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Manalo, Emmanuel

Graduate School of Education, Division of Interdisciplinary Studies in Education Professor

Manalo, Emmanuel
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    Last Updated :2023/01/25

    Basic Information

    Faculty

    • 教育学部
    • 国際高等教育院

    Concurrent Affiliation

    • Center for the Promotion of Interdisciplinary Education and Research (C-PiER), 心の先端研究ユニット, 教授
    • Center for the Promotion of Interdisciplinary Education and Research (C-PiER), デザイン学ユニット, 教授

    Academic Degree

    • Master of Science(The University of Auckland)
    • Doctor of Philosophy(Massey University)

    Research History

    • From Sep. 2014, To Present
      Kyoto University, Graduate School of Education, Professor
    • From Apr. 2010, To Sep. 2014
      Waseda University Faculty of Science and Engineering, Center for English Language Education in Science and Engineering, Professor

    ID,URL

    Website(s) (URL(s))

    researchmap URL

    list
      Last Updated :2023/01/25

      Research

      Research Topics, Overview of the research

      • Research Topics

        Teaching and learning strategies; diagram use in communication, problem solving, and thinking; critical thinking; metacognition; cultivation of 21st Century competencies
      • Overview of the research

        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.

      Research Interests

      • 異文化間教育
      • 学習戦略
      • 高等教育における指導と学習
      • intercultural education
      • learning strategy use
      • Teaching and learning in higher education

      Research Areas

      • Humanities & social sciences, Educational psychology
      • Humanities & social sciences, Foreign language education

