand Student Services Association, University of Waikato, Hamilton, New Zealand The 9th Biennial Conference of the Australian and New Zealand Student Services Association, University of Waikato, Hamilton, New Zealand The 9th Biennial Conference of the Australian and New Zealand Student Services Association, University of Waikato, Hamilton, New Zealand 1995 Disclose to all
The effectiveness of a four-day intensive learning skills workshop for students on restricted enrolment because of unsatisfactory progress in the previous year. The effectiveness of a four-day intensive learning skills workshop for students on restricted enrolment because of unsatisfactory progress in the previous year. The effectiveness of a four-day intensive learning skills workshop for students on restricted enrolment because of unsatisfactory progress in the previous year. New Zealand Psychological Society Annual Conference, University of Auckland, Auckland, New Zealand. New Zealand Psychological Society Annual Conference, University of Auckland, Auckland, New Zealand. New Zealand Psychological Society Annual Conference, University of Auckland, Auckland, New Zealand. 1995 Disclose to all
Learning disabilities: The issues. Learning disabilities: The issues. Learning disabilities: The issues. “From Awareness to Action – Accessing Lifelong Education for People with Disabilities” Conference, Manukau Institute of Technology, Auckland, New Zealand “From Awareness to Action – Accessing Lifelong Education for People with Disabilities” Conference, Manukau Institute of Technology, Auckland, New Zealand “From Awareness to Action – Accessing Lifelong Education for People with Disabilities” Conference, Manukau Institute of Technology, Auckland, New Zealand 1995 Disclose to all
Mathematics learning disabilities and remedial strategies that can be used. Mathematics learning disabilities and remedial strategies that can be used. 1994 Disclose to all
Process mnemonics and mathematics learning disabilities. Process mnemonics and mathematics learning disabilities. 1994 Disclose to all
Memory skills and time management. Memory skills and time management. 1994 Disclose to all
Mathematics learning disabilities and remedial strategies that can be used. Mathematics learning disabilities and remedial strategies that can be used. Mathematics learning disabilities and remedial strategies that can be used. SPELD (New Zealand Federation of Specific Learning Disabilities Associations) monthly meeting, Auckland, New Zealand SPELD (New Zealand Federation of Specific Learning Disabilities Associations) monthly meeting, Auckland, New Zealand SPELD (New Zealand Federation of Specific Learning Disabilities Associations) monthly meeting, Auckland, New Zealand 1994 Disclose to all
Process mnemonics and mathematics learning disabilities. Process mnemonics and mathematics learning disabilities. Process mnemonics and mathematics learning disabilities. New Zealand Psychological Society Annual Conference, University of Waikato, Hamilton, New Zealand New Zealand Psychological Society Annual Conference, University of Waikato, Hamilton, New Zealand New Zealand Psychological Society Annual Conference, University of Waikato, Hamilton, New Zealand 1994 Disclose to all
Memory skills and time management. Memory skills and time management. Memory skills and time management. ARLA (Adult Reading and Learning Assistance Federation) Conference, University of Auckland, New Zealand ARLA (Adult Reading and Learning Assistance Federation) Conference, University of Auckland, New Zealand ARLA (Adult Reading and Learning Assistance Federation) Conference, University of Auckland, New Zealand 1994 Disclose to all
A proposal for classifying specific learning disabilities on the basis of actual performance and cognitive-developmental stages of skills acquisition. A proposal for classifying specific learning disabilities on the basis of actual performance and cognitive-developmental stages of skills acquisition. 1991 Disclose to all
A proposal for classifying specific learning disabilities on the basis of actual performance and cognitive-developmental stages of skills acquisition. A proposal for classifying specific learning disabilities on the basis of actual performance and cognitive-developmental stages of skills acquisition. A proposal for classifying specific learning disabilities on the basis of actual performance and cognitive-developmental stages of skills acquisition. New Zealand Psychological Society Annual Conference, Massey University, Palmerston North, New Zealand New Zealand Psychological Society Annual Conference, Massey University, Palmerston North, New Zealand New Zealand Psychological Society Annual Conference, Massey University, Palmerston North, New Zealand 1991 Disclose to all
The incorporation of process mnemonic instruction in teaching computational skills: A case report on a mathematics learning disabled individual. The incorporation of process mnemonic instruction in teaching computational skills: A case report on a mathematics learning disabled individual. 1990 Disclose to all
The incorporation of process mnemonic instruction in teaching computational skills: A case report on a mathematics learning disabled individual. The incorporation of process mnemonic instruction in teaching computational skills: A case report on a mathematics learning disabled individual. The incorporation of process mnemonic instruction in teaching computational skills: A case report on a mathematics learning disabled individual. New Zealand Psychological Society Annual Conference, University of Canterbury, Christchurch, New Zealand New Zealand Psychological Society Annual Conference, University of Canterbury, Christchurch, New Zealand New Zealand Psychological Society Annual Conference, University of Canterbury, Christchurch, New Zealand 1990 Disclose to all
