ethanporcaro/eric-fulltext-meta huggingface dataset:
Community Youth Engagement in East Palo Alto: A Study of the Youth Arts and Music Center Initiative
Author: Henderson, Jamila
Date: 2016-08-00
Type: Reports - Research
Subjects: Youth Programs,Learner Engagement,Arts Centers,Community Programs,Case Studies,Youth Leaders,Partnerships in Education,Community Involvement,Citizen Participation,Leadership Role,Stakeholders

The Youth Arts and Music Center Initiative is a community-wide effort to design and build an arts center in East Palo Alto. The six-year process, supported by the Goldman Foundation, centered on youth leadership and the arts, and engaged a cross-sector collaborative of partner organizations in an attempt to address the city's shortage of existing arts programming. This case study analysis of the Youth Arts and Music Center Initiative contributes to the existing literature of community youth engagement; that is, the process of engaging youth in efforts to improve their community. Previous research highlights the range of benefits resulting from leveraging the many assets of youth and facilitating opportunities for them to contribute to their community. Contributing to existing research, this study describes the characteristics of community youth engagement and provides examples of how they are manifested in the case of the Youth Arts and Music Center Initiative. Also considered are the factors that helped propel the Initiative forward, as well as important considerations for similar initiatives. [This report was written with the assistance of Jeremy Nguyen, Leslie Patron, and Nancy Mancini. Key partners involved in this study include the Youth Arts and Music Center Project; the John &amp; Marcia Goldman Foundation, whose long-term support and commitment allowed this Initiative to endure; and the John W. Gardner Center for Youth and Their Communities at Stanford University. ]
What Is Humane Education and Why It Should Be Included in Modern Education
Author: Jacobs, G. M.
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Animals,Altruism,Inclusion,Second Language Instruction,Social Problems,Definitions,Cross Cultural Studies

Humane education has existed since at least the 18th century (Unti &amp; DeRosa, 2003). This brief chapter begins with a brief definition of humane education and examples of how it can be incorporated in linguistics, cross cultural studies and foreign language education. Next, the chapter discusses why humane education constitutes an important area for educators and researchers to consider. [This document was published in: N. Lysa (Ed.), &quot;Modern tendencies in linguistics, cross-cultural communication and foreign language teaching methods&quot; (pp. 15-16). Ternopil, Ukraine: Aston, 2016.]
Your Partners' Success Will Enhance, Not Diminish, Your Own Success
Author: Jacobs, George M.
Date: 2015-06-00
Type: Speeches/Meeting Papers
Subjects: Norm Referenced Tests,Criterion Referenced Tests,Peer Influence,Social Theories,Cooperative Learning,Educational Benefits,Scoring,Evaluation Criteria,Evaluation Methods,Success,Vignettes

This article seeks to explain why, even in norm referenced assessment environments, students and other stakeholders should not be concerned that students who help peers learn are negatively impacting their own assessments. The article opens with a review of assessment options: norm referenced, criterion referenced and ipsative. Next, Social Interdependence Theory is explained for the insights it might offer as to how students view their peers' success. The article's third section summarises some of the research on peer learning, in particular research on what forms of peer interaction might best promote learning. Finally, the article examines three contexts in which norm referencing is applied--standardised exams, class grades and class ranking--and concludes that the chances are small of groupmates' success diminishing the success of students who have helped their groupmates. This conclusion is reached based, first, on mathematical calculations and, most importantly, on the research based premise that when students provide elaborated help to groupmates, the helpers are likely to boost their own scores.
Advancing Learner Autonomy in TEFL via Collaborative Learning
Author: Jacobs, George M.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Personal Autonomy,Cooperative Learning,Peer Relationship,Student Centered Learning,Educational Principles,Accountability

The present paper begins by situating learner autonomy and collaborative learning as part of a larger paradigm shift towards student-centred learning. Next are brief discussions of learner autonomy and how learner autonomy links with collaborative learning. In the main part of the paper, four central principles of collaborative learning are explained: maximum peer interactions, equal opportunities to participate, individual accountability and positive interdependence. The discussion of each principle includes what the principle involves, why the principle is important and how the principle can be implemented. [This paper was published in: Handoyo Puji Widodo (Ed.). &quot;Proceedings from the 7th International Conference on Teaching English as Foreign Language (COTEFL).&quot; Purwokerto, Indonesia: Faculty of Letters, University of Muhammadiyah, 2015.]
Ten Strengths of How Teachers Do Cooperative Learning
Author: Jaocbs, George M.
Date: 2016-05-00
Type: Journal Articles
Subjects: Cooperative Learning,Peer Relationship,Teacher Collaboration,Communities of Practice,Group Dynamics,Teaching Methods