      Papers

      • Brain imaging provides insights about the interaction between instruction and diagram use for mathematical word problem solving
        Hiroaki Ayabe; Emmanuel Manalo; Noriko Hanaki; Hiroyo Fujita; Michio Nomura
        Frontiers in Education, 21 Oct. 2022
      • Problem-appropriate diagram instruction for improving mathematical word problem solving
        Hiroaki Ayabe; Emmanuel Manalo; Erica de Vries
        Frontiers in Psychology, 03 Oct. 2022
      • The Use of Diagrams in Planning for Report Writing
        Manalo, E; Ohmes, L
        Lecture Notes in Artificial Intelligence, Sep. 2022, Peer-reviewed, Lead author, Corresponding author
      • Effect of an intervention in self-regulation strategies on academic achievement in elementary school: A study of the mediating effect of the self-regulatory activity
        José Carlos Núñez; Ellián Tuero; Estrella Fernández; Francisco Javier Añón; Emmanuel Manalo; Pedro Rosário
        Revista de Psicodidactica, 01 Jan. 2022, Peer-reviewed
      • Solution Structures for Mathematical Word Problems and the Effect of Providing Instruction in Domain-specific Diagram Use
        Ayabe, H; Manalo, E; Hanaki, N
        Journal of the Japan Society for Educational Technology, Dec. 2021, Peer-reviewed
      • Preface
        Amrita Basu; Gem Stapleton; Sven Linker; Catherine Legg; Emmanuel Manalo
        Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 2021
      • Diagrams in Essays: Exploring the Kinds of Diagrams Students Generate and How Well They Work
        Emmanuel Manalo; Mari Fukuda
        Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 2021, Peer-reviewed, Lead author, Corresponding author
      • Showing what it looks like: Teaching students to use diagrams in problem solving, communication, and thinking
        Emmanuel Manalo; Yuri Uesaka; Ouhao Chen; Hiroaki Ayabe
        Deeper Learning, Dialogic Learning, and Critical Thinking: Research-based Strategies for the Classroom, 12 Sep. 2019
      • What Diagrams Are Considered Useful for Solving Mathematical Word Problems in Japan?
        Hiroaki Ayabe; Emmanuel Manalo; Mari Fukuda; Norihiro Sadato
        Diagrammatic Representation and Inference, 2021
      • The Presence of Diagrams and Problems Requiring Diagram Construction: Comparing Mathematical Word Problems in Japanese and Canadian Textbooks
        Mari Fukuda; Emmanuel Manalo; Hiroaki Ayabe
        Diagrammatic Representation and Inference, 2021
      • Coaxing success from failure through academic development.
        Carter, S; Sturm, S; Manalo, E
        International Journal for Academic Development, 2021, Peer-reviewed, Last author
      • Elucidating the effects of diagram use training for math word problem solving.
        Ayabe, H; Manalo, E; Hanaki, N
        Diagrammatic Representation and Inference. Lecture Notes in Artificial Intelligence., 2020, Peer-reviewed
      • The effect of cultivating diagram use on the quality of EFL students' written explanations
        Manalo, E; Tsuda, A; Dryer, R
        Thinking Skills and Creativity, 2019, Peer-reviewed
      • Examining the influence of expertise on the effectiveness of diagramming and summarising when studying scientific materials.
        Chen, O; Manalo, E; She, Y
        Educational Studies, 2019, Peer-reviewed
      • Special issue: The role of failure in promoting thinking skills and creativity
        Manalo, E; Kapur, M
        Thinking Skills and Creativity, Dec. 2018, Peer-reviewed
      • The role of failure in promoting thinking skills and creativity: New findings and insights about how failure can be beneficial for learning
        Emmanuel Manalo; Manu Kapur
        Thinking Skills and Creativity, 2018, Peer-reviewed
      • The Hemingway effect: How failing to finish a task can have a positive effect on motivation
        Yoshinori Oyama; Emmanuel Manalo; Yoshihide Nakatani
        Thinking Skills and Creativity, 2018, Peer-reviewed
      • Is ability grouping beneficial or detrimental to Japanese ESP students' English language proficiency development?
        Chris Sheppard; Emmanuel Manalo; Marcus Henning
        English for Specific Purposes, 01 Jan. 2018, Peer-reviewed
      • Considering the new curriculum from the perspective of international practices: Classroom lessons and assessment systems from New Zealand, Australia, and Spain.
        Uesaka, Y; Manalo, E; Tanaka, E; Ota, E
        Proceedings of the 60th Annual Meeting of the Japanese Association of Educational Psychology., 2018
      • How can we benefit from failure? Lessons learned from harnessing international expertise for answers to this question.
        Manalo, E
        Proceedings of the 34th Annual Conference of JSET (Japan Society for Educational Technology), 2018
      • Can spontaneous diagram use be promoted in math word problem solving?
        Ayabe, H; Manalo, E
        Lecture Notes in Artificial Intelligence, 2018, Peer-reviewed
      • Three approaches to promoting spontaneous use of learning strategies: Bridging the gap between research and school practices
        Ichikawa, S; Uesaka, Y; Manalo, E
        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., 2017, Peer-reviewed
      • How to address students’ lack of spontaneity in diagram use: Eliciting educational principles for the promotion of spontaneous learning strategy use in general.
        Uesaka, Y; Manalo, E
        In E. Manalo, Y. Uesaka., & C. Chinn (Eds.) Promoting Spontaneous Use of Learning and Reasoning Strategies: Theory, Research, and Practice for Effective Transfer. Routledge, 2017, Peer-reviewed
      • Development of a scale about failure beliefs in academic activities
        Takuma Nishimura; Mikiko Seo; Yuri Uesaka; Emmanuel Manalo; Etsuko Tanaka; Shinichi Ichikawa
        Japanese Journal of Educational Psychology, 2017, Peer-reviewed
      • Global-local processing impacts academic risk taking
        Elvis W. S. Tan; Stephen Wee Hun Lim; Emmanuel Manalo
        QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY, 2017, Peer-reviewed
      • How might language affect critical thinking performance?
        Emmanuel Manalo; Chris Sheppard
        THINKING SKILLS AND CREATIVITY, Sep. 2016, Peer-reviewed
      • Hint, Instruction, and Practice: The Necessary Components for Promoting Spontaneous Diagram Use in Students' Written Work?
        Emmanuel Manalo; Yuri Uesaka
        DIAGRAMMATIC REPRESENTATION AND INFERENCE, DIAGRAMS 2016, 2016, Peer-reviewed
      • Ethical Learning Experiences and Engagement in Academic Dishonesty: A Study of Asian and European Pharmacy and Medical Students in New Zealand
        Marcus A. Henning; Phillipa Malpas; Emmanuel Manalo; Sanya Ram; Vidushan Vijayakumar; Susan J. Hawken
        ASIA-PACIFIC EDUCATION RESEARCHER, Mar. 2015, Peer-reviewed
      • Electroencephalogram Recordings Indicate That More Abstract Diagrams Need More Mental Resources to Process
        Theo H. van Leeuwen; Emmanuel Manalo; Jan van der Meij
        MIND BRAIN AND EDUCATION, Mar. 2015, Peer-reviewed
      • Cross-Cultural Examination of Beliefs About the Causes of Bulimia Nervosa Among Australian and Japanese Females
        Rachel Dryer; Yuri Uesaka; Emmanuel Manalo; Graham Tyson
        INTERNATIONAL JOURNAL OF EATING DISORDERS, Mar. 2015, Peer-reviewed
      • Do students from different cultures think differently about critical and other thinking skills?
        Emmanuel Manalo; Takashi Kusumi; Masuo Koyasu; Yasushi Michita; Yuko Tanaka
        The Palgrave Handbook of Critical Thinking in Higher Education, 01 Jan. 2015, Peer-reviewed
      • Diagrams in learning and communication.
        Manalo, E; Uesaka, Y; Sheppard, C
        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
      • Motivation to learn
        Marcus A. Henning; Emmanuel Manalo
        Student Motivation and Quality of Life in Higher Education, 17 Dec. 2014, Peer-reviewed
      • Synthesis of motivation to learn and quality of life
        Marcus A. Henning; Christian U. Krägeloh; Glenis Wong-Toi; Emmanuel Manalo; Rex Billington; Colin Gibbs; Susan J. Hawken
        Student Motivation and Quality of Life in Higher Education, 17 Dec. 2014, Peer-reviewed
      • Recent findings about student diagram use: Variations according to purpose, and effects of peer communication
        Manalo, E; Uesaka, Y
        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
      • Effective methods for the development of skills
        MANALO Emmanuel
        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, 2014
      • How Communicative Learning Situations Influence Students' Use of Diagrams: Focusing on Spontaneous Diagram Construction and Protocols during Explanation
        Yuri Uesaka; Emmanuel Manalo
        DIAGRAMMATIC REPRESENTATION AND INFERENCE, DIAGRAMS 2014, 2014, Peer-reviewed
      • Students' Spontaneous Use of Diagrams in Written Communication: Understanding Variations According to Purpose and Cognitive Cost Entailed
        Emmanuel Manalo; Yuri Uesaka
        DIAGRAMMATIC REPRESENTATION AND INFERENCE, DIAGRAMS 2014, 2014, Peer-reviewed
      • Using mnemonic images and explicit sound contrasting to help Japanese children learn English alphabet sounds
        Emmanuel Manalo; Yuri Uesaka; Koki Sekitani
        JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION, Dec. 2013, Peer-reviewed
      • 学生が持つ図に対する認知イメージ構造の分析
        和嶋雄一郎; Emmanuel Manalo; 植阪友理
        心理学からみた効果的な学び方の理解と支援, Sep. 2013, Invited
      • Science and engineering students' use of diagrams during note taking versus explanation
        Emmanuel Manalo; Yuri Uesaka; Sarah Pérez-Kriz; Masashi Kato; Tatsushi Fukaya
        Educational Studies, Feb. 2013, Peer-reviewed
      • 学生の持つ図に対する認知イメージの構造の分析
        和嶋雄一郎; Emmanuel Manalo; 植阪友理
        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
      • Relevance of cognitive cost in students’ decision about learning strategies to use
        Manalo, E; Uesaka, Y
        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
      • 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・・・
        Manalo, E
        Proceedings of the 55th Annual Meeting of the Japanese Association of Educational Psychology, 2013
      • To what extent do culture-related factors influence university students' critical thinking use?
        Emmanuel Manalo; Takashi Kusumi; Masuo Koyasu; Yasushi Michita; Yuko Tanaka
        THINKING SKILLS AND CREATIVITY, 2013, Peer-reviewed
      • Medical students in early clinical training and achievement motivation: Variations according to gender, enrolment status, and age
        Henning, M. A; Krägeloh, C. U; Manalo, E; Doherty, I; Lamdin, R; Hawken, S. J
        Medical Science Educator, 2013, Peer-reviewed
      • A Comparison Between Asian and Pacific Islands Students in Their Use of Academic Advising Services
        Marcus Henning; Emmanuel Manalo; I'u Tuagalu
        ASIA-PACIFIC EDUCATION RESEARCHER, Mar. 2012, Peer-reviewed
      • Task-Related Factors that Influence the Spontaneous Use of Diagrams in Math Word Problems
        Yuri Uesaka; Emmanuel Manalo
        APPLIED COGNITIVE PSYCHOLOGY, Mar. 2012, Peer-reviewed
      • 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.
        Manalo, E; Uesaka, Y
        Lecture Notes in Artificial Intelligence, Vol.7352, 2012, Peer-reviewed
      • Are teachers aware of students' lack of spontaneity in diagram use? Suggestions for a mathematical model-based analysis of teachers' predictions.
        Uesaka, Y; Manalo, E; Nakagawa, M
        Lecture Notes in Artificial Intelligence, Vol.7352, 2012, Peer-reviewed
      • Motivation to learn, self-regulation and academic achievement: How effective are study skills programmes?
        Henning, M; Manalo, E
        Handbook on psychology of motivation: New research [J. N. Franco, & A. E. Svensgaard (Eds.)], 2012
      • Students’ use of diagrams as a learning strategy: Some of the mental processes that influence such use
        Manalo, E; Uesaka, Y; Wajima, Y
        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), 2012
      • 第二言語習得への脳認知科学からのアプローチ
        Yokoyama, S; Jeong, H; Ojima, S; Chiba, K; Manalo, E; Yoshimoto, K
        Proceedings of the 29th Annual Meeting of the Japanese Cognitive Science Society, 2012
