@techreport{oai:u-sacred-heart.repo.nii.ac.jp:00001172,
 author = {林, 真樹子 and Hayashi, Makiko},
 month = {},
 note = {20772221, 聖心女子大学, This proposed study is a comparative educational research on how primary school (grades 3 to 6) aged children without disabilities in Cambodia educated in inclusive settings with disabled students would receive effects on raising or improving their social and emotional skills as well as their academic skills.It attempts to hypothesize and contribute to existing theories of educational development to link the practice of inclusive education acting as a key instrument in the formation of dynamic skills related to social and emotional skills and their relationship with academic skills. Evidence suggests that those with more non-cognitive skills are not only productive in further developing non-cognitive skills but more productive in developing cognitive skills than others. It is important that this study is projected for at least four years of primary schooling to observe the progress of skills formation.

In order to accomplish the above proposed research study, the researcher as planned, has mainly conducted field research in a public primary school in Cambodia two times, collecting needed quantitative raw data of school grades of pupils in the 5th grade along with missing data from the previous years including grades 3 to 4 from the academic year 2015 to 2018. To summarize the contents of the school grades, they include school grades from two classes, one class with students with disabilities and the second class with students without disabilities. Moreover, they cover monthly grade rankings, monthly grades by subject and mid-term exams as well as the final exam., 科学研究費助成事業 若手研究(B) 基金,研究期間 (年度)：2016-04-01–2020-03-31, 16K17427},
 title = {Dynamics of Skills Formation through Inclusive Education of Primary School Children without Disabilities in Cambodia},
 year = {2018}
}