Cooperative learning involves students in working together with peers to learn, to develop learning skills and to enjoy the learning process. This paper examines ten areas in which the author believes he and other teachers do cooperative learning well. These areas are: (1) keeping group size small, usually four or fewer; (2) encouraging students to form heterogeneous groups; (3) monitoring groups as they cooperate and encouraging groups to rely on themselves; (4) creating tasks that the groups find challenging, but not too challenging; (5) encouraging group members to do their fair share in their groups; (6) facilitating a feeling of positive interdependence among group members; (7) being willing to try new ideas in their implementation of cooperative learning; (8) learning from their experiences in using cooperative learning; (9) looking for opportunities to share with colleagues about their use of cooperative learning; (10) being cooperative in their lives outside the classroom. [This paper was presented at the MICELT conference in Lumut, Malaysia, 28-30 March, 2016.]
Cooperative Learning Principles Enhance Online Interaction
Author: Jacobs, George
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Interaction,Computer Mediated Communication,Educational Principles,Heterogeneous Grouping,Interpersonal Competence,Group Dynamics,Personal Autonomy,Time on Task,Equal Education,Student Participation,Accountability,Technology Uses in Education,Educational Practices,Educational Strategies

This paper describes eight principles that can be used to promote cooperative interactions among students working in online environments. The principles derive from a well-established approach to education, known variously as cooperative learning and collaborative learning. Each principle is explained as to what it means, why it is important and how it can be deployed. The eight principles are heterogeneous grouping, teaching collaborative skills, group autonomy, maximum peer interactions, equal opportunity to participate, individual accountability, positive interdependence and cooperation as a value. Research suggests that cooperative learning is associated with enhanced cognitive and affective outcomes.
Implementing Cooperative Learning with Secondary School Students
Author: Wee, Sheila E.
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Cooperative Learning,Secondary School Students,Foreign Countries,Language Skills,Group Activities,Teacher Collaboration,Group Dynamics,English (Second Language),Second Language Instruction

In this chapter, I describe my use of cooperative learning in the mid-1990s when I was teaching English to students in their final year at a secondary school in Singapore. I will first discuss how I came to learn about cooperative learning. Then, I will illustrate how I set up the classroom for cooperative learning and how I used it in the teaching of three language skills: writing, reading, and oral skills in a Normal Academic class. In the chapter's final section, I will explain how the teachers at my school cooperated with each other to make our work easier and more successful. In each of these sections of the chapter, I will also be talking about how principles that I learned from the cooperative learning literature provided me the framework I had been missing in my previous use of group activities. [This article is chapter 7 in: S. G. McCafferty, G. M. Jacobs, &amp; Iddings, C. (Eds.), &quot;Cooperative learning and second language teaching&quot; (pp. 113-133). New York: Cambridge University Press, 2006.]
Introverts Can Succeed with Cooperative Learning
Author: Jacobs, George
Date: 2014-00-00
Type: Journal Articles
Subjects: Extraversion Introversion,Cooperative Learning,Nonfiction,Definitions,Student Needs,Group Activities,Group Dynamics,Heterogeneous Grouping,Peer Relationship,Student Participation,Skill Development,Cooperation,Accountability,Educational Benefits,Teacher Characteristics

I was interested in reviewing Susan Cain's (2013) &quot;Quiet: The Power of Introverts in a World That Can't Stop Talking&quot; for two reasons. First, as an introvert I wanted to learn more about myself. Second, I wanted to explore Cain and others' criticism that group activities in the workplace and in education are unfair to introverts. This book review contains two parts. The first part elaborates the general concept of introversion, borrowing heavily from the impressive amount of research and practical experience presented in Cain (2013). The second part addresses the criticism that teachers who use Cooperative Learning (CL) are being unfair to their introvert students. Links to &quot;Online Instruments Measuring Introversion/Extroversion&quot; are appended.
Making Extensive Reading Even More Student Centered
Author: Jacobs, George M.
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Student Centered Learning,Reading Habits,Reading Instruction,Models,Reading Interests,Reading Material Selection,Difficulty Level,Individualized Reading,Teaching Methods,Silent Reading,Reading Motivation,Foreign Countries