      • 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]
        Manalo, E; Uesaka, Y
        Proceedings of the 54th Annual Meeting of the Japanese Association of Educational Psychology, 2012
      • Drawing Attention to Diagram Use
        Emmanuel Manalo; Yuri Uesaka
        SCIENCE, Nov. 2011, Peer-reviewed
      • The effects of peer communication with diagrams on students’ math word problem solving
        MANALO Emmanuel
        Proceedings of the 33rd Annual Conference of the Cognitive Science Society [L. Carlson, C., 2011, Peer-reviewed
      • Bipolar disorder and the experiences of the Chinese community within New Zealand.
        Wang, Y; Henning, M; Manalo, E
        Bipolar disorder: Causes, diagnosis and treatment, 2011
      • Are tertiary learning advisors an endangered species?
        Manalo, E; Marshall, J; Fraser, C
        New Zealand Education Review, 2011
      • 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)
        植阪友理; Emmanuel Manalo
        認知科学, 2010, Invited
      • Mental representation of diagrams, views about diagrams, and problem solving.
        Manalo, E; Uesaka, Y; Yano, Y
        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, Peer-reviewed
      • The Effects of Perception of Efficacy and Diagram Construction Skills on Students' Spontaneous Use of Diagrams When Solving Math Word Problems
        Yuri Uesaka; Emmanuel Manalo; Shin'ichi Ichikawa
        DIAGRAMMATIC REPRESENTATION AND INFERENCE, 2010, Peer-reviewed
      • Providing effective mental health support to Japanese university students: The use of a typological approach at a university mental health support center.
        Kakei, K; Uesaka, Y; Manalo, E
        The Open Rehabilitation Journal, 2010, Peer-reviewed
      • Provision of learning support for university students with learning, mental health, and other forms of hidden disabilities.
        Manalo, E; Ede, J; Wong-Toi, G
        The Open Rehabilitation Journal, 2010, Peer-reviewed
      • Special issue: Supporting university students with disabilities - Innovations, strategies, and practices that achieve results.
        Manalo, E; Wong-Toi; G
        The Open Rehabilitation Journal, 2010, Peer-reviewed
      • Lean on me
        Manalo, E
        New Zealand Education Review, 2010
      • Many and varied roles: An inter-institutional project to evidence the impact of Learning Advisors on student achievement.
        Fraser, C; Manalo, E; Marshall, J
        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.)], 2010, Peer-reviewed
      • Development of a teaching method that promotes the spontaneous use of diagrams in mathematical problem solving: Effects of experience using diagrams as communication tools.
        Uesaka, Y; Manalo, E
        Cognitive Studies, 2010
      • Learning how to speak in English.
        Manalo, E
        New Zealand Education Review, 2009
      • Demonstrating student transformations.
        Manalo, E
        Transformations: The refereed proceedings of the 2008 ATLAANZ conference [M. Silvester (Ed.)], 2009, Peer-reviewed
      • The influence of language contact and vocabulary knowledge on the speaking performance of Japanese students of English.
        Oya, T; Manalo, E; Greenwood, J
        The Open Applied Linguistics Journal, 2009, Peer-reviewed
      • Does the use of diagrams as communication tools result in their internalization as personal tools for problem solving?
        Uesaka, Y; Manalo, E
        Proceedings of the 30th Annual Conference of the Cognitive Science Society [B. C. Love, K. McRae, & V. M. Sloutsky (Eds.)], 2008, Peer-reviewed
      • School Curriculum Development to Promote Student Spontaneous Diagram Use in Problem Solving
        Yuri Uesaka; Emmanuel Manalo
        DIAGRAMMATIC REPRESENTATION AND INFERENCE, PROCEEDINGS, 2008, Peer-reviewed
      • Balancing learning advisors’ roles in teaching and research.
        Manalo, E
        Walking a tightrope: The balancing act of learning advising [E. Manalo, J. Bartlett-Trafford, & S. Crozier (Eds.)], 2008, Peer-reviewed
      • What kinds of perceptions and daily learning behaviors promote students' use of diagrams in mathematics problem solving?
        Yuri Uesaka; Emmanuel Manalo; Shin'ichi Ichikawa
        LEARNING AND INSTRUCTION, Jun. 2007, Peer-reviewed
      • 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−
        植阪友理; Emmanuel Manalo; 関谷弘毅
        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
      • Peer instruction as a way of promoting spontaneous use of diagrams when solving math word
        Uesaka, Y; Manalo, E
        Proceedings of the 29th Annual Cognitive Science Society [D. S. McNamara & J. G. Trafton (Eds.)], 2007, Peer-reviewed
      • Exam skills
        Manalo, E
        Writing guidelines for education students (2nd ed.) [L. Emerson (Ed.)], 2007
      • Essays
        Emerson, L; Manalo, E
        Writing guidelines for education students (2nd ed.) [L. Emerson (Ed.)], 2007
      • How learning advisors promote significant learning.
        Manalo, E
        Anchoring our practice: Perspectives, partnerships, projections [C. Fraser, & L. Ayo (Eds.)], 2007, Peer-reviewed
      • Learning center and statistics department collaboration in improving student performance in introductory statistics.
        Manalo, E; Leader, D
        College Student Journal, 2007, Peer-reviewed
      • Editorial for the special issue
        Emmanuel Manalo
        PSYCHOLOGIA, Jun. 2006
      • What memory skills are most important to university students in the United States and New Zealand?
        Kenneth L. Higbee; Emmanuel Manalo
        PSYCHOLOGIA, Jun. 2006, Peer-reviewed
      • Factors that impact on the academic motivation of Japanese university students in Japan and in New Zealand
        Emmanuel Manalo; Masuo Koyasu; Kyoko Hashimoto; Taeko Miyauchi
        PSYCHOLOGIA, Jun. 2006, Peer-reviewed
      • 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)
        Uesaka, Y; Manalo, E
        Lecture Notes in Artificial Intelligence, 2006, Peer-reviewed
      • Promoting diagram use in problem solving.
        Manalo, E; Uesaka, Y
        New Zealand Education Review, 2006
      • Student learning - motivation and silence.
        Manalo, E
        New Zealand Education Review, 2006
      • Learning diversity and the multifaceted roles of tertiary learning advisors.
        Manalo, E; Trafford, J
        International Journal of Diversity in Organisations, Communities and Nations, 2006, Peer-reviewed
      • The usefulness of an intensive preparatory course for EAL thesis writers.
        Manalo, E
        Journal of Research in International Education, 2006, Peer-reviewed
      • Special issue: Applied research in university student learning.
        Manalo, E
        Psychologia, 2006, Peer-reviewed
      • Exam skills
        Manalo, E
        Writing guidelines for social science students (2nd ed.) [L. Emerson (Ed.)], 2005
      • Essays
        Emerson, L; Manalo, E
        Writing guidelines for social science students (2nd ed.) [L. Emerson (Ed.)], 2005
      • Essay writing
        Emerson, L; Manalo, E
        Writing guidelines for business students (3nd ed.) [L. Emerson (Ed.)], 2005
      • Building bridges or looking for bridges: What really is the role of the learning advisor?
        Manalo, E
        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.)], 2005
      • Strategies for the potential agents of change: An approach to teaching how to write a paper for publication.
        Manalo, E
        Writing for a change: Proceedings of the 6th Biennial Tertiary Writing Network Colloquium, Victoria University of Wellington, Dec 2–3, 2004 [D. Wallace (Ed.)], 2005
      • The influence of personality and anxiety on the oral performance of Japanese speakers of English
        T Oya; E Manalo; J Greenwood
        APPLIED COGNITIVE PSYCHOLOGY, Nov. 2004, Peer-reviewed
      • What kinds of students' activities promote the use of diagrams in mathematical problem solving?
        Y Uesaka; E Manalo
        INTERNATIONAL JOURNAL OF PSYCHOLOGY, Oct. 2004
      • How does cultural understanding facilitate learning development and vice versa? The roles of
        MANALO Emmanuel
        Proceedings of the 18th IDP Australian International Education Conference (CD-ROM; ISBN: 0-86403-054-1), 2004, Peer-reviewed
      • Using mnemonics to facilitate learning of Japanese script characters.
        Manalo, E; Mizutani, S; Trafford, J. A
        JALT [Japanese Association for Language Teaching] Journal, 2004, Peer-reviewed
      • 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・・・
        Uesaka, Y; Manalo, E; Ichikawa, S
        Kisogakuryoku ikusei sisutem no saikouchiku [Rebuilding the system to promote core academic competences], 2004
      • Nyuujirando gakkou tankenki [Exploring schools in New Zealand].
        Uesaka, Y; Manalo, E
        Syotou-rika Kyouiku [Science Education in Elementary School], 2004
      • Uses of mnemonics in educational settings: A brief review of selected research
        E Manalo
        PSYCHOLOGIA, Jun. 2002, Peer-reviewed
      • Paraphrasing as a tool for learning and finding your own voice.
        Manalo, E
        Developing a voice – Critical issues in academic literacies: Proceedings of the 5th Biennial Tertiary Writing Network Colloquium [A. Kirkness (Ed.)], 2002
      • Records and reports: How do we inform ourselves and others of the good work we do with
        Manalo, E
        Lifelong learning: Proceedings of the Annual Conference of the Association of Tertiary Learning, 2001
      • How to write successful exams.
        Manalo, E
        Writing guidelines for business students (2nd ed.) [L. Emerson (Ed.)], 2000
      • Essay writing
        Emerson, L; Manalo, E
        Writing guidelines for business students (2nd ed.) [L. Emerson (Ed.)], 2000
      • The use of process mnemonics in teaching students with mathematics learning disabilities.
        Manalo, E; Bunnell, J. K; Stillman, J. A
        Learning Disability Quarterly, 2000, Peer-reviewed
      • Spontaneous mnemonic use in simulated foreign word learning
        E Manalo
        PSYCHOLOGIA, Sep. 1999, Peer-reviewed
      • Teaching postgraduate students how to get started and keep going with their theses.
        Manalo, E
        Teaching communication skills in the disciplines: The proceedings of the Australian Communication Skills Conference [J. Tapper, & P. Gruba (Eds.)], 1998, Peer-reviewed
      • Effectiveness of an intensive learning skills course for university students on restricted enrolment.
        Manalo, E; Wong-Toi, G; Henning, M
        Higher Education Research and Development, 1996, Peer-reviewed
      • Teaching problem solving skills.
        Manalo, E
        Performance & Instruction, 1993, Peer-reviewed
      • Dyslexia or carelessness in reading? A case report.
        Manalo, E
        Reading Psychology, 1992, Peer-reviewed
      • Teaching concentration skills.
        Manalo, E
        Performance & Instruction, 1992, Peer-reviewed
      • The incorporation of process mnemonic instruction in teaching computational skills: A case report on a mathematics learning disabled individual.
        Manalo, E
        Focus on Learning Problems in Mathematics, 1991, Peer-reviewed
      • An approach to dealing with motivational failure.
        Manalo, E
        A taste for living: Proceedings of the sixth triennial conference of the Australian and New Zealand Student Services Association [R. Wilson (Ed.)], 1989
      • Teaching process mnemonics to teach students with mathematics learning disabilities.
        MANALO Emmanuel
        Australian Journal of Psychology (Supplement: Combined abstracts of the 1997 Australian, Peer-reviewed
      • Learning support to complement inclusion: The roles of a learning centre in managing the needs of
        MANALO Emmanuel
        Proceedings of the Inclusive and Supportive Education Congress 2005 (ISEC 2005) (CD-ROM; ISBN: 1-903618-29-0)., Peer-reviewed
      • Quantity and quality of diagrams used in math word problem solving: A comparison between New
        MANALO Emmanuel; Uesaka, Y
        Refereed papers of the NZARE (New Zealand Association for Research in Education) National Conference 2006 [CD-ROM; ISSN 1176-4902], Peer-reviewed

