Theory of mind in the Pacific : reasoning across cultures /

Table of Contents: “…Table 3.1: Number of children tested per class/school and villageIllustration 3.1: False belief task in village 1 Primary School; Illustration 3.2: Test-setting with camera in village 2 Primary School; Figure 3.1: Performance on false belief task for children aged three to eight and eight to fourteen by percentage; Figure 3.2: Percentage of children by age who passed the false belief task; Table 3.2: Number of children by age who failed and succeeded; Table 3.3: Number of correct and wrong replies in the study by Callaghan et al. (2005) in Samoa.…”
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Pacific Rim Objective Measurement Symposium (PROMS) 2016 conference proceedings : Rasch and the future / by Pacific Rim Objective Measurement Symposium Xi'an, China, SpringerLink (Online service)

Table of Contents: “…Intro; Preface; Acknowledgements; PROMS Board Members (2015/2016); PROMS2016 Local Committee; Sponsors and Donors for PROMS2016, Xi'an, China; Welcome Message from PROMS2016 Xi'an; Invitation to PROMS2016, Xi'an, China; PROMS2016 Pre-conference Workshops; PROMS2016 Keynote Speakers; PROMS2016 Invited Speakers; China Needs PROMS; Contents; 1 Preliminary Report on the Development and Calibration of a Rasch Scale to Measure Chinese Reading Comprehension Ability in Singaporean 2nd Language Primary School Students; Abstract; Background; Methods; Development of Item Bank; Participants; Procedure…”
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Perspectives on school leadership in Asia Pacific contexts / by SpringerLink (Online service)

Table of Contents: “…Theme 1: Consistent System Leadership and Strategic AlignmentTheme 2: Principal Instructional Leadership; Theme 3: Teacher Empowerment and Leadership; Theme 4: Leadership for Focused Teacher Collaboration and Shared Responsibility; Discussions; Conclusion; References; 6 Leadership for Teacher Professional Learning: A Case Study of Two 'New-High-Quality' Primary Schools in Shanghai; Introduction; Educational Reform in China; The Relationship Between School Leadership and Teacher Professional Learning; Method; Data Collection and Analysis; Findings and Discussions…”
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Handbook of giftedness and talent development in the Asia-Pacific / by SpringerLink (Online service)

Table of Contents: “…-- 26 Inquiry learning: Challenging the gifted to be knowledge producers -- 27 Cultivation of giftedness: The art of dynamic differentiation in expert teachers' praxis -- 28 Super high schools in Japan: Hybrid-style gifted education designed both to raise overall standards and to respect the individual -- 29 Differentiation: 'How' versus 'What' -- 30 Developing a differentiated model for the teaching of narrative composition to high performing and high potential students -- 31 Nurturing Mathematical talents and English proficiency of Mathematically promising English language learners using M3 program -- 32 Online learning for mathematically talented students: The importance of self-regulation, self-efficacy, social support, and course design -- 33 How do teachers meet the academic needs of high-ability students' in Science -- 34 Creativity and talent development: A four-day camp for utilizing social games, mindfulness meditation, and STEM for primary school students -- 35 Differentiated instruction strategies in English language teaching for gifted students -- 36 Using the model of dynamic differentiation to guide scaffolding intellectually gifted students' learning -- 37 Research on teacher use of differentiation: What conditions support success -- Section V Talent development, creativity, and other dimensions of gifted education -- 38 An ecological approach to understanding highly able students' experiences of their academic talent development in a Singapore school -- 39 How does gifted education foster students' creativity in Korea? …”
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Acclimatising to higher ground : the realities of life of a Pacific atoll people / by Dixon, Keith, PALCI EBSCO books