This article begins by explaining the student centered learning paradigm. Next, the article explains various features of a student centered approach to education and how extensive reading (ER), as it is most often practiced, fits with those features. The bulk of the article suggests how ER might be implemented to make it even more learner centered.
Using Cooperative Learning to Teach via Text Types
Author: Jacobs, George M.
Date: 2004-09-00
Type: Journal Articles
Subjects: Cooperative Learning,Teaching Methods,Writing Skills,Writing Strategies,Text Structure,Learning Strategies,Rhetorical Invention

This article offers ideas as to how students can collaborate as they learn about and utilize a variety of text types (also known as rhetorical modes). The article begins with explanations of the teaching of text types and cooperative learning. The longest section of the article consists of examples of ways that students can use cooperative learning techniques to work together to expand their knowledge of text types and to use that knowledge in their writing. The following are appended: (1) Recipe for Cooking Instant Noodles (adapted from Rajan, Jacobs, Loh, and Ward, 2002); (2) My First Attempt at Cooking; and (3) Feedback Checklist for Procedures Texts (adapted from Rajan, Jacobs, Loh, and Ward, 2002).
The Many Co-Operative Roles Available to Workshop Co-Facilitators
Author: Jacobs, George M.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Facilitators (Individuals),Workshops,Role,Cooperative Planning,Educational Planning,Educational Theories,Team Training,Interpersonal Relationship,Scaffolding (Teaching Technique),Technical Assistance,Modeling (Psychology),Observation,Participation,Evaluation,Interpersonal Communication,Communication (Thought Transfer),Program Development,Program Implementation

This paper argues that workshop co-facilitators should be actively involved in planning, conducting and debriefing the workshops in which they are involved. The paper discusses 12 possible roles for workshop co-facilitators and attempts to motivate some of these roles with reference to Humanistic Psychology, Social Interdependence Theory, Socio-Cultural Theory and Social Constructionism. The co-facilitator roles are planning the workshop, befriending participants and facilitators, providing general and technical assistance, modelling behaviours and tasks, observing workshop processes, participating alongside participants, correcting and clarifying what facilitators have said and done, sharing their own and participants' ideas, assessing the workshop's effectiveness and understudying the facilitator. [This article was published in &quot;Journal of Co-Operative Studies&quot; v46 n2 p62-68 2013.]
Gamification of Learning and Teaching in Schools--A Critical Stance
Author: Buck, Marc Fabian
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Games,Computer Games,Teaching Methods,Learning Motivation,Learning Strategies,Critical Theory,Game Theory,Progressive Education,Educational Practices

The ongoing transformation of learning and teaching is one facet of the progressing digitalization of all aspects of life. Gamification's aim is to change learning for the better by making use of the motivating effects of (digital) games and elements typical of games, like experience points, levelling, quests, rankings etc. Especially in the light of the success of Pokémon Go, multiple actors call for gamification of learning and teaching in schools as means for motivating students. From the perspective I introduce in this paper, gamification shows itself as reversion from serious pedagogical and didactical endeavours. This threatens to lead to the replacement of teaching by gamification and the (self) degradation of teachers to support personnel. In this paper, I argue that gamified learning and teaching suspends the fundamental, subversive, and critical moments only schools can offer. Furthermore, it can lead to subjugation and isolation of students due to its inherent closed and enclosing structure. I further show how the line of argumentation of gamification advocates iterates that of progressive education.
The Mother Tongue in the Foreign Language: An Account of Russian L2 Learners' Error Incidence on Output
Author: Forteza Fernandez, Rafael Filiberto
Date: 2017-00-00
Type: Journal Articles
Subjects: Native Language,English (Second Language),Second Language Learning,Interlanguage,Communication Strategies,Psycholinguistics,Transfer of Training,Error Patterns,Incidence,Spanish,Oral Language,Written Language,Observation,Translation,Second Language Instruction,Interference (Language),Statistical Analysis