Learning beyond cultural boundaries. Learning beyond cultural boundaries. 1989 Disclose to all
Dyslexia or carelessness in reading? Dyslexia or carelessness in reading? 1989 Disclose to all
Learning beyond cultural boundaries. Learning beyond cultural boundaries. Learning beyond cultural boundaries. The Australian and New Zealand Student Services Association Conference, Victoria University, Wellington, New Zealand The Australian and New Zealand Student Services Association Conference, Victoria University, Wellington, New Zealand The Australian and New Zealand Student Services Association Conference, Victoria University, Wellington, New Zealand 1989 Disclose to all
Dyslexia or carelessness in reading? Dyslexia or carelessness in reading? Dyslexia or carelessness in reading? New Zealand Psychological Society Annual Conference, University of Auckland, Auckland, New Zealand New Zealand Psychological Society Annual Conference, University of Auckland, Auckland, New Zealand New Zealand Psychological Society Annual Conference, University of Auckland, Auckland, New Zealand 1989 Disclose to all
An approach to dealing with motivational failure. An approach to dealing with motivational failure. 1988 Disclose to all
An approach to dealing with motivational failure. An approach to dealing with motivational failure. An approach to dealing with motivational failure. The Australian and New Zealand Student Services Association Conference, University of Auckland, Auckland, New Zealand The Australian and New Zealand Student Services Association Conference, University of Auckland, Auckland, New Zealand The Australian and New Zealand Student Services Association Conference, University of Auckland, Auckland, New Zealand 1988 Disclose to all

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Title language:
Books etc
Author Author(Japanese) Author(English) Title Title(Japanese) Title(English) Publisher Publisher(Japanese) Publisher(English) Publication date Language Type Disclose
Manalo, E Manalo, E Manalo, E Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom New York: Routledge New York: Routledge New York: Routledge 2019 English Editor Disclose to all
Manalo, E Manalo, E Manalo, E Introduction: Establishing a case for sharing research-based instructional strategies. In E. Manalo (Ed.), Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom (pp. 1–13). Introduction: Establishing a case for sharing research-based instructional strategies. In E. Manalo (Ed.), Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom (pp. 1–13). Introduction: Establishing a case for sharing research-based instructional strategies. In E. Manalo (Ed.), Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom (pp. 1–13). New York: Routledge New York: Routledge New York: Routledge 2019 English Contributor Disclose to all
Manalo, E, Uesaka, Y, Chen, O, Ayabe, H Manalo, E, Uesaka, Y, Chen, O, Ayabe, H Manalo, E, Uesaka, Y, Chen, O, Ayabe, H Showing what it looks like: Teaching students how to use diagrams in problem solving, communication, and thinking. In E. Manalo (Ed.), Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom (pp. 231–246). Showing what it looks like: Teaching students how to use diagrams in problem solving, communication, and thinking. In E. Manalo (Ed.), Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom (pp. 231–246). Showing what it looks like: Teaching students how to use diagrams in problem solving, communication, and thinking. In E. Manalo (Ed.), Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom (pp. 231–246). New York: Routledge New York: Routledge New York: Routledge 2019 English Contributor Disclose to all
Tanaka, E, Manalo, E Tanaka, E, Manalo, E Tanaka, E, Manalo, E Class design for developing presentation skills for graduate research students. In E. Manalo (Ed.), Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom (pp. 247-262) Class design for developing presentation skills for graduate research students. In E. Manalo (Ed.), Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom (pp. 247-262) Class design for developing presentation skills for graduate research students. In E. Manalo (Ed.), Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom (pp. 247-262) New York: Routledge New York: Routledge New York: Routledge 2019 English Contributor Disclose to all
Oyama, Y, Manalo, E Oyama, Y, Manalo, E Oyama, Y, Manalo, E Promoting university students’ inquiry-based learning through use of questioning: Review of previous research and description of new research in Japan. In H. Perosa-de-Jesus, & M. Watts (Eds.), Academic growth in higher education: Questions and answers (p Promoting university students’ inquiry-based learning through use of questioning: Review of previous research and description of new research in Japan. In H. Perosa-de-Jesus, & M. Watts (Eds.), Academic growth in higher education: Questions and answers (p Promoting university students’ inquiry-based learning through use of questioning: Review of previous research and description of new research in Japan. In H. Perosa-de-Jesus, & M. Watts (Eds.), Academic growth in higher education: Questions and answers (p Leiden: Brill Leiden: Brill Leiden: Brill 2018 English Contributor Disclose to all
Manalo, E Manalo, E Manalo, E Teaching and learning support services. In M. A. Henning, C. U. Krageloh, R. Dryer, F. Moir, R. Billington, & A. G. Hill (Eds.), Wellbeing in higher education: Cultivating a healthy lifestyle among faculty and students (pp. 161-173) Teaching and learning support services. In M. A. Henning, C. U. Krageloh, R. Dryer, F. Moir, R. Billington, & A. G. Hill (Eds.), Wellbeing in higher education: Cultivating a healthy lifestyle among faculty and students (pp. 161-173) Teaching and learning support services. In M. A. Henning, C. U. Krageloh, R. Dryer, F. Moir, R. Billington, & A. G. Hill (Eds.), Wellbeing in higher education: Cultivating a healthy lifestyle among faculty and students (pp. 161-173) London: Routledge London: Routledge London: Routledge 2018 English Contributor Disclose to all