      Misc.

      • 英語教育における深い学びとコミュニケーション
        マナロ エマニュエル; 李 沐陽; 小山 義徳; 田中 瑛津子
        日本教育心理学会総会発表論文集, 2017
      • 適切な図表の使い分けを促進する意識的な方略比較活動
        植阪 友理; MANALO Emmanuel
        日本認知科学会大会発表論文集 = Annual meeting of the Japanese Cognitive Science Society, 02 Aug. 2006
      • Cross-cultural examination of Australian and Japanese female university students' beliefs about the treatment of Bulimia Nervosa
        Rachel Dryer; Emmanuel Manalo; Yuri Uesaka; Graham A. Tyson
        INTERNATIONAL JOURNAL OF PSYCHOLOGY, Jul. 2016
      • Critically Evaluating Multiple, Conflicting Pieces of Information: The Effects of Unpacking the Information, and Theory of Mind Ability
        Emmanuel Manalo; Ai Mizokawa; Lisa Scharrer; Masuo Koyasu
        INTERNATIONAL JOURNAL OF PSYCHOLOGY, Jul. 2016
      • Quasi-development of critical thinking attitude during adulthood, and links to the big five personality traits
        Yusuke Takahashi; Takashi Kusumi; Emmanuel Manalo
        INTERNATIONAL JOURNAL OF PSYCHOLOGY, Jul. 2016
      • Structure and comparison of Australian and Japanese junior high school students' interest in science
        Etsuko Tanaka; Emmanuel Manalo; Rachel Dryer
        INTERNATIONAL JOURNAL OF PSYCHOLOGY, Jul. 2016
      • 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
        和嶋雄一郎; 植阪友理; MANALO Emmanuel
        日本認知科学会大会発表論文集(CD-ROM), 2012