Table of Contents: “…PART I Introduction: 1 Research Approach -- 1.1 Validity of Chosen Themes -- 1.2 Validity ofl-Nikunau as a Study Identity -- 1.2.1 Utu -- 1.3 Empirical Materials -- 1.4 Intent of Applying My Methods -- PART II I-Nikunau in the Present: 2 On Nikunau Atoll -- 3 On (South) Tarawa -- 4 Beyond Kiribati -- 4.1 On Great Britain -- 4.2 On Te Ika-a-Maui and Te Waipounamu (Aotearoa New Zealand) -- PART III Retrospective Analysis of I-Nikunau and Interpretation of their Circumstances: 5 Geographical Circumstances {te mauri) -- 5.1 Comings and Goings, and Seeds of Diaspora -- 5.2 Diaspora taking Roots -- 5.2.1 Tarawa: Centralisation and Precedence -- 5.2.2 Consequences for I-Nikunau of Centralisation -- 5.2.3 Phoenix, Solomon and Line Islands -- 5.2.4 Metropolitan Countries -- 6 Demographical Circumstances (te mauri) -- 6.1 Population ofl-Nikunau and ofNikunau -- 6.2 Settlements on Nikunau -- 6.3 Settlements in the Diaspora -- 7 Economic Circumstances (te tabomoa) -- 7.1 Copra and Money and Non-Traditional Entities on Nikunau -- 7.2 Dynamics of Economic and Related Developments on and away from Nikunau -- 7.2.1 Bartering with Foreign Visitors -- 7.2.2 Private Trade Stores -- 7.2.3 Cooperative Trade Stores -- 7.3 Fmiher Aspects of Economic Change in Kiribati -- 7.3.l Tarawa's Economy -- 7.3.2 Nikunau's Economy -- 7.4 Metropolitan Countries -- 7.4.1 Backwash and Spread Effects on Tarawa from Metropolitan -- 8 Environmental Circumstances (te mauri) -- 8.1 Tarawa's "Worrisome Trend" -- 8.2 On Nikunau -- 8.3 Diasporic Communities on Higher Ground -- 8.4 Climate Change and Emigration -- 8.4.1 Immigration Information -- 9 Biological Circumstances (te mauri) -- 10 Nutritional and Corporeal Circumstances (te mauri) -- 10.1 On Nikunau -- 10.2 Tarawa -- 10.3 Aotearoa New Zealand -- 11 Political Circumstances (tejaoi) -- 11.1 Govermnent in Kiribati -- 11.2 From Mwaneaba District Autonomy on Nikunau to Rule from Tarawa -- 11.2.1 I-Nikunau governing themselves traditionally on Nikunau -- 11.2.2 Informal Colonialism on Nikunau -- 11.2.3 British Colonial Rule -- 11.2.4 Rule by I-Kirlbati -- 11.3 I-Nikunau in the Political System -- 11.4 Quasi-traditional Governance on Nikunau and within Diasporic Communities -- 12 Spiritual Circumstances (te raoi) -- 12.1 I-Nikunau's Traditional Spiritual Beliefs 12.2 Religious "Conversion" -- 12.2.1 Fundraising -- 12.3 Consequences of Christianity for I-Nikunau -- 13 Educational Circumstances (te mauri) -- 13.1 Outline of Formal Education -- 13.2 Retrospective Analysis of Education on Nikunau and within Kiribati -- 13.2.1 Traditional Education -- 13.2.2 Missron Schools -- 13.2.3 Primary Schools -- 13.2.4 Secondary Schools -- 13.2.5 Tertiary Study -- 13.3 Esteem and Impact of Non-Traditional Education Qualifying to Emigrate Knowledge Varying by Location Conflicts between Traditional and Formal Education -- 13.4 Formal Education and its Wider Consequences -- 14 Social Circumstances (te mauri ao te raoi) -- 14.1 Mwenga as the Basic Kin Units -- 14.2 Community Activities and Botaki -- 14.3 Aba, Lands and People -- 14.4 Te Katei ni Kiribati and Differentiation -- 14.5 Unimane, Unaine and other Age and Gender Statuses -- 14.6 Genealogical Accounts -- 14.7 Social Categories and Resources of a Colonial and Post-Colonial Nature -- 15 Organisational Circumstances (te raoi) -- 15.1 Tradition and Effects oflnitial Challenges -- 15.1.1 The Maritime Trade -- 15.1.2 Island Administration -- 15.2 Colonial and Traditional Traits in Present-day Organisations -- 15.3 Conflicts between the Traditional and Non-traditional -- 15.4 Diasporic Communities -- 16 Distributional Circumstances (te tabomoa) -- 16.1 Distributions among I-Nikunau -- 16.2 Distributions between I-Nikunau and Others -- 16.3 Distributions between I-Nikunau Communities -- 17 Cultural Circumstances (te raoi) -- 17.1 I-Nikunau Culture -- 17.2 External Influences on I-Nikunau Culture -- 18 Societal Circumstances (te mauri ao te raoi) -- PART IV Conclusion: References -- Acknowledgements -- Abstract in Te Taetae ni Kiribati…”
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