Manalo, E, Li, M, Oyama, Y, Tanaka, E マナロ エマニュエル, 李 沐陽, 小山 義徳, 田中 瑛津子 Manalo, E, Li, M, Oyama, Y, Tanaka, E Deep-level processing in learning and communication in English education. Proceedings of the 59th General Assembly of the Japanese Association of Educational Psychology 英語教育における深い学びとコミュニケーション 日本教育心理学会第59回総会 Deep-level processing in learning and communication in English education. Proceedings of the 59th General Assembly of the Japanese Association of Educational Psychology Tokyo: Japanese Association of Educational Psychology Tokyo: Japanese Association of Educational Psychology Tokyo: Japanese Association of Educational Psychology 2017 Japanese Contributor Disclose to all
Manalo, E Manalo, E Manalo, E Focusing on essential cognitive skills to facilitate the development of critical thinking skills competence. Proceedings of the 33rd Japan Society for Educational Technology Annual Conference Focusing on essential cognitive skills to facilitate the development of critical thinking skills competence. Proceedings of the 33rd Japan Society for Educational Technology Annual Conference Focusing on essential cognitive skills to facilitate the development of critical thinking skills competence. Proceedings of the 33rd Japan Society for Educational Technology Annual Conference Tokyo: Japan Society for Educational Technology Tokyo: Japan Society for Educational Technology Tokyo: Japan Society for Educational Technology 2017 English Contributor Disclose to all
Manalo, E, Uesaka, Y, Chinn, C. A Manalo, E, Uesaka, Y, Chinn, C. A Manalo, E, Uesaka, Y, Chinn, C. A Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer London and New York: Routledge London and New York: Routledge London and New York: Routledge 2017 English Joint Editor Disclose to all
Manalo, E, Uesaka, Y, Chinn, C. A Manalo, E, Uesaka, Y, Chinn, C. A Manalo, E, Uesaka, Y, Chinn, C. A Introduction: Addressing the problem of inadequate spontaneity in students’ use of learning and reasoning strategies. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and prac Introduction: Addressing the problem of inadequate spontaneity in students’ use of learning and reasoning strategies. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and prac Introduction: Addressing the problem of inadequate spontaneity in students’ use of learning and reasoning strategies. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and prac London and New York: Routledge London and New York: Routledge London and New York: Routledge 2017 English Contributor Disclose to all
Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E How to address students’ lack of spontaneity in diagram use: Eliciting educational principles for the promotion of spontaneous learning strategy use in general. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reaso How to address students’ lack of spontaneity in diagram use: Eliciting educational principles for the promotion of spontaneous learning strategy use in general. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reaso How to address students’ lack of spontaneity in diagram use: Eliciting educational principles for the promotion of spontaneous learning strategy use in general. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reaso London and New York: Routledge London and New York: Routledge London and New York: Routledge 2017 English Contributor Disclose to all
Manalo, E, Henning, M Manalo, E, Henning, M Manalo, E, Henning, M Second language vocabulary learning: Are students cognitive misers and, if so, why? In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer (pp. 9 Second language vocabulary learning: Are students cognitive misers and, if so, why? In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer (pp. 9 Second language vocabulary learning: Are students cognitive misers and, if so, why? In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer (pp. 9 London and New York: Routledge London and New York: Routledge London and New York: Routledge 2017 English Contributor Disclose to all
Ichikawa, S, Uesaka, Y, Manalo, E Ichikawa, S, Uesaka, Y, Manalo, E Ichikawa, S, Uesaka, Y, Manalo, E Three approaches to promoting spontaneous use of learning strategies: Bridging the gap between research and school practices. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, Three approaches to promoting spontaneous use of learning strategies: Bridging the gap between research and school practices. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, Three approaches to promoting spontaneous use of learning strategies: Bridging the gap between research and school practices. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, London and New York: Routledge London and New York: Routledge London and New York: Routledge 2017 English Disclose to all
Manalo, E, Uesaka, Y, Chinn, C. A Manalo, E, Uesaka, Y, Chinn, C. A Manalo, E, Uesaka, Y, Chinn, C. A Conclusion: Some take home messages on how it may be possible to promote greater spontaneity in students’ use of learning and reasoning strategies. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategi Conclusion: Some take home messages on how it may be possible to promote greater spontaneity in students’ use of learning and reasoning strategies. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategi Conclusion: Some take home messages on how it may be possible to promote greater spontaneity in students’ use of learning and reasoning strategies. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategi London and New York: Routledge London and New York: Routledge London and New York: Routledge 2017 English Contributor Disclose to all
Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E Considering psychological contributions to the cultivation of 21st Century skills. Working papers vol. 6, August 2017 心理学から21世紀型スキルの育成を考える―学習方略プロジェクトH28年度の研究成果― Working papers vol. 6, August 2017 Considering psychological contributions to the cultivation of 21st Century skills. Working papers vol. 6, August 2017 Tokyo: The University of Tokyo Tokyo: The University of Tokyo Tokyo: The University of Tokyo 2017 Japanese Joint Editor Disclose to all
Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E Psychological challenges in promoting deep learning: addressing 21st century academic competency and learning needs. Working papers vol. 5, December 2016 深い学びに向けた心理学の挑戦:21世紀に向けた学力と学習―学習方略プロジェクトH27年度の研究成果― Working papers vol. 5, December 2016 Psychological challenges in promoting deep learning: addressing 21st century academic competency and learning needs. Working papers vol. 5, December 2016 Tokyo: The University of Tokyo Tokyo: The University of Tokyo Tokyo: The University of Tokyo 2016 Japanese Joint Editor Disclose to all
Manalo, E Manalo, E Manalo, E Teaching effective use of diagrams in written communication to education students. Proceedings of the 32nd Annual Conference of JSET (Japan Society for Educational Technology) (pp. 1011–1012) Teaching effective use of diagrams in written communication to education students. Proceedings of the 32nd Annual Conference of JSET (Japan Society for Educational Technology) (pp. 1011–1012) Teaching effective use of diagrams in written communication to education students. Proceedings of the 32nd Annual Conference of JSET (Japan Society for Educational Technology) (pp. 1011–1012) Tokyo: Japan Society for Educational Technology Tokyo: Japan Society for Educational Technology Tokyo: Japan Society for Educational Technology 2016 English Contributor Disclose to all
Manalo, E, Sheppard, C. Tanaka, E, Kinoshita, N マナロ エマニュエル, シェパード クリス, 田中瑛津子, 木下直子 Manalo, E, Sheppard, C. Tanaka, E, Kinoshita, N Student needs and second language capacity building in universities. In: Proceedings of the 58th Annual Meeting of the Japanese Association of Educational Psychology (pp. 84–85) 大学における学生のニーズと第二言語能力育成.日本教育心理学会第58回発表論文集,(pp.84-85) Student needs and second language capacity building in universities. In: Proceedings of the 58th Annual Meeting of the Japanese Association of Educational Psychology (pp. 84–85) Tokyo: Japanese Association of Educational Psychology Tokyo: Japanese Association of Educational Psychology Tokyo: Japanese Association of Educational Psychology 2016 Japanese Contributor Disclose to all
Manalo, E Manalo, E Manalo, E Japanese mentality. In M. Koyasu, T. Kusumi, S. Saito, & M. Nomura (Eds.), Perspective of cognitive psychology in education (p. 95) 日本人の心理 子安増生・楠見孝・齊藤智・野村理朗・編, 教育認知心理学の展望(p. 95) Japanese mentality. In M. Koyasu, T. Kusumi, S. Saito, & M. Nomura (Eds.), Perspective of cognitive psychology in education (p. 95) Kyoto: Nakanishiya. Kyoto: Nakanishiya. Kyoto: Nakanishiya. 2016 Japanese Contributor Disclose to all
Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E Uesaka, Y, Manalo, E New challenges in teaching and learning research: Theory and practice, Working papers vol. 4, October 2015 教授・学習研究への新たな挑戦:理論と実践―学習方略プロジェクトH26年度の研究成果― Working papers vol. 4, October 2015 New challenges in teaching and learning research: Theory and practice, Working papers vol. 4, October 2015 Tokyo: The University of Tokyo Tokyo: The University of Tokyo Tokyo: The University of Tokyo 2015 Japanese Joint Editor Disclose to all
Sheppard, C, Fujii, M, Manalo, E, Masuda, H, Tanaka-Ellis, N, Ueno, Y Sheppard, C, Fujii, M, Manalo, E, Masuda, H, Tanaka-Ellis, N, Ueno, Y Sheppard, C, Fujii, M, Manalo, E, Masuda, H, Tanaka-Ellis, N, Ueno, Y Communication strategies 2 (3rd edition) Communication strategies 2 (3rd edition) Communication strategies 2 (3rd edition) Tokyo: DTP Publishing Tokyo: DTP Publishing Tokyo: DTP Publishing 2015 English Joint Work Disclose to all
Henning, M, Krageloh, C, Wong-Toi, G, Manalo, E, Billington, R, Gibbs, C, Hawken, S. J Henning, M, Krageloh, C, Wong-Toi, G, Manalo, E, Billington, R, Gibbs, C, Hawken, S. J Henning, M, Krageloh, C, Wong-Toi, G, Manalo, E, Billington, R, Gibbs, C, Hawken, S. J Synthesis of motivation to learn and quality of life Synthesis of motivation to learn and quality of life Synthesis of motivation to learn and quality of life London, New York: Routledge London, New York: Routledge London, New York: Routledge 2015 Joint Work Disclose to all
Henning, M. A, Manalo, E Henning, M. A, Manalo, E Henning, M. A, Manalo, E Motivation to learn Motivation to learn Motivation to learn London, New York: Routledge London, New York: Routledge London, New York: Routledge 2015 Joint Work Disclose to all
Manalo, E, Sheppard, C, Kinoshita, N Manalo, E, Sheppard, C, Kinoshita, N Manalo, E, Sheppard, C, Kinoshita, N Development of critical thinking skills and foreign language education 外国語教育と批判的思考力の育成 Development of critical thinking skills and foreign language education Tokyo: Shinyousha Tokyo: Shinyousha Tokyo: Shinyousha 2015 Joint Work Disclose to all
Manalo, E, Kusumi, T, Koyasu, M, Michita, Y, Tanaka, Y Manalo, E, Kusumi, T, Koyasu, M, Michita, Y, Tanaka, Y Manalo, E, Kusumi, T, Koyasu, M, Michita, Y, Tanaka, Y Do students from different cultures think differently about critical and other thinking skills? Do students from different cultures think differently about critical and other thinking skills? Do students from different cultures think differently about critical and other thinking skills? New York: Palgrave Macmillan New York: Palgrave Macmillan New York: Palgrave Macmillan 2015 Joint Work Disclose to all
Sheppard, C, Fujii, M, Manalo, E, Masuda, H, Tanaka-Ellis, N, Ueno, Y Sheppard, C, Fujii, M, Manalo, E, Masuda, H, Tanaka-Ellis, N, Ueno, Y Sheppard, C, Fujii, M, Manalo, E, Masuda, H, Tanaka-Ellis, N, Ueno, Y Communication strategies 1 (3rd edition) Communication strategies 1 (3rd edition) Communication strategies 1 (3rd edition) Tokyo: DTP Publishing Tokyo: DTP Publishing Tokyo: DTP Publishing 2015 Joint Work Disclose to all