      Presentations

      • The Importance of Cultivating Student Spontaneity in Effective Learning Strategy Use.
        Manalo, E
        Education Outside the Classroom Conference, Birla Institute of Technology & Science (BITS), Pilani, K. K. Goa Campus, INDIA, 30 Jul. 2022, Invited
      • Teachers’ views about what is important in learning and the assessment strategies they use.
        Manalo, E
        6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL), Medan City, Indonesia, 21 Sep. 2021, Invited
      • Curricular space: The importance of creating space in the curriculum for developing students’ thinking capabilities.
        Manalo, E
        5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL), Medan City, Indonesia, 22 Sep. 2020, Invited
      • Curricular space: Exploring the need for “space to think” in Danish and Japanese students.
        Manalo, E; Blasco, M
        NZARE (New Zealand Association for Research in Education) Conference, University of Canterbury, Christchurch, New Zealand, 19 Nov. 2019
      • Teaching students to use diagrams: Elucidating methods based on research evidence.
        Manalo, E; Uesaka, Y
        NZARE (New Zealand Association for Research in Education) Conference, University of Canterbury, Christchurch, New Zealand, 18 Nov. 2019
      • 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.
        Tanaka, E; Manalo, E; Oyama, Y; Sheppard, C; Chen, O; Wang, J
        61st Annual Japanese Association of Educational Psychology (JAEP) Conference, 15 Sep. 2019
      • Do students need space to think? Exploring the meaningfulness of “curricular space” in Danish and Japanese students.
        Manalo, E; Blasco, M
        Japan Society for Educational Technology (JSET) Autumn Conference, 08 Sep. 2019
      • How to turn failure into success
        Manalo, E
        Invited lecture given at the German Institute for International Educational Research (DIPF), Berlin, Germany, 21 Aug. 2019, Invited
      • The effect of metacognitive use of learning strategies on student test performance
        Ota, E; Manalo, E; Suárez, N
        EARLI Conference, RWTH Aachen University, Germany, 16 Aug. 2019
      • Students’ use of diagrams in writing explanations: Does instruction in diagram use help?
        Manalo, E; Chen, O; Wang. J
        EARLI Conference, RWTH Aachen University, Germany, 15 Aug. 2019
      • How can we ensure that experiences of failure lead to beneficial learning outcomes?
        Manalo, E
        Invited lecture given at Auckland University of Technology, Auckland, New Zealand, 19 Mar. 2019, Invited
      • Can failure really lead to successful outcomes? If yes, then how?
        Manalo, E
        Invited lecture given at the Australian College of Applied Psychology, Sydney, Australia, 15 Mar. 2019, Invited
      • Elucidating methods for benefitting from failure in educational contexts
        Manalo, E
        Invited lecture given at the University of Sydney, Sydney, Australia, 13 Mar. 2019, Invited
      • Tackling the complexities of promoting effective learning strategy use in day-to-day subject learning in Japanese classrooms
        Manalo, E; Uesaka, Y; Fukuda, M; Ota, E
        ERAS-APERA International Conference 2018, Singapore, 14 Nov. 2018
      • Can diagrams enhance communicative efficiency? Understanding how diagram use affects the quality of written communication in English-as-a-foreign-language students
        Manalo, E; Dryer, R; Tsuda, A
        ERAS-APERA International Conference 2018, Singapore, 12 Nov. 2018
      • Addressing pressing questions about effective learning.
        Manalo, E
        Invited seminar presented at the University of Minho, Braga, Portugal, 07 Sep. 2018, Invited
      • Student, teacher, and environmental conditions for promoting spontaneous learning strategy use.
        Manalo, E
        Invited seminar presented at ETH Zurich, Switzerland, 31 Aug. 2018, Invited
      • Using and benefiting from test feedback in foreign language vocabulary learning.
        Manalo, E; Oyama, Y; Kanetsuna, A
        EARLI SIG 16 Metacognition Conference 2018, Zurich, Switzerland, 29 Aug. 2018
      • Can spontaneous diagram use be promoted in math word problem solving?
        Ayabe, H; Manalo, E
        10th International Conference on the Theory and Application of Diagrams, Edinburgh, United Kingdom, 21 Jun. 2018
      • How are language proficiency and critical thinking related?
        Manalo, E
        Invited lecture given at Auckland University of Technology, Auckland, New Zealand, 15 Feb. 2018, Invited
      • Foreign language education: Importance, challenges, and strategies for more successful learning
        Manalo, E
        Invited lecture given at the University of Oviedo, Oviedo, Spain, 14 Nov. 2017, Invited
      • Critically evaluating scientific and health-related information: Do theory of mind ability and presentation format matter?
        Manalo, E
        1st International Conference on Psychology, Health and Education (CIPSE 2017), University of Oviedo, Oviedo, Spain, 09 Nov. 2017
      • More efficacious representations? Examining the effect of diagrams in students’ written explanations.
        Manalo, E; Dryer, R; Tsuda, A
        17th Biennial EARLI Conference, University of Tampere, Tampere, Finland, 01 Sep. 2017
      • How to promote critical thinking skills development in your students
        Manalo, E
        Invited workshop given at the University of Reading Malaysia, Puteri Johor, Malaysia, 01 Mar. 2017
      • Promoting students’ spontaneous use of diagrams in problem solving and communication
        Manalo, E
        Invited lecture given at the University of Reading Malaysia, Puteri Johor, Malaysia, 01 Mar. 2017, Invited
      • How to demonstrate critical thinking on your work
        Manalo, E
        Invited workshop given at the University of Reading Malaysia, Puteri Johor, Malaysia, 28 Feb. 2017, Invited
      • Understanding student text and diagrammatic representations of what they have learned: What gets represented, how, and why?
        Manalo, E; Sheppard, C; Uesaka, Y
        12th Biennial meeting of SARMAC (Society for Applied Research in Memory and Cognition). Sydney, Australia, 05 Jan. 2017
      • Task-based measurement of students’ learning strategy use and its relationship to interest in science
        Tanaka, E; Manalo, E; Dryer, R
        12th Biennial meeting of SARMAC (Society for Applied Research in Memory and Cognition). Sydney, Australia, 05 Jan. 2017
      • Cross-cultural examination of beliefs about cause and treatment for Bulimia Nervosa in Japanese and Australian women
        Dryer, R; Manalo, E; Uesaka, Y; Tyson, G
        12th Biennial meeting of SARMAC (Society for Applied Research in Memory and Cognition). Sydney, Australia, 05 Jan. 2017
      • Who can be a critical thinker? A two-wave longitudinal study on critical thinking attitudes
        Takahashi, Y; Kusumi, T; Manalo, E
        15th Hawaii International Conference on Education. Honolulu, Hawaii, USA, 03 Jan. 2017
      • Developing university students’ English language competence through content-based instruction in EFL contexts
        Manalo, E
        EAPRIL (European Association for Practitioner Research on Improving Learning) 2016 Conference. Porto, Portugal, 24 Nov. 2016
      • Promoting students' spontaneity in using diagrams when writing explanations
        Manalo, E
        Invited lecture given at the Copenhagen Business School, Copenhagen, Denmark, 08 Sep. 2016, Invited
      • To diagram or to summarize when studying scientific materials: Examining the effect of expertise
        Chen, O; Manalo, E
        9th International Conference, Diagrams 2016. Philadelphia, USA, 09 Aug. 2016
      • The relationship between interest in science and personality dimensions of engagement
        Dryer, R; Tanaka, E; Manalo, E; Buckingham, R
        31st International Congress of Psychology (ICP2016), 28 Jul. 2016
      • Critically evaluating multiple, conflicting pieces of information: The effects of unpacking the information, and theory of mind ability
        Manalo, E; Mizokawa, A; Scharrer, L; Koyasu, M
        31st International Congress of Psychology (ICP2016), 27 Jul. 2016
      • Structure and comparison of Australian and Japanese junior high school students’ interest in science
        Tanaka, E; Manalo, E; Dryer, R
        31st International Congress of Psychology (ICP2016), 27 Jul. 2016
      • Cross-cultural examination of Australian and Japanese female university students’ beliefs about the treatment of Bulimia Nervosa
        Dryer, R; Manalo, E; Uesaka, Y; Tyson, G
        31st International Congress of Psychology (ICP2016), 26 Jul. 2016
      • Quasi-development of critical thinking attitude during adulthood, and links to the big five personality traits
        Takahashi, Y; Kusumi, T; Manalo, E
        31st International Congress of Psychology (ICP2016), 26 Jul. 2016
      • Australian and Japanese female students’ beliefs about the treatment of bulimia nervosa
        Dryer, R; Manalo, E; Uesaka, Y; Tyson, G
        Australian Psychological Society 50th Annual Conference, 01 Oct. 2015
      • Can interactive communication promote students’ use of diagrams in explaining what they have learned?
        Manalo, E; Uesaka, Y; Sheppard, C
        EARLI (European Association for Researchers on Learning and Instruction) Conference, 27 Aug. 2015
      • Helpful tips for writing and presenting your research in English
        Manalo, E
        Japanese Society of Personality Psychology (JSPP) Conference, Hokkaido University of Education, Sapporo, 21 Aug. 2015, Invited
      • Developing critical thinking skills in EFL contexts: Japan case studies
        Sheppard, C; Manalo, E
        New York State TESOL 36th Annual Applied Linguistics Winter Conference (Columbia University, New York, USA), 07 Mar. 2015
      • Critical evaluation in students’ written work: Some influencing factors and correlates
        Manalo, E; Sheppard, C
        Invited seminar presentation at the Graduate School of Education, Rutgers University, New Jersey, USA, 06 Mar. 2015
      • Science students’ use of diagrams in communicating information: Challenges and possible solutions
        Manalo, E; Uesaka, Y
        AILA (International Applied Linguistics Association) World Congress (Brisbane, Australia), Aug. 2014
      • Students’ motivation to learn: Making sense of what the different theories say
        Manalo, E; Henning, M. A
        Clute Institute International Academic Conference (Orlando, Florida, USA), Jan. 2014
      • Ability grouping in ESL: Beneficial or detrimental?
        2013
      • Do language structure or language proficiency affect critical evaluation?
        2013
      • Gakusyu sukiru no kyouiku sapoto no kouka ni tsuite: Nyujirando no daigaku no baai
        2013
      • Creating learning situations to make diagram use inevitable: Focusing on diagrams fro communication
        2013
      • What students represent in text and diagrams: Variations according to purpose, task, and language
        2013
      • Ability grouping in ESL: Beneficial or detrimental?
        New York State TESOL 34th Annual Applied Linguistics Winter Conference, 2013
      • Do language structure or language proficiency affect critical evaluation?
        35th Annual Conference of the Cognitive Science Society, 2013
      • Effects of learning skills instruction and support: In the case of New Zealand universities
        55th Annual Meeting of the Japanese Association of Educational Psychology, 2013
      • Creating learning situations to make diagram use inevitable: Focusing on diagrams fro communication
        EARLI (European Association for Researchers on Learning and Instruction) Conference, 2013
      • What students represent in text and diagrams: Variations according to purpose, task, and language
        EARLI (European Association for Researchers on Learning and Instruction) Conference, 2013
      • How does English language class streaming affect the English language achievement of Japanese university students?
        2012
      • Are teachers aware of students' lack of spontaneity in diagram use? Suggestions for a mathematical model-based analysis of teachers' predictions.
        2012
      • 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
      • Student perspectives on critical and other thinking skills: Some cultural similarities and differences.
        2012
      • Are students cognitive misers in learning L2 vocabulary?
        2012
      • 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
      • Do variations in L2 speaking performance correspond to detectable differences in brain activity?
        2012
      • 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
      • 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, 2012
      • 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, 2012
      • 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, 2012
      • Are students cognitive misers in learning L2 vocabulary?
        14th International Conference on the Processing of East Asian Languages (ICPEAL), 2012
      • Diagrams in written communication: Why do students not use them enough?
        54th Annual Meeting of the Japanese Association of Educational Psychology, 2012
      • Do variations in L2 speaking performance correspond to detectable differences in brain activity?
        29th Annual Meeting of the Japanese Cognitive Science Society, 2012
      • The effects of peer communication with diagrams on students’ math word problem solving processes and outcomes.
        2011
      • Do culture related factors influence students’ critical thinking use?
        2011
      • Mental representation of diagrams: An investigation using free writing and correspondence analysis.
        2011
      • School curriculum development to improve students' strategy use: Focusing on diagrams use in math.
        2011
      • 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., 2011
      • Do culture related factors influence students’ critical thinking use?
        33rd Annual Conference of the Cognitive Science Society, Boston, Massachusetts, USA., 2011
      • 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, 2011
      • 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, 2011
      • The effects of perception of efficacy and diagram construction skills on students' spontaneous use of diagrams when solving math word problems.
        2010
      • Mental representation of diagrams, views about diagrams, and problem solving.
        2010
      • 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, 2010
      • Mental representation of diagrams, views about diagrams, and problem solving.
        32nd Annual Conference of the Cognitive Science Society, Portland, Oregon, USA, 2010
      • Considerations in developing an effective web-based referencing resource.
        2009
      • Are pictorial mnemonics helpful in teaching English letter-sound correspondence to Japanese children?
        2009
      • A comparison of university students’ memory use in New Zealand and Japan.
        2009
      • 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
      • Considerations in developing an effective web-based referencing resource.
        Redesigning Pedagogy International Conference, June 1-3, National Institute of Education, Singapore, 2009
      • 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, 2009
      • A comparison of university students’ memory use in New Zealand and Japan.
        Society for Applied Research in Memory and Cognition (SARMAC) Conference, Kyoto, Japan, 2009
      • 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, 2009
      • Teaching memory skills to university students.
        2008
      • Demonstrating student transformations.
        2008
      • Teaching memory skills to university students.
        College Teaching and Learning Conference, Orlando, Florida, USA, 2008
      • Demonstrating student transformations.
        Association of Tertiary Learning Advisors Aotearoa New Zealand (ATLAANZ) Conference, Wellington, New Zealand, 2008
      • Task-related factors that influence the spontaneous use of diagrams in math word problem solving.
        2007
      • Peer instruction as a way of promoting spontaneous use of diagrams when solving math word problems.
        2007
      • Managers’ forum.
        2007
      • Balancing our roles in teaching and research.
        2007
      • 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., 2007
      • 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, 2007
      • Managers’ forum.
        Association of Tertiary Learning Advisors Aotearoa New Zealand (ATLAANZ) Conference, Auckland, New Zealand, 2007
      • Balancing our roles in teaching and research.
        Association of Tertiary Learning Advisors Aotearoa New Zealand (ATLAANZ) Conference, Auckland, New Zealand, 2007
      • Active comparison as a means of promoting the development of abstract conditional knowledge and appropriate choice of diagrams in math word problem solving.
        2006
      • Learning centre roles in facilitating learning communities at the tertiary level.
        2006
      • How learning advisors promote significant learning.
        2006
      • Referencite: A personal learning experience.
        2006
      • The usefulness of an intensive inter-semester workshop for Asian and other recent migrant students.
        2006
      • Weapon of choice: Big stick or bytes – Referencite, an online academic referencing resource.
        2006
      • Closing address.
        2006
      • Quantity and quality of diagrams used in math word problem solving: A comparison between New Zealand and Japanese students.
        2006
      • 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, 2006
      • Learning centre roles in facilitating learning communities at the tertiary level.
        Learning Communities Conference, Queensland University of Technology, Brisbane, Australia, 2006
      • How learning advisors promote significant learning.
        ATLAANZ (Association of Tertiary Learning Advisors Aotearoa New Zealand) Conference, Tauranga, New Zealand, 2006
      • Referencite: A personal learning experience.
        ATLAANZ (Association of Tertiary Learning Advisors Aotearoa New Zealand) Conference, Tauranga, New Zealand, 2006
      • 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, 2006
      • 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, 2006
