| 臺大學術典藏 |
2022-04-25T06:22:09Z |
Social mindfulness for global environmental sustainability?
|
Komatsu H;Rappleye J;Silova I.; Komatsu H; Rappleye J; Silova I.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:10Z |
Student-centered learning and sustainability: Solution or problem?
|
Komatsu H;Rappleye J;Silova I.; Komatsu H; Rappleye J; Silova I.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:10Z |
Student-centered learning and sustainability: Solution or problem?
|
Komatsu H;Rappleye J;Silova I.; Komatsu H; Rappleye J; Silova I.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:10Z |
Rearticulating PISA
|
Komatsu H;Rappleye J.; Komatsu H; Rappleye J.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:10Z |
Rearticulating PISA
|
Komatsu H;Rappleye J.; Komatsu H; Rappleye J.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:10Z |
Is bullying and suicide a problem for East Asia's schools? Evidence from TIMSS and PISA
|
Rappleye J;Komatsu H.; Rappleye J; Komatsu H.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:10Z |
Is bullying and suicide a problem for East Asia's schools? Evidence from TIMSS and PISA
|
Rappleye J;Komatsu H.; Rappleye J; Komatsu H.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:09Z |
Is shadow education the driver of east asia’s high performance on comparative learning assessments?1 [?a educa??o na sombra do impulsor do alto desempenho da ?sia leste nas avalia??es de aprendizagem comparativa?] [?es la educaci?n en la sombra el impulsor del alto rendimiento de este de asia en las evaluaciones de aprendizaje comparativo?]
|
Rappleye J;Komatsu H.; Rappleye J; Komatsu H.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:09Z |
Is shadow education the driver of east asia’s high performance on comparative learning assessments?1 [?a educa??o na sombra do impulsor do alto desempenho da ?sia leste nas avalia??es de aprendizagem comparativa?] [?es la educaci?n en la sombra el impulsor del alto rendimiento de este de asia en las evaluaciones de aprendizaje comparativo?]
|
Rappleye J;Komatsu H.; Rappleye J; Komatsu H.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:08Z |
Refuting the OECD-World Bank development narrative: was East Asia’s ‘Economic Miracle’ primarily driven by education quality and cognitive skills?*
|
Komatsu H;Rappleye J.; Komatsu H; Rappleye J.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:08Z |
Refuting the OECD-World Bank development narrative: was East Asia’s ‘Economic Miracle’ primarily driven by education quality and cognitive skills?*
|
Komatsu H;Rappleye J.; Komatsu H; Rappleye J.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:07Z |
Is exam hell the cause of high academic achievement in East Asia? The case of Japan and the case for transcending stereotypes
|
Komatsu H;Rappleye J.; Komatsu H; Rappleye J.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:07Z |
Is exam hell the cause of high academic achievement in East Asia? The case of Japan and the case for transcending stereotypes
|
Komatsu H;Rappleye J.; Komatsu H; Rappleye J.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:07Z |
Did the shift to computer-based testing in PISA 2015 affect reading scores? A View from East Asia
|
Komatsu H;Rappleye J.; Komatsu H; Rappleye J.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:07Z |
Did the shift to computer-based testing in PISA 2015 affect reading scores? A View from East Asia
|
Komatsu H;Rappleye J.; Komatsu H; Rappleye J.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:07Z |
Is knowledge capital theory degenerate? PIAAC, PISA, and economic growth
|
Rappleye J;Komatsu H.; Rappleye J; Komatsu H.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:07Z |
Is knowledge capital theory degenerate? PIAAC, PISA, and economic growth
|
Rappleye J;Komatsu H.; Rappleye J; Komatsu H.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:07Z |
Towards (comparative) educational research for a finite future
|
Rappleye J;Komatsu H.; Rappleye J; Komatsu H.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:07Z |
Towards (comparative) educational research for a finite future
|
Rappleye J;Komatsu H.; Rappleye J; Komatsu H.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:06Z |
‘Better policies for better lives’?: constructive critique of the OECD’s (mis)measure of student well-being
|
Rappleye J;Komatsu H;Uchida Y;Krys K;Markus H.; Rappleye J; Komatsu H; Uchida Y; Krys K; Markus H.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:06Z |
‘Better policies for better lives’?: constructive critique of the OECD’s (mis)measure of student well-being
|
Rappleye J;Komatsu H;Uchida Y;Krys K;Markus H.; Rappleye J; Komatsu H; Uchida Y; Krys K; Markus H.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:06Z |
Stereotypes as Anglo-American exam ritual? Comparisons of students’ exam anxiety in East Asia, America, Australia, and the United Kingdom
|
Rappleye J;Komatsu H.; Rappleye J; Komatsu H.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:06Z |
Stereotypes as Anglo-American exam ritual? Comparisons of students’ exam anxiety in East Asia, America, Australia, and the United Kingdom
|
Rappleye J;Komatsu H.; Rappleye J; Komatsu H.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:06Z |
Culture and the Independent Self: Obstacles to environmental sustainability?
|
Komatsu H;Rappleye J;Silova I.; Komatsu H; Rappleye J; Silova I.; HIKARU KOMATSU |
| 臺大學術典藏 |
2021-07-17T00:59:06Z |
Culture and the Independent Self: Obstacles to environmental sustainability?
|
Komatsu H;Rappleye J;Silova I.; Komatsu H; Rappleye J; Silova I.; HIKARU KOMATSU |