Uesaka, Y, Manalo, E 植阪友理, Emmanuel Manalo Uesaka, Y, Manalo, E New developments in theory and practices in learning strategy research: Findings from the third year of a JSPS-supported research project], Working papers vol. 3, October 2014 Working Papers Vol.3, October 2014 学習方略研究における理論と実践の新たな展開 -学習方略プロジェクトH25年度の研究成果― New developments in theory and practices in learning strategy research: Findings from the third year of a JSPS-supported research project], Working papers vol. 3, October 2014 Tokyo: The University of Tokyo Tokyo: The University of Tokyo Tokyo: The University of Tokyo 2014 Disclose to all
Sheppard, C, Fujii, M, Manalo, E, Tanaka-Ellis, N, Ueno, Y Sheppard, C, Fujii, M, Manalo, E, Tanaka-Ellis, N, Ueno, Y Sheppard, C, Fujii, M, Manalo, E, Tanaka-Ellis, N, Ueno, Y Communication strategies 2 [Revised edition] Communication strategies 2 [Revised edition] Communication strategies 2 [Revised edition] Tokyo: DTP Publishing Tokyo: DTP Publishing Tokyo: DTP Publishing 2014 Joint Work Disclose to all
Sheppard, C, Fujii, M, Manalo, E, Tanaka-Ellis, N, Ueno, Y Sheppard, C, Fujii, M, Manalo, E, Tanaka-Ellis, N, Ueno, Y Sheppard, C, Fujii, M, Manalo, E, Tanaka-Ellis, N, Ueno, Y Communication strategies 1 [Revised edition] Communication strategies 1 [Revised edition] Communication strategies 1 [Revised edition] Tokyo: DTP Publishing Tokyo: DTP Publishing Tokyo: DTP Publishing 2014 Joint Work Disclose to all
Communication strategies 1 Communication strategies 1 DTP Publishing (Tokyo) DTP Publishing (Tokyo) 2013 Disclose to all
Communication strategies 2 Communication strategies 2 DTP Publishing (Tokyo) DTP Publishing (Tokyo) 2013 Disclose to all
心理学からみた効果的な学び方の理解と支援–学習方略プロジェクトH24年度の研究成果̶–(Working papers vol. 2, September 2013) 心理学からみた効果的な学び方の理解と支援–学習方略プロジェクトH24年度の研究成果̶–(Working papers vol. 2, September 2013) The University of Tokyo The University of Tokyo 2013 Disclose to all
心理学からみた効果的な学び方の理解と支援–学習方略プロジェクトH24年度の研究成果̶–(Working papers vol. 2-1, September 2013 – Supplemental materials) 心理学からみた効果的な学び方の理解と支援–学習方略プロジェクトH24年度の研究成果̶–(Working papers vol. 2-1, September 2013 – Supplemental materials) The University of Tokyo The University of Tokyo 2013 Disclose to all
Communication strategies 1 Communication strategies 1 Communication strategies 1 DTP Publishing (Tokyo) DTP Publishing (Tokyo) DTP Publishing (Tokyo) 2013 Disclose to all
Communication strategies 2 Communication strategies 2 Communication strategies 2 DTP Publishing (Tokyo) DTP Publishing (Tokyo) DTP Publishing (Tokyo) 2013 Disclose to all
学び方の上手な学習者を育てるために ̶–学習方略プロジェクトH23年度の研究成果̶–(Working papers Vol. 1, August 2012) 学び方の上手な学習者を育てるために ̶–学習方略プロジェクトH23年度の研究成果̶–(Working papers Vol. 1, August 2012) The University of Tokyo The University of Tokyo 2012 Disclose to all
The business of writing: Written communication skills for business students (3rd ed.) The business of writing: Written communication skills for business students (3rd ed.) Pearson Education Pearson Education 2009 Disclose to all
Student learning support programmes that demonstrate tangible impact on retention, pass rates, and completion: A report for Ako Aotearoa (New Zealand National Centre for Tertiary Teaching Excellence) from members of the Association of Tertiary Learning・・・ Student learning support programmes that demonstrate tangible impact on retention, pass rates, and completion: A report for Ako Aotearoa (New Zealand National Centre for Tertiary Teaching Excellence) from members of the Association of Tertiary Learning・・・ ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa New Zealand) ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa New Zealand) 2009 Disclose to all
The business of writing: Written communication skills for business students (3rd ed.) The business of writing: Written communication skills for business students (3rd ed.) The business of writing: Written communication skills for business students (3rd ed.) Pearson Education Pearson Education Pearson Education 2009 Disclose to all
Student learning support programmes that demonstrate tangible impact on retention, pass rates, and completion: A report for Ako Aotearoa (New Zealand National Centre for Tertiary Teaching Excellence) from members of the Association of Tertiary Learning・・・ Student learning support programmes that demonstrate tangible impact on retention, pass rates, and completion: A report for Ako Aotearoa (New Zealand National Centre for Tertiary Teaching Excellence) from members of the Association of Tertiary Learning・・・ Student learning support programmes that demonstrate tangible impact on retention, pass rates, and completion: A report for Ako Aotearoa (New Zealand National Centre for Tertiary Teaching Excellence) from members of the Association of Tertiary Learning・・・ ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa New Zealand) ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa New Zealand) ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa New Zealand) 2009 Disclose to all
Walking a tightrope: The balancing act of learning advising Walking a tightrope: The balancing act of learning advising ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa New Zealand) ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa New Zealand) 2008 Disclose to all
Walking a tightrope: The balancing act of learning advising Walking a tightrope: The balancing act of learning advising Walking a tightrope: The balancing act of learning advising ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa New Zealand) ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa New Zealand) ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa New Zealand) 2008 Disclose to all
Communication skills in university education: The international dimension Communication skills in university education: The international dimension Pearson Education Pearson Education 2005 Disclose to all