      • Closing address.
        6th Biennial Communication Skills in University Education (CSUE) Conference, University of Auckland, New Zealand, 2006
      • 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, 2006
      • Do language contact and vocabulary knowledge influence the speaking performance of Japanese students of English?
        2005
      • How important is prospective memory?
        2005
      • Learning support to complement inclusion: The roles of a learning centre in managing the needs of university students with specific learning disabilities.
        2005
      • Do language contact and vocabulary knowledge influence the speaking performance of Japanese students of English?
        College Teaching & Learning Conference, Orlando, Florida, USA, 2005
      • How important is prospective memory?
        2nd International Conference on Prospective Memory, Zurich, Switzerland., 2005
      • 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, 2005
      • What can a learning center in a large cosmopolitan university provide its students?
        2004
      • The usefulness of an intensive preparatory course for EAL thesis writers.
        2004
      • How does cultural understanding facilitate learning development and vice versa? The roles of university learning centres in international education.
        2004
      • Building bridges or looking for bridges: What really is the role of the learning advisor?
        2004
      • Strategies for the potential agents of change: An approach to teaching how to write a paper for publication.
        2004
      • What can a learning center in a large cosmopolitan university provide its students?
        College Teaching & Learning Conference, Orlando, Florida, USA, 2004
      • 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.], 2004
      • 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., 2004
      • 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, 2004
      • 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, 2004
      • Some useful applications of mnemonics in language learning.
        2003
      • How useful do university students find memory improvement courses?
        2003
      • What memory skills are important to university students in the USA and New Zealand?
        2003
      • Educating Asia: Identifying images and ideas.
        2003
      • What skills can we teach graduate students? Reflections on writing a book for graduate students.
        2003
      • Teaching memory strategies to university students.
        2003
      • Some useful applications of mnemonics in language learning.
        Hawaii International Conference on Arts and Humanities, Honolulu, Hawaii, USA, 2003
      • 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, 2003
      • 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, 2003
      • Educating Asia: Identifying images and ideas.
        NZASIA Conference, The University of Auckland, New Zealand, 2003
      • 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, 2003
      • Teaching memory strategies to university students.
        Teaching/Learning Conference, The University of Auckland, New Zealand, 2003
      • Teaching students how to write better answers in exams.
        2002
      • Assessment and support of students with learning disabilities.
        2002
      • 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, 2002
      • 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, 2002
      • Achieving higher pass rates for students on Special Admission.
        2001
      • Records and reports: How do we inform ourselves and others of the good work we do with students?
        2001
      • 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, 2001
      • 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, 2001
      • Using mnemonics to facilitate learning of Japanese characters.
        2000
      • Bringing your PhD back to life.
        2000
      • Using mnemonics to facilitate learning of Japanese characters.
        27th Annual Experimental Psychology Conference (EPC 2000), Queensland, Australia., 2000
      • Bringing your PhD back to life.
        The Third Biennial Communication Skills in University Education (CSUE) Conference, Fremantle, Western Australia, 2000
      • A case report on an adult developmental surface dyslexic.
        1999
      • Teaching essay writing.
        1999
      • A case report on an adult developmental surface dyslexic.
        26th Annual Experimental Psychology Conference (EPC99), Sydney, Australia., 1999
      • Teaching essay writing.
        National Language and Academic Skills Conference, Melbourne, Australia., 1999
      • Spontaneous mnemonic strategies to remember foreign words.
        1998
      • Teaching postgraduate students how to get started and keep going with their thesis.
        1998
      • Spontaneous mnemonic strategies to remember foreign words.
        25th Annual Experimental Psychology Conference (EPC98), Hobart, Australia., 1998
      • Teaching postgraduate students how to get started and keep going with their thesis.
        Australian Communication Skills Conference, Melbourne, Australia, 1998
      • Applications of mnemonics in education: A brief review.
        1997
      • Using process mnemonics to teach students with mathematics learning disabilities.
        Manalo, E
        24th Annual Experimental Psychology Conference (EPC97), Deakin University, Geelong, Australia, 1997
      • Applications of mnemonics in education: A brief review.
        New Zealand Psychological Society Conference, Massey University, Palmerston North, New Zealand, 1997
      • Remedial education for specific learning disabilities in Auckland schools.
        1996
      • Remedial education for specific learning disabilities in Auckland schools.
        New Zealand Psychological Society Annual Conference, University of Canterbury, Christchurch, New Zealand, 1996
      • Don’t “just do it,” do it right: A workshop on teaching active learning strategies.
        1995
      • The effectiveness of a four-day intensive learning skills workshop for students on restricted enrolment because of unsatisfactory progress in the previous year.
        1995
      • Learning disabilities: The issues.
        1995
      • 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, 1995
      • 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., 1995
      • Learning disabilities: The issues.
        “From Awareness to Action – Accessing Lifelong Education for People with Disabilities” Conference, Manukau Institute of Technology, Auckland, New Zealand, 1995
      • Mathematics learning disabilities and remedial strategies that can be used.
        1994
      • Process mnemonics and mathematics learning disabilities.
        1994
      • Memory skills and time management.
        1994
      • Mathematics learning disabilities and remedial strategies that can be used.
        SPELD (New Zealand Federation of Specific Learning Disabilities Associations) monthly meeting, Auckland, New Zealand, 1994
      • Process mnemonics and mathematics learning disabilities.
        New Zealand Psychological Society Annual Conference, University of Waikato, Hamilton, New Zealand, 1994
      • Memory skills and time management.
        ARLA (Adult Reading and Learning Assistance Federation) Conference, University of Auckland, New Zealand, 1994
      • A proposal for classifying specific learning disabilities on the basis of actual performance and cognitive-developmental stages of skills acquisition.
        1991
      • 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, 1991
      • The incorporation of process mnemonic instruction in teaching computational skills: A case report on a mathematics learning disabled individual.
        1990
      • 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, 1990
      • Learning beyond cultural boundaries.
        1989
      • Dyslexia or carelessness in reading?
        1989
      • Learning beyond cultural boundaries.
        The Australian and New Zealand Student Services Association Conference, Victoria University, Wellington, New Zealand, 1989
      • Dyslexia or carelessness in reading?
        New Zealand Psychological Society Annual Conference, University of Auckland, Auckland, New Zealand, 1989
      • An approach to dealing with motivational failure.
        1988
      • An approach to dealing with motivational failure.
        The Australian and New Zealand Student Services Association Conference, University of Auckland, Auckland, New Zealand, 1988
      • Can Educational Researchers Help Reduce Accident Rates in a Big Construction Company? In: Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.). (2022). Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1994-1995). Hiroshima, Japan: International Society of the Learning Sciences.
        Manalo, E; Ayabe, H; Yoshida, R; Watanabe, Y; Tanabe, A, Contributor
        International Society of the Learning Sciences, Jun. 2022, Refereed
      • Qualitative Observations of Metacognitive Tendencies of High and Low Foreign Language Anxiety Learners. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.). (2022). Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1233-1236). Hiroshima, Japan: International Society of the Learning Sciences.
        Paterson, R; Manalo, E, Contributor
        International Society of the Learning Sciences, Jun. 2022, Refereed
      • Changes brought about for Japanese Junior High School Students by School Closures Due to Infectious Diseases (COVID-19). In the EAPRIL (European Association for Practitioner Research on Improving Learning) 2021 Conference Proceedings, pp. 16-27
        Ayabe, H; Fuwa, Y; Manalo, E, Contributor
        European Association for Practitioner Research on Improving Learning (EAPRIL), Mar. 2022
      • Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom
        Manalo, E, Editor
        New York: Routledge, 2019, Refereed
      • 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).
        Manalo, E, Contributor
        New York: Routledge, 2019, Not refereed
      • 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).
        Manalo, E; Uesaka, Y; Chen, O; Ayabe, H, Contributor
        New York: Routledge, 2019, Not refereed
      • 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)
        Tanaka, E; Manalo, E, Contributor
        New York: Routledge, 2019, Not refereed
      • 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
        Oyama, Y; Manalo, E, Contributor
        Leiden: Brill, 2018, Not refereed
      • 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)
        Manalo, E, Contributor
        London: Routledge, 2018, Not refereed
      • Deep-level processing in learning and communication in English education. Proceedings of the 59th General Assembly of the Japanese Association of Educational Psychology
        Manalo, E; Li, M; Oyama, Y; Tanaka, E, Contributor
        Tokyo: Japanese Association of Educational Psychology, 2017, Not refereed
      • 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
        Manalo, E, Contributor
        Tokyo: Japan Society for Educational Technology, 2017, Not refereed
      • Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer
        Manalo, E; Uesaka, Y; Chinn, C. A, Joint editor
        London and New York: Routledge, 2017, Not refereed
      • 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
        Manalo, E; Uesaka, Y; Chinn, C. A, Contributor
        London and New York: Routledge, 2017, Not refereed
      • 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
        Uesaka, Y; Manalo, E, Contributor
        London and New York: Routledge, 2017, Not refereed
      • 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
        Manalo, E; Henning, M, Contributor
        London and New York: Routledge, 2017, Not refereed
      • 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,
        Ichikawa, S; Uesaka, Y; Manalo, E
        London and New York: Routledge, 2017, Not refereed
      • 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
        Manalo, E; Uesaka, Y; Chinn, C. A, Contributor
        London and New York: Routledge, 2017, Not refereed
      • Considering psychological contributions to the cultivation of 21st Century skills. Working papers vol. 6, August 2017
        Uesaka, Y; Manalo, E, Joint editor
        Tokyo: The University of Tokyo, 2017, Not refereed
      • Psychological challenges in promoting deep learning: addressing 21st century academic competency and learning needs. Working papers vol. 5, December 2016
        Uesaka, Y; Manalo, E, Joint editor
        Tokyo: The University of Tokyo, 2016, Not refereed
      • 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)
        Manalo, E, Contributor
        Tokyo: Japan Society for Educational Technology, 2016, Not refereed
      • 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)
        Manalo, E; Sheppard, C. Tanaka, E; Kinoshita, N, Contributor
        Tokyo: Japanese Association of Educational Psychology, 2016, Not refereed
      • Japanese mentality. In M. Koyasu, T. Kusumi, S. Saito, & M. Nomura (Eds.), Perspective of cognitive psychology in education (p. 95)
        Manalo, E, Contributor
        Kyoto: Nakanishiya., 2016, Not refereed
      • New challenges in teaching and learning research: Theory and practice, Working papers vol. 4, October 2015
        Uesaka, Y; Manalo, E, Joint editor
        Tokyo: The University of Tokyo, 2015, Not refereed
      • Communication strategies 2 (3rd edition)
        Sheppard, C; Fujii, M; Manalo, E; Masuda, H; Tanaka-Ellis, N; Ueno, Y, Joint work
        Tokyo: DTP Publishing, 2015, Not refereed
      • Synthesis of motivation to learn and quality of life
        Henning, M; Krageloh, C; Wong-Toi, G; Manalo, E; Billington, R; Gibbs, C; Hawken, S. J, Joint work, In M. Henning, C. Krageloh, & G. Wong-Toi (Eds.), Student motivation and quality of life in higher education (pp. 203–212)
        London, New York: Routledge, 2015, Not refereed
      • Motivation to learn
        Henning, M. A; Manalo, E, Joint work, In M. A. Henning, C. U. Krägeloh, & G. Wong-Toi (Eds.), Student motivation and quality of life in higher education (pp. 17–27)
        London, New York: Routledge, 2015, Not refereed
      • Development of critical thinking skills and foreign language education
        Manalo, E; Sheppard, C; Kinoshita, N, Joint work, In T. Kusumi, & Y. Michita (Eds.), Word map: Hihanteki shikou [Word map: Critical thinking] (pp. 122–127).
        Tokyo: Shinyousha, 2015, Not refereed
      • Do students from different cultures think differently about critical and other thinking skills?
        Manalo, E; Kusumi, T; Koyasu, M; Michita, Y; Tanaka, Y, Joint work, In M. Davies, & R. Barnett (Eds.), Palgrave handbook of critical thinking in higher education (pp. 299–316)
        New York: Palgrave Macmillan, 2015, Not refereed
      • Communication strategies 1 (3rd edition)
        Sheppard, C; Fujii, M; Manalo, E; Masuda, H; Tanaka-Ellis, N; Ueno, Y, Joint work
        Tokyo: DTP Publishing, 2015, Not refereed
      • 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
        Uesaka, Y; Manalo, E
        Tokyo: The University of Tokyo, 2014, Not refereed
      • Communication strategies 2 [Revised edition]
        Sheppard, C; Fujii, M; Manalo, E; Tanaka-Ellis, N; Ueno, Y, Joint work
        Tokyo: DTP Publishing, 2014, Not refereed
      • Communication strategies 1 [Revised edition]
        Sheppard, C; Fujii, M; Manalo, E; Tanaka-Ellis, N; Ueno, Y, Joint work
        Tokyo: DTP Publishing, 2014, Not refereed
      • Communication strategies 1
        DTP Publishing (Tokyo), 2013, Not refereed
      • Communication strategies 2
        DTP Publishing (Tokyo), 2013, Not refereed
      • 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, 2013, Not refereed
      • 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, 2013, Not refereed
      • Communication strategies 1
        DTP Publishing (Tokyo), 2013, Not refereed
      • Communication strategies 2
        DTP Publishing (Tokyo), 2013, Not refereed
      • 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, 2012, Not refereed
      • The business of writing: Written communication skills for business students (3rd ed.)
        Pearson Education, 2009, Not refereed
      • 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), 2009, Not refereed
      • The business of writing: Written communication skills for business students (3rd ed.)
        Pearson Education, 2009, Not refereed
      • 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), 2009, Not refereed
      • Walking a tightrope: The balancing act of learning advising
        ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa New Zealand), 2008, Not refereed
      • Walking a tightrope: The balancing act of learning advising
        ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa New Zealand), 2008, Not refereed
      • Communication skills in university education: The international dimension
        Pearson Education, 2005, Not refereed
      • Communication skills in university education: The international dimension
        Pearson Education, 2005, Not refereed
      • Thinking to thesis: A guide to graduate success at all levels
        Pearson Education, 2004, Not refereed
      • Thinking to thesis: A guide to graduate success at all levels
        Pearson Education, 2004, Not refereed
      • Head start: How to succeed in tertiary studies
        Pearson Education, 2003, Not refereed
      • Head start: How to succeed in tertiary studies
        Pearson Education, 2003, Not refereed
      • The business of writing: Written communication skills for business students (2nd ed.)
        Pearson Education, 2002, Not refereed
      • The business of writing: Written communication skills for business students (2nd ed.)
        Pearson Education, 2002, Not refereed
      • The business of writing: Written communication skills for business students (Australian ed.)
        Addison Wesley Longman, 1998, Not refereed
      • The business of writing: Written communication skills for business students (Australian ed.)
        Addison Wesley Longman, 1998, Not refereed
      • The business of writing: Written communication skills for commerce students
        Addison Wesley Longman, 1997, Not refereed
      • The business of writing: Written communication skills for commerce students
        Addison Wesley Longman, 1997, Not refereed

      Awards

      • 12 Jan. 2021
        Kyoto University Research Office, Kyoto University Award for Book Open Access Support
        Japan, Others
        Emmanuel Manalo
        This is an award of a grant to convert a published book into Open Access format. The book is "Deeper Learning, Dialogic Learning, and Critical Thinking", which I wrote/edited and was published by Routledge internationally in 2019.
      • 07 Aug. 2014
        Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ), Life Membership Award
      • 29 Jul. 2014
        8th International Conference on the Theory and Application of Diagrams, Best Paper Award
      • 02 Jan. 2014
        Clute Institute International Academic Conference, Best Paper in Session Award
      • 25 Aug. 2015
        EARLI (European Association for Research on Learning and Instruction) 16th Biennial Conference, Limassol, Cyprus, Finalist for the Outstanding Publication Award

      External funds: Kakenhi

      • Curricular space: Developing learners' self-regulated thinking abilities through innovative curriculum design
        Grant-in-Aid for Challenging Research (Pioneering)
        Medium-sized Section 9:Education and related fields
        Kyoto University
        Manalo Emmanuel
        From 30 Jul. 2020, To 31 Mar. 2024, Granted
        カリキュラム空間;思考能力の育成;自己調整学習;カリキュラム・デザイン;カリキュラム・マネジメント
      • 学力テストをいかにして授業改善につなげるか:阻害要因の検討から学校での実践まで
        Grant-in-Aid for Scientific Research (A)
        Medium-sized Section 9:Education and related fields
        The University of Tokyo
        植阪 友理
        From 01 Apr. 2019, To 31 Mar. 2023, Granted
        テスト;活用;学校実践;統計的モデルの活用;テスト活用;学習改善;指導方改善;心理学による支援;教師の信念;認知診断モデル;教師の実態把握力;深い理解;実践的研究;数理モデル;指導法開発;評価;深い学び;教師の授業改善;生徒の学習改善;実態把握力の解析;授業改善;阻害要因;学校での実践研究
      • Understanding, measuring, and promoting crucial 21st century skills: Global communication, deep learning, and critical thinking competencies
        Grant-in-Aid for Scientific Research (A)
        Kyoto University
        Emmanuel Manalo
        From 01 Apr. 2015, To 31 Mar. 2019, Project Closed
        21世紀型スキル;メカニズムの解明;測定方法の開発;コンピテンシー促進法の開発;具体的な教授法の開発;21世紀スキル;測定;評価;教育現場での活用;21世紀スキル;21世紀型スキル;教育実践;深い学び;批判的思考;グローバルコミュニケーション;指導法の開発;国際比較研究;教授・学習;グローバル・コミュニケーション;学習スキル
      • Examining the effects of cognitive counseling experience on quality of teachers' instruction, and development of training practices
        Grant-in-Aid for Challenging Exploratory Research
        The University of Tokyo
        Yuri Uesaka
        From 01 Apr. 2014, To 31 Mar. 2018, Project Closed
        認知カウンセリング;学習方略;学習観;教職志望学生への研修;効果測定;教育センターとの連携;教育実践;教員養成課程の学生への影響;認知カウンセリング力の測定;自立支援;研修方開発;教師教育;研修プログラム;指導力向上;学習法指導
      • The Development of Critical Thinking Skills and English Education
        Grant-in-Aid for Scientific Research (C)
        Waseda University
        Chris Sheppard
        From 01 Apr. 2014, To 31 Mar. 2018, Project Closed
        English Education;Critical Thinking;Task Difficulty;TBLT;外国語教育;批判的思考;ESL;Task Complexity;Trade-off Effect;Japanese Education;Language Production;Linguistic Relativism;英語教育
      • The role of failure in education: Elucidating the mechanism by which failure promotes learning, and expanding findings to school practices
        Grant-in-Aid for Scientific Research (B)
        The University of Tokyo
        Shin'ichi Ichikawa
        From 01 Apr. 2014, To 31 Mar. 2018, Project Closed
        失敗活用;失敗観;学習方略;指導法開発;実践的研究;教育実践;失敗観の構造;失敗活用行動の促進要因;メカニズムの解明;実践研究;a;基礎研究;心理学的検討;指導力向上;学習法改善
      • Critical evaluation ability and relation with high level theory of mind and cognitive cost
        Grant-in-Aid for Challenging Exploratory Research
        Kyoto University;Waseda University
        Emmanuel Manalo
        From 01 Apr. 2013, To 31 Mar. 2017, Project Closed
        批判的評価;高次の思考スキル;高次の心の理論;認知処理コスト;科学的情報;健康関連情報;メディア教育;メディア・リテラシー;批判的思考;科学的情報・健康関連情報;心の理論
      • Examining the relationships between speaking ability and brain activity of second language learners.
        Grant-in-Aid for Challenging Exploratory Research
        Waseda University
        Emmanuel MANALO
        From 01 Apr. 2011, To 31 Mar. 2013, Project Closed
        第二言語スピーキング;第一言語スピーキング;脳活動;脳機能イメージング;発話の行動指標;第ニ言語スピーキング;第二言語習得;第二言語のスピーキングパフォーマンス;習熟度;脳機能画像;fMRI;言語処理;英語教育;第二言語発達;発話力;神経科学
      • Elucidating the mechanisms of spontaneous learning strategies use and the applications to educational practices
        Grant-in-Aid for Scientific Research (B)
        Kyoto University;Waseda University
        Emmanuel MANALO
        From 01 Apr. 2011, To 31 Mar. 2015, Project Closed
        学習方略;学習者の自立;教授学習;指導法開発;学習法略;利用促進;自発性;国内外への発信;書籍の刊行;実践研究;学習スキル;認知コスト;図表活用法略;自己質問方略;教訓帰納;方略使用の文化差
      • Higher-order literacy and critical thinking ability of 21st-century citizens: Assessment and teaching
        Grant-in-Aid for Scientific Research (A)
        Kyoto University
        Takashi Kusumi
        From 01 Apr. 2011, To 31 Mar. 2016, Project Closed
        クリティカルシンキング;メディアリテラシー;科学コミュニケーション;科学リテラシー;市民リテラシー;大学教育;情報信頼性;リスク認知;リスク;批判的思考;神経科学リテラシー;神経科学;インターネット
      • いかにして国際社会で使える英語を身につけるか:スピーキング力と意欲の向上を端緒に
        Fund for the Promotion of Joint International Research (Fostering Joint International Research (B))
        Medium-sized Section 9:Education and related fields
        Kyoto University
        Manalo Emmanuel
        From 07 Oct. 2022, To 31 Mar. 2027, Granted
        外国語学習;英語スピーキングスキル;国際的な能力;新しい評価方法;モチベーションの向上
      list
        Last Updated :2023/01/25

        Education

        Teaching subject(s)