Communication skills in university education: The international dimension Communication skills in university education: The international dimension Communication skills in university education: The international dimension Pearson Education Pearson Education Pearson Education 2005 Disclose to all
Thinking to thesis: A guide to graduate success at all levels Thinking to thesis: A guide to graduate success at all levels Pearson Education Pearson Education 2004 Disclose to all
Thinking to thesis: A guide to graduate success at all levels Thinking to thesis: A guide to graduate success at all levels Thinking to thesis: A guide to graduate success at all levels Pearson Education Pearson Education Pearson Education 2004 Disclose to all
Head start: How to succeed in tertiary studies Head start: How to succeed in tertiary studies Pearson Education Pearson Education 2003 Disclose to all
Head start: How to succeed in tertiary studies Head start: How to succeed in tertiary studies Head start: How to succeed in tertiary studies Pearson Education Pearson Education Pearson Education 2003 Disclose to all
The business of writing: Written communication skills for business students (2nd ed.) The business of writing: Written communication skills for business students (2nd ed.) Pearson Education Pearson Education 2002 Disclose to all
The business of writing: Written communication skills for business students (2nd ed.) The business of writing: Written communication skills for business students (2nd ed.) The business of writing: Written communication skills for business students (2nd ed.) Pearson Education Pearson Education Pearson Education 2002 Disclose to all
The business of writing: Written communication skills for business students (Australian ed.) The business of writing: Written communication skills for business students (Australian ed.) Addison Wesley Longman Addison Wesley Longman 1998 Disclose to all
The business of writing: Written communication skills for business students (Australian ed.) The business of writing: Written communication skills for business students (Australian ed.) The business of writing: Written communication skills for business students (Australian ed.) Addison Wesley Longman Addison Wesley Longman Addison Wesley Longman 1998 Disclose to all
The business of writing: Written communication skills for commerce students The business of writing: Written communication skills for commerce students Addison Wesley Longman Addison Wesley Longman 1997 Disclose to all
The business of writing: Written communication skills for commerce students The business of writing: Written communication skills for commerce students The business of writing: Written communication skills for commerce students Addison Wesley Longman Addison Wesley Longman Addison Wesley Longman 1997 Disclose to all

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Title language:
Awards
Title(Japanese) Title(English) Organization name(Japanese) Organization name(English) Date
Life Membership Award Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ) Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ) 2014/08/07
Best Paper Award 8th International Conference on the Theory and Application of Diagrams 8th International Conference on the Theory and Application of Diagrams 2014/07/29
Best Paper in Session Award Clute Institute International Academic Conference Clute Institute International Academic Conference 2014/01/02
Finalist for the Outstanding Publication Award Finalist for the Outstanding Publication Award EARLI (European Association for Research on Learning and Instruction) 16th Biennial Conference, Limassol, Cyprus EARLI (European Association for Research on Learning and Instruction) 16th Biennial Conference, Limassol, Cyprus 2015/08/25
Newspaper articles
Title Media name Column name Date
Vol.20 エマニュエル・マナロ 教育学研究科 教授 Kyoto University Research 京大人間図鑑: http://research.kyoto-u.ac.jp/people/emanuel_manalo/01/ 2018/05/18
SAT Charts New Territory Scientific American Advances: Education (p. 22) 2015/09/
Failing Successfully Scientific American Advances: Cognitive Science (p. 16) 2019/04/
How to conquer work paralysis like Ernest Hemingway BBC Worklife: https://www.bbc.com/worklife/article/20191205-how-to-conquer-work-paralysis-like-ernest-hemingway 2019/12/06
External funds: competitive funds and Grants-in-Aid for Scientific Research (Kakenhi)
Type Position Title(Japanese) Title(English) Period
Japan Society for the Promotion of Science Grant for Scientific Research A Representative Understanding, measuring, and promoting crucial 21st century skills: Global communication, deep learning, and critical thinking competencies Understanding, measuring, and promoting crucial 21st century skills: Global communication, deep learning, and critical thinking competencies 2015/04/01-2019/03/31
挑戦的萌芽研究 Representative 批判的評価能力と高次の心の理論および認知コストとの関連 (平成26年度分) 2014/04/01-2015/03/31
基盤研究(B) Representative 学習方略の自発的利用促進メカニズムの解明と学校教育への展開 (平成26年度分) 2014/04/01-2015/03/31
基盤研究(A) Representative Understanding, measuring, and promoting crucial 21st century skills: Global communication, deep learning, and critical thinking competencies (平成27年度分) 2015/04/01-2016/03/31
挑戦的萌芽研究 Representative 批判的評価能力と高次の心の理論および認知コストとの関連 (平成27年度分) 2015/04/01-2016/03/31
挑戦的萌芽研究 Representative 批判的評価能力と高次の心の理論および認知コストとの関連 (平成28年度分) 2016/04/01-2017/03/31
基盤研究(A) Representative Understanding, measuring, and promoting crucial 21st century skills: Global communication, deep learning, and critical thinking competencies (平成29年度分) 2017/04/01-2018/03/31
基盤研究(A) Representative Understanding, measuring, and promoting crucial 21st century skills: Global communication, deep learning, and critical thinking competencies (平成30年度分) 2018/04/01-2019/03/31
挑戦的研究(開拓) Representative カリキュラム空間:生徒の自己調整思考能力を高める革新的なカリキュラム編成 (2020年度分) 2020/04/01-2021/03/31
Teaching subject(s)