        • From 01 Apr. 2022, To 31 Mar. 2023
          Introduction to Educational Studies II-E2
          H711, Fall, Institute for Liberal Arts and Sciences, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          International Frontiers in Education and Research I
          6122, Spring, Faculty of Education, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          Introduction to Educational Studies I-E2
          H708, Spring, Institute for Liberal Arts and Sciences, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          Psychology (Special Lectures)
          M341, Spring, Graduate School of Letters, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          Introduction to Educational Psychology I-E2
          H709, Spring, Institute for Liberal Arts and Sciences, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          Colloquium on Cognitive Psychology in Education A
          7425, Spring, Graduate School of Education, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          Communication Strategies for Design Research
          X490, Spring, Graduate School of Engineering, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          International Frontiers in Education and Research I
          6122, Spring, Graduate School of Education, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          Introduction to Educational Psychology II-E2
          H710, Fall, Institute for Liberal Arts and Sciences, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          Seminars on Design for Understanding and Enhancing Student Learning B
          7325, Fall, Graduate School of Education, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          Seminars on Design for Understanding and Enhancing Student Learning A
          7324, Spring, Graduate School of Education, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          Readings in Humanities and Social Sciences (Education, English)II-E1
          HA05, Fall, Institute for Liberal Arts and Sciences, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          Psychology (Lectures)
          7110, Spring, Faculty of Letters, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          Seminar on Psychology and Design Studies II
          X463, Fall, Graduate School of Engineering, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          Advanced Studies: Cognition and Design Studies
          8950, Spring, Faculty of Education, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          Effective Learning Strategies(Advanced)
          6008, Spring, Graduate School of Education, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          Effective Learning Strategies
          5015, Spring, Faculty of Education, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          Psychology I
          H735, Spring, Institute for Liberal Arts and Sciences, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          Colloquium on Cognitive Psychology in Education B
          7426, Fall, Graduate School of Education, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          Advanced Studies: Cognition and Design Studies
          8950, Spring, Graduate School of Education, 2
        • From 01 Apr. 2022, To 31 Mar. 2023
          Seminar on Psychology and Design Studies I
          X462, Spring, Graduate School of Engineering, 2
        • From Apr. 2014, To Mar. 2015
          Introduction to Educational Psychology A
          Fall, 全学共通科目
        • From Apr. 2014, To Mar. 2015
          Introduction to Educational Studies A
          Fall, 全学共通科目
        • From Apr. 2014, To Mar. 2015
          Seminar on Psychological System and Design Studies II
          Fall, 教育学研究科
        • From Apr. 2014, To Mar. 2015
          Colloquium on Cognitive Psychology in Education II
          Fall, 教育学研究科
        • From Apr. 2015, To Mar. 2016
          Effective Learning Strategies
          Spring, 教育学研究科
        • From Apr. 2015, To Mar. 2016
          Effective Learning Strategies
          Spring, 教育学部
        • From Apr. 2015, To Mar. 2016
          Introduction to Educational Psychology A
          Spring, 全学共通科目
        • From Apr. 2015, To Mar. 2016
          Introduction to Educational Psychology B
          Fall, 全学共通科目
        • From Apr. 2015, To Mar. 2016
          Introduction to Educational Studies A
          Spring, 全学共通科目
        • From Apr. 2015, To Mar. 2016
          Introduction to Educational Studies B
          Fall, 全学共通科目
        • From Apr. 2015, To Mar. 2016
          International Frontiers in Education and Research(A)
          Spring, 教育学研究科
        • From Apr. 2015, To Mar. 2016
          International Frontiers in Education and Research(A)
          Spring, 教育学部
        • From Apr. 2015, To Mar. 2016
          Colloquium on Cognitive Psychology in Education I
          Spring, 教育学研究科
        • From Apr. 2015, To Mar. 2016
          Colloquium on Cognitive Psychology in Education II
          Fall, 教育学研究科
        • From Apr. 2015, To Mar. 2016
          English (Education Science)
          Fall, 全学共通科目
        • From Apr. 2016, To Mar. 2017
          Effective Learning Strategies
          Spring, 教育学研究科
        • From Apr. 2016, To Mar. 2017
          Effective Learning Strategies
          Spring, 教育学部
        • From Apr. 2016, To Mar. 2017
          Introduction to Educational Psychology I-E2
          Spring, 全学共通科目
        • From Apr. 2016, To Mar. 2017
          Introduction to Educational Psychology II-E2
          Fall, 全学共通科目
        • From Apr. 2016, To Mar. 2017
          Introduction to Educational Studies I-E2
          Spring, 全学共通科目
        • From Apr. 2016, To Mar. 2017
          Introduction to Educational Studies II-E2
          Fall, 全学共通科目
        • From Apr. 2016, To Mar. 2017
          International Frontiers in Education and Research(A)
          Spring, 教育学研究科
        • From Apr. 2016, To Mar. 2017
          International Frontiers in Education and Research(A)
          Spring, 教育学部
        • From Apr. 2016, To Mar. 2017
          Colloquium on Cognitive Psychology in Education I
          Spring, 教育学研究科
        • From Apr. 2016, To Mar. 2017
          Colloquium on Cognitive Psychology in Education II
          Fall, 教育学研究科
        • From Apr. 2016, To Mar. 2017
          English (Education Science)
          Fall, 全学共通科目
        • From Apr. 2017, To Mar. 2018
          Effective Learning Strategies
          Spring, 教育学研究科
        • From Apr. 2017, To Mar. 2018
          Effective Learning Strategies
          Spring, 教育学部
        • From Apr. 2017, To Mar. 2018
          Introduction to Educational Psychology I-E2
          Spring, 全学共通科目
        • From Apr. 2017, To Mar. 2018
          Introduction to Educational Psychology II-E2
          Fall, 全学共通科目
        • From Apr. 2017, To Mar. 2018
          Introduction to Educational Studies I-E2
          Spring, 全学共通科目
        • From Apr. 2017, To Mar. 2018
          Introduction to Educational Studies II-E2
          Fall, 全学共通科目
        • From Apr. 2017, To Mar. 2018
          International Frontiers in Education and Research(A)
          Spring, 教育学研究科
        • From Apr. 2017, To Mar. 2018
          International Frontiers in Education and Research(A)
          Spring, 教育学部
        • From Apr. 2017, To Mar. 2018
          Readings in Humanities and Social Sciences (Education, English)II-E1
          Fall, 全学共通科目
        • From Apr. 2017, To Mar. 2018
          Communication Strategies for Design Research
          Spring, 工学研究科
        • From Apr. 2017, To Mar. 2018
          Seminars on Design for Understanding and Enhancing Student Learning II
          Fall, 教育学研究科
        • From Apr. 2017, To Mar. 2018
          Seminars on Design for Understanding and Enhancing Student Learning I
          Spring, 教育学研究科
        • From Apr. 2017, To Mar. 2018
          Seminar on Psychology and Design Studies II
          Fall, 工学研究科
        • From Apr. 2017, To Mar. 2018
          Seminar on Psychology and Design Studies I
          Spring, 工学研究科
        • From Apr. 2017, To Mar. 2018
          Colloquium on Cognitive Psychology in Education I
          Spring, 教育学研究科
        • From Apr. 2017, To Mar. 2018
          Colloquium on Cognitive Psychology in Education II
          Fall, 教育学研究科
        • From Apr. 2018, To Mar. 2019
          Effective Learning Strategies(Advanced)
          Spring, 教育学研究科
        • From Apr. 2018, To Mar. 2019
          Effective Learning Strategies
          Spring, 教育学部
        • From Apr. 2018, To Mar. 2019
          Introduction to Educational Psychology I-E2
          Spring, 全学共通科目
        • From Apr. 2018, To Mar. 2019
          Introduction to Educational Psychology II-E2
          Fall, 全学共通科目
        • From Apr. 2018, To Mar. 2019
          Introduction to Educational Studies I-E2
          Spring, 全学共通科目
        • From Apr. 2018, To Mar. 2019
          Introduction to Educational Studies II-E2
          Fall, 全学共通科目
        • From Apr. 2018, To Mar. 2019
          International Frontiers in Education and Research I
          Spring, 教育学研究科
        • From Apr. 2018, To Mar. 2019
          International Frontiers in Education and Research I
          Spring, 教育学部
        • From Apr. 2018, To Mar. 2019
          Readings in Humanities and Social Sciences (Education, English)II-E1
          Fall, 全学共通科目
        • From Apr. 2018, To Mar. 2019
          Communication Strategies for Design Research
          Spring, 工学研究科
        • From Apr. 2018, To Mar. 2019
          Seminars on Design for Understanding and Enhancing Student Learning A
          Spring, 教育学研究科
        • From Apr. 2018, To Mar. 2019
          Seminars on Design for Understanding and Enhancing Student Learning B
          Fall, 教育学研究科
        • From Apr. 2018, To Mar. 2019
          Psychology I
          Spring, 全学共通科目
        • From Apr. 2018, To Mar. 2019
          Seminar on Psychology and Design Studies II
          Fall, 工学研究科
        • From Apr. 2018, To Mar. 2019
          Seminar on Psychology and Design Studies I
          Spring, 工学研究科
        • From Apr. 2018, To Mar. 2019
          Colloquium on Cognitive Psychology in Education A
          Spring, 教育学研究科
        • From Apr. 2018, To Mar. 2019
          Colloquium on Cognitive Psychology in Education B
          Fall, 教育学研究科
        • From Apr. 2019, To Mar. 2020
          Effective Learning Strategies(Advanced)
          Spring, 教育学研究科
        • From Apr. 2019, To Mar. 2020
          Effective Learning Strategies
          Spring, 教育学部
        • From Apr. 2019, To Mar. 2020
          Introduction to Educational Psychology I-E2
          Spring, 全学共通科目
        • From Apr. 2019, To Mar. 2020
          Introduction to Educational Psychology II-E2
          Fall, 全学共通科目
        • From Apr. 2019, To Mar. 2020
          Introduction to Educational Studies I-E2
          Spring, 全学共通科目
        • From Apr. 2019, To Mar. 2020
          Introduction to Educational Studies II-E2
          Fall, 全学共通科目
        • From Apr. 2019, To Mar. 2020
          International Frontiers in Education and Research I
          Spring, 教育学研究科
        • From Apr. 2019, To Mar. 2020
          International Frontiers in Education and Research I
          Spring, 教育学部
        • From Apr. 2019, To Mar. 2020
          Readings in Humanities and Social Sciences (Education, English)II-E1
          Fall, 全学共通科目
        • From Apr. 2019, To Mar. 2020
          Seminars on Design for Understanding and Enhancing Student Learning A
          Spring, 教育学研究科
        • From Apr. 2019, To Mar. 2020
          Seminars on Design for Understanding and Enhancing Student Learning B
          Fall, 教育学研究科
        • From Apr. 2019, To Mar. 2020
          Psychology I
          Spring, 全学共通科目
        • From Apr. 2019, To Mar. 2020
          Seminar on Psychology and Design Studies II
          Fall, 工学研究科
        • From Apr. 2019, To Mar. 2020
          Seminar on Psychology and Design Studies I
          Spring, 工学研究科
        • From Apr. 2019, To Mar. 2020
          Colloquium on Cognitive Psychology in Education A
          Spring, 教育学研究科
        • From Apr. 2019, To Mar. 2020
          Colloquium on Cognitive Psychology in Education B
          Fall, 教育学研究科
        • From Apr. 2020, To Mar. 2021
          Effective Learning Strategies(Advanced)
          Spring, 教育学研究科
        • From Apr. 2020, To Mar. 2021
          Effective Learning Strategies
          Spring, 教育学部
        • From Apr. 2020, To Mar. 2021
          Introduction to Educational Psychology I-E2
          Spring, 全学共通科目
        • From Apr. 2020, To Mar. 2021
          Introduction to Educational Psychology II-E2
          Fall, 全学共通科目
        • From Apr. 2020, To Mar. 2021
          Introduction to Educational Studies I-E2
          Spring, 全学共通科目
        • From Apr. 2020, To Mar. 2021
          Introduction to Educational Studies II-E2
          Fall, 全学共通科目
        • From Apr. 2020, To Mar. 2021
          International Frontiers in Education and Research I
          Spring, 教育学研究科
        • From Apr. 2020, To Mar. 2021
          International Frontiers in Education and Research I
          Spring, 教育学部
        • From Apr. 2020, To Mar. 2021
          Readings in Humanities and Social Sciences (Education, English)II-E1
          Fall, 全学共通科目
        • From Apr. 2020, To Mar. 2021
          Communication Strategies for Design Research
          Spring, 工学研究科
        • From Apr. 2020, To Mar. 2021
          Seminars on Design for Understanding and Enhancing Student Learning A
          Spring, 教育学研究科
        • From Apr. 2020, To Mar. 2021
          Seminars on Design for Understanding and Enhancing Student Learning B
          Fall, 教育学研究科
        • From Apr. 2020, To Mar. 2021
          Psychology I
          Spring, 全学共通科目
        • From Apr. 2020, To Mar. 2021
          Seminar on Psychology and Design Studies II
          Fall, 工学研究科
        • From Apr. 2020, To Mar. 2021
          Seminar on Psychology and Design Studies I
          Spring, 工学研究科
        • From Apr. 2020, To Mar. 2021
          Colloquium on Cognitive Psychology in Education A
          Spring, 教育学研究科
        • From Apr. 2020, To Mar. 2021
          Colloquium on Cognitive Psychology in Education B
          Fall, 教育学研究科
        • From Apr. 2021, To Mar. 2022
          Effective Learning Strategies(Advanced)
          Spring, 教育学研究科
        • From Apr. 2021, To Mar. 2022
          Effective Learning Strategies
          Spring, 教育学部
        • From Apr. 2021, To Mar. 2022
          Introduction to Educational Psychology I-E2
          Spring, 全学共通科目
        • From Apr. 2021, To Mar. 2022
          Introduction to Educational Psychology II-E2
          Fall, 全学共通科目
        • From Apr. 2021, To Mar. 2022
          Introduction to Educational Studies I-E2
          Spring, 全学共通科目
        • From Apr. 2021, To Mar. 2022
          Introduction to Educational Studies II-E2
          Fall, 全学共通科目
        • From Apr. 2021, To Mar. 2022
          International Frontiers in Education and Research I
          Spring, 教育学研究科
        • From Apr. 2021, To Mar. 2022
          International Frontiers in Education and Research I
          Spring, 教育学部
        • From Apr. 2021, To Mar. 2022
          Readings in Humanities and Social Sciences (Education, English)II-E1
          Fall, 全学共通科目
        • From Apr. 2021, To Mar. 2022
          Communication Strategies for Design Research
          Spring, 工学研究科
        • From Apr. 2021, To Mar. 2022
          Seminars on Design for Understanding and Enhancing Student Learning A
          Spring, 教育学研究科
        • From Apr. 2021, To Mar. 2022
          Seminars on Design for Understanding and Enhancing Student Learning B
          Fall, 教育学研究科
        • From Apr. 2021, To Mar. 2022
          Psychology I
          Fall, 全学共通科目
        • From Apr. 2021, To Mar. 2022
          Psychology (Special Lectures)
          Spring, 文学研究科
        • From Apr. 2021, To Mar. 2022
          Seminar on Psychology and Design Studies II
          Fall, 工学研究科
        • From Apr. 2021, To Mar. 2022
          Seminar on Psychology and Design Studies I
          Spring, 工学研究科
        • From Apr. 2021, To Mar. 2022
          Colloquium on Cognitive Psychology in Education A
          Spring, 教育学研究科
        • From Apr. 2021, To Mar. 2022
          Colloquium on Cognitive Psychology in Education B
          Fall, 教育学研究科
        • From Apr. 2021, To Mar. 2022
          Psychology (Lectures)
          Spring, 文学部
        • From Apr. 2021, To Mar. 2022
          Advanced Studies: Cognition and Design Studies
          Spring, 教育学研究科
        • From Apr. 2021, To Mar. 2022
          Advanced Studies: Cognition and Design Studies
          Spring, 教育学部
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