Name(Japanese) Name(English) Term Department Period
Introduction to Educational Psychology A Introduction to Educational Psychology A 後期 全学共通科目 2014/04-2015/03
Introduction to Educational Studies A Introduction to Educational Studies A 後期 全学共通科目 2014/04-2015/03
心理システムデザイン演習II Seminar on Psychological System and Design Studies II 後期 教育学研究科 2014/04-2015/03
教育認知心理学研究II Colloquium on Cognitive Psychology in Education II 後期 教育学研究科 2014/04-2015/03
Effective Learning Strategies Effective Learning Strategies 前期 教育学研究科 2015/04-2016/03
Effective Learning Strategies Effective Learning Strategies 前期 教育学部 2015/04-2016/03
Introduction to Educational Psychology A Introduction to Educational Psychology A 前期 全学共通科目 2015/04-2016/03
Introduction to Educational Psychology B Introduction to Educational Psychology B 後期 全学共通科目 2015/04-2016/03
Introduction to Educational Studies A Introduction to Educational Studies A 前期 全学共通科目 2015/04-2016/03
Introduction to Educational Studies B Introduction to Educational Studies B 後期 全学共通科目 2015/04-2016/03
国際教育研究フロンティアA International Frontiers in Education and Research(A) 前期集中 教育学研究科 2015/04-2016/03
国際教育研究フロンティアA International Frontiers in Education and Research(A) 前期集中 教育学部 2015/04-2016/03
教育認知心理学研究I Colloquium on Cognitive Psychology in Education I 前期 教育学研究科 2015/04-2016/03
教育認知心理学研究II Colloquium on Cognitive Psychology in Education II 後期 教育学研究科 2015/04-2016/03
英語(教育科学) English (Education Science) 後期 全学共通科目 2015/04-2016/03
Effective Learning Strategies Effective Learning Strategies 前期 教育学研究科 2016/04-2017/03
Effective Learning Strategies Effective Learning Strategies 前期 教育学部 2016/04-2017/03
Intro to Educational Psychology I-E2 Introduction to Educational Psychology I-E2 前期 全学共通科目 2016/04-2017/03
Intro to Educational Psychology II-E2 Introduction to Educational Psychology II-E2 後期 全学共通科目 2016/04-2017/03
Intro to Educational Studies I-E2 Introduction to Educational Studies I-E2 前期 全学共通科目 2016/04-2017/03
Intro to Educational Studies II-E2 Introduction to Educational Studies II-E2 後期 全学共通科目 2016/04-2017/03
国際教育研究フロンティアA International Frontiers in Education and Research(A) 前期集中 教育学研究科 2016/04-2017/03
国際教育研究フロンティアA International Frontiers in Education and Research(A) 前期集中 教育学部 2016/04-2017/03
教育認知心理学研究I Colloquium on Cognitive Psychology in Education I 前期 教育学研究科 2016/04-2017/03
教育認知心理学研究II Colloquium on Cognitive Psychology in Education II 後期 教育学研究科 2016/04-2017/03
英語(教育科学) English (Education Science) 後期 全学共通科目 2016/04-2017/03
Effective Learning Strategies Effective Learning Strategies 前期 教育学研究科 2017/04-2018/03
Effective Learning Strategies Effective Learning Strategies 前期 教育学部 2017/04-2018/03
Introduction to Educational Psychology I-E2 Introduction to Educational Psychology I-E2 前期 全学共通科目 2017/04-2018/03
Introduction to Educational Psychology II-E2 Introduction to Educational Psychology II-E2 後期 全学共通科目 2017/04-2018/03
Introduction to Educational Studies I-E2 Introduction to Educational Studies I-E2 前期 全学共通科目 2017/04-2018/03
Introduction to Educational Studies II-E2 Introduction to Educational Studies II-E2 後期 全学共通科目 2017/04-2018/03
国際教育研究フロンティアA International Frontiers in Education and Research(A) 前期集中 教育学研究科 2017/04-2018/03
国際教育研究フロンティアA International Frontiers in Education and Research(A) 前期集中 教育学部 2017/04-2018/03
外国文献研究(教育・英)II-E1 Readings in Humanities and Social Sciences (Education, English)II-E1 後期 全学共通科目 2017/04-2018/03
デザイン学コミュニケーションストラテジー Communication Strategies for Design Research 前期 工学研究科 2017/04-2018/03
学習デザイン論演習II Seminars on Design for Understanding and Enhancing Student Learning II 後期 教育学研究科 2017/04-2018/03
学習デザイン論演習I Seminars on Design for Understanding and Enhancing Student Learning I 前期 教育学研究科 2017/04-2018/03
心理システムデザイン演習Ⅱ Seminar on Psychology and Design Studies II 後期 工学研究科 2017/04-2018/03
心理システムデザイン演習Ⅰ Seminar on Psychology and Design Studies I 前期 工学研究科 2017/04-2018/03
教育認知心理学研究I Colloquium on Cognitive Psychology in Education I 前期 教育学研究科 2017/04-2018/03
教育認知心理学研究II Colloquium on Cognitive Psychology in Education II 後期 教育学研究科 2017/04-2018/03
Effective Learning Strategies(Advanced) Effective Learning Strategies(Advanced) 前期 教育学研究科 2018/04-2019/03
Effective Learning Strategies Effective Learning Strategies 前期 教育学部 2018/04-2019/03
Introduction to Educational Psychology I-E2 Introduction to Educational Psychology I-E2 前期 全学共通科目 2018/04-2019/03
Introduction to Educational Psychology II-E2 Introduction to Educational Psychology II-E2 後期 全学共通科目 2018/04-2019/03
Introduction to Educational Studies I-E2 Introduction to Educational Studies I-E2 前期 全学共通科目 2018/04-2019/03
Introduction to Educational Studies II-E2 Introduction to Educational Studies II-E2 後期 全学共通科目 2018/04-2019/03
国際教育研究フロンティアI International Frontiers in Education and Research I 前期集中 教育学研究科 2018/04-2019/03
国際教育研究フロンティアI International Frontiers in Education and Research I 前期集中 教育学部 2018/04-2019/03
外国文献研究(教育・英)II-E1 Readings in Humanities and Social Sciences (Education, English)II-E1 後期 全学共通科目 2018/04-2019/03
デザイン学コミュニケーションストラテジー Communication Strategies for Design Research 前期 工学研究科 2018/04-2019/03
学習デザイン論演習A Seminars on Design for Understanding and Enhancing Student Learning A 前期 教育学研究科 2018/04-2019/03
学習デザイン論演習B Seminars on Design for Understanding and Enhancing Student Learning B 後期 教育学研究科 2018/04-2019/03
心理学I Psychology I 前期 全学共通科目 2018/04-2019/03
心理システムデザイン演習Ⅱ Seminar on Psychology and Design Studies II 後期 工学研究科 2018/04-2019/03
心理システムデザイン演習Ⅰ Seminar on Psychology and Design Studies I 前期 工学研究科 2018/04-2019/03
教育認知心理学研究A Colloquium on Cognitive Psychology in Education A 前期 教育学研究科 2018/04-2019/03
教育認知心理学研究B Colloquium on Cognitive Psychology in Education B 後期 教育学研究科 2018/04-2019/03
Effective Learning Strategies(Advanced) Effective Learning Strategies(Advanced) 前期 教育学研究科 2019/04-2020/03
Effective Learning Strategies Effective Learning Strategies 前期 教育学部 2019/04-2020/03
Introduction to Educational Psychology I-E2 Introduction to Educational Psychology I-E2 前期 全学共通科目 2019/04-2020/03
Introduction to Educational Psychology II-E2 Introduction to Educational Psychology II-E2 後期 全学共通科目 2019/04-2020/03
Introduction to Educational Studies I-E2 Introduction to Educational Studies I-E2 前期 全学共通科目 2019/04-2020/03
Introduction to Educational Studies II-E2 Introduction to Educational Studies II-E2 後期 全学共通科目 2019/04-2020/03
国際教育研究フロンティアI International Frontiers in Education and Research I 前期集中 教育学研究科 2019/04-2020/03
国際教育研究フロンティアI International Frontiers in Education and Research I 前期集中 教育学部 2019/04-2020/03
外国文献研究(教育・英)II-E1 Readings in Humanities and Social Sciences (Education, English)II-E1 後期 全学共通科目 2019/04-2020/03
学習デザイン論演習A Seminars on Design for Understanding and Enhancing Student Learning A 前期 教育学研究科 2019/04-2020/03
学習デザイン論演習B Seminars on Design for Understanding and Enhancing Student Learning B 後期 教育学研究科 2019/04-2020/03
心理学I Psychology I 前期 全学共通科目 2019/04-2020/03
心理システムデザイン演習Ⅱ Seminar on Psychology and Design Studies II 後期 工学研究科 2019/04-2020/03
心理システムデザイン演習Ⅰ Seminar on Psychology and Design Studies I 前期 工学研究科 2019/04-2020/03
教育認知心理学研究A Colloquium on Cognitive Psychology in Education A 前期 教育学研究科 2019/04-2020/03
教育認知心理学研究B Colloquium on Cognitive Psychology in Education B 後期 教育学研究科 2019/04-2020/03
Effective Learning Strategies(Advanced) Effective Learning Strategies(Advanced) 前期 教育学研究科 2020/04-2021/03
Effective Learning Strategies Effective Learning Strategies 前期 教育学部 2020/04-2021/03
Introduction to Educational Psychology I-E2 Introduction to Educational Psychology I-E2 前期 全学共通科目 2020/04-2021/03
Introduction to Educational Psychology II-E2 Introduction to Educational Psychology II-E2 後期 全学共通科目 2020/04-2021/03
Introduction to Educational Studies I-E2 Introduction to Educational Studies I-E2 前期 全学共通科目 2020/04-2021/03
Introduction to Educational Studies II-E2 Introduction to Educational Studies II-E2 後期 全学共通科目 2020/04-2021/03
国際教育研究フロンティアI International Frontiers in Education and Research I 前期集中 教育学研究科 2020/04-2021/03
国際教育研究フロンティアI International Frontiers in Education and Research I 前期集中 教育学部 2020/04-2021/03
外国文献研究(教育・英)II-E1 Readings in Humanities and Social Sciences (Education, English)II-E1 後期 全学共通科目 2020/04-2021/03
デザイン学コミュニケーションストラテジー Communication Strategies for Design Research 前期集中 工学研究科 2020/04-2021/03
学習デザイン論演習A Seminars on Design for Understanding and Enhancing Student Learning A 前期 教育学研究科 2020/04-2021/03
学習デザイン論演習B Seminars on Design for Understanding and Enhancing Student Learning B 後期 教育学研究科 2020/04-2021/03
心理学I Psychology I 前期 全学共通科目 2020/04-2021/03
心理システムデザイン演習Ⅱ Seminar on Psychology and Design Studies II 後期 工学研究科 2020/04-2021/03
心理システムデザイン演習Ⅰ Seminar on Psychology and Design Studies I 前期 工学研究科 2020/04-2021/03
教育認知心理学研究A Colloquium on Cognitive Psychology in Education A 前期 教育学研究科 2020/04-2021/03
教育認知心理学研究B Colloquium on Cognitive Psychology in Education B 後期 教育学研究科 2020/04-2021/03
Effective Learning Strategies(Advanced) Effective Learning Strategies(Advanced) 前期 教育学研究科 2021/04-2022/03
Effective Learning Strategies Effective Learning Strategies 前期 教育学部 2021/04-2022/03
Introduction to Educational Psychology I-E2 Introduction to Educational Psychology I-E2 前期 全学共通科目 2021/04-2022/03
Introduction to Educational Psychology II-E2 Introduction to Educational Psychology II-E2 後期 全学共通科目 2021/04-2022/03
Introduction to Educational Studies I-E2 Introduction to Educational Studies I-E2 前期 全学共通科目 2021/04-2022/03
Introduction to Educational Studies II-E2 Introduction to Educational Studies II-E2 後期 全学共通科目 2021/04-2022/03
国際教育研究フロンティアI International Frontiers in Education and Research I 前期集中 教育学研究科 2021/04-2022/03
国際教育研究フロンティアI International Frontiers in Education and Research I 前期集中 教育学部 2021/04-2022/03
外国文献研究(教育・英)II-E1 Readings in Humanities and Social Sciences (Education, English)II-E1 後期 全学共通科目 2021/04-2022/03
デザイン学コミュニケーションストラテジー Communication Strategies for Design Research 前期集中 工学研究科 2021/04-2022/03
学習デザイン論演習A Seminars on Design for Understanding and Enhancing Student Learning A 前期 教育学研究科 2021/04-2022/03
学習デザイン論演習B Seminars on Design for Understanding and Enhancing Student Learning B 後期 教育学研究科 2021/04-2022/03
心理学I Psychology I 後期 全学共通科目 2021/04-2022/03
心理学(特殊講義) Psychology (Special Lectures) 前期 文学研究科 2021/04-2022/03
心理システムデザイン演習Ⅱ Seminar on Psychology and Design Studies II 後期 工学研究科 2021/04-2022/03
心理システムデザイン演習Ⅰ Seminar on Psychology and Design Studies I 前期 工学研究科 2021/04-2022/03
教育認知心理学研究A Colloquium on Cognitive Psychology in Education A 前期 教育学研究科 2021/04-2022/03
教育認知心理学研究B Colloquium on Cognitive Psychology in Education B 後期 教育学研究科 2021/04-2022/03
系共通科目(心理学)(講義Ka) Psychology (Lectures) 前期 文学部 2021/04-2022/03
認知デザイン特論 Advanced Studies: Cognition and Design Studies 前期 教育学研究科 2021/04-2022/03
認知デザイン特論 Advanced Studies: Cognition and Design Studies 前期 教育学部 2021/04-2022/03

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School management (title, position)
Title Period
国際戦略アドバイザリ―ボード 委員 2018/10/01-2020/09/30
Academic organizations (editor, editing team)
Organization name(Japanese) Organization name(English) Journal name(Japanese) Journal name(English) Title Period
Public Library of Science Public Library of Science PLOS ONE PLOS ONE Academic Editor 2015-
Psychologia Society (Japan) Psycho0logia Society (Japan) Psychologia Psychologia Editorial Board member 2003-
Southern Institute of Technology (New Zealand) Southern Institute of Technology (New Zealand) Southern Institute of Technology Journal of Applied Research Southern Institute of Technology Journal of Applied Research Editorial Board member 2010-
Bentham Science Bentham Science The Open Rehabilitation Journal The Open Rehabilitation Journal Editorial Board member 2008-
Elsevier Elsevier Thinking Skills and Creativity Thinking Skills and Creativity Special Issue Guest Editor 2017-2018
Elsevier Elsevier Thinking Skills and Creativity Thinking Skills and Creativity Associate Editor 2020/06/-