Based on Selinker's hypothesis of five psycholinguistic processes shaping interlanguage (1972), the paper focuses attention on the Russian L2-learners' overreliance on the L1 as the main factor hindering their development. The research problem is, therefore, the high incidence of L1 transfer in the spoken and written English language output of Russian learners as an EFL issue largely ignored, and the research question, how much these learners' dependence on the L1 affect their interlanguage (IL) development. The objectives are to offer an account of Russian L2 learners' interlingual error incidence in free output, the L2 areas these errors affect the most, and the effect of non-traditional remedial work in IL development. Thirty students out of a cohort of 123 were chosen for the study because of their little progress in the FL and later divided into two groups depending on their time of English-only L2 instruction. Their L2 spoken and written samples were used to determine their communication strategies and the output areas they affect the most. The study shows that time under L2-learning through the L2 does not modify significantly the students learning and communication strategies historically acquired through transfer of learning. The comparison with similar data from Spanish-speaking students, classroom observation, and introspection reveal the students use three L1-based strategies to cope with L2 communication demands. These strategies are so closely connected with their beliefs and language practices that non-traditional remedial work is ineffective unless the students understand the nature of their problems and willingly engage in overcoming them.
Academic Controversy: A Cooperative Way to Debate
Author: Jacobs, George M.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Debate,Cooperative Learning,Controversial Issues (Course Content),Intercultural Programs,Multicultural Education,Teaching Methods,Classroom Techniques,Educational Principles,Group Discussion,Instructional Effectiveness,Educational Strategies,Persuasive Discourse

The purpose of this article is to introduce and explain a cooperative learning technique, Academic Controversy (Johnson, Johnson, &amp; Smith, 1996), also known as Cooperative Controversy, Structured Controversy and Structured Academic Controversy, that has potential for use in intercultural education and has support in both research and theory. Briefly, the technique involves a cooperative form of debate in which groups of four, divided into twosomes, take turns representing two opposing views on an issue before attempting to reach a consensus on the issue. The present article begins with a brief review of the potential educational benefits of controversy. Next, the Academic Controversy technique is described. In the final part of the article, variations to the technique are discussed, with some of these variations informed by cooperative learning principles. [This paper was published in &quot;Intercultural Education&quot; v21 n3 p291-296 2010; see .]
The Hidden Academic Opportunity Gaps among Asian Americans and Pacific Islanders: What Disaggregated Data Reveals in Washington State. iCount: A Data Quality Movement for Asian Americans and Pacific Islanders
Author: Nguyen, Bach Mai Dolly
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Asian American Students,Pacific Islanders,Student Needs,Educational Opportunities,Access to Education,Data Collection,Data Analysis,Equal Education,Population Trends,Socioeconomic Influences,Educational Attainment,Enrollment Trends,Elementary Secondary Education,Attendance Patterns,Discipline,Postsecondary Education,Ethnic Groups

Utilizing disaggregated data from the Office of the Superintendent of Public Instruction (OSPI) and the Educational Research Data Center (ERDC), this report offers a deeper and more nuanced perspective on the educational realities of Asian Americans and Pacific Islander (AAPI) students and reinforces the need for disaggregated data to unmask the hidden opportunity gaps of particular AAPI students in the State of Washington. The report aims to demonstrate why and how data disaggregation is a critical tool for closing the academic opportunity gaps through the advancement of equitable educational practices. It offers a foundational study on state-level efforts that is the first of its kind to utilize disaggregated data since it was first collected in the State of Washington in 2010. A technical appendix is included.
iCount: A Data Quality Movement for Asian Americans and Pacific Islanders in Higher Education
Author: Teranishi, Robert
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: College Students,Asian American Students,Pacific Islanders,Consciousness Raising,Public Opinion,Student Experience,Outcomes of Education,Ethnic Groups,Models,Colleges,Teaching Methods,Information Dissemination,Case Studies,Data Collection,Data Analysis,Evaluation Methods

In 2013, the National Commission on Asian American and Pacific Islander Research in Education (CARE) and the White House Initiative on Asian Americans and Pacific Islanders (WHIAAPI)--with support from ETS and Asian Americans and Pacific Islanders in Philanthropy (AAPIP)--began an Asian American and Pacific Islander (AAPI) data quality campaign. This collaboration is centered on three interrelated goals: (1) raise awareness about and bring attention to the ways in which data on AAPI students reported in the aggregate conceals significant disparities in educational experiences and outcomes between AAPI sub-groups; (2) provide models for how postsecondary institutions, systems, and states have recognized and responded to this problem by collecting and reporting disaggregated data; and (3) work collaboratively with the education field to encourage broader reform in institutional practices related to the collection and reporting of disaggregated data of AAPI students. This report responds to the first two goals by providing both the need and rationale for disaggregated data. Building on the existing body of research on AAPIs in education, this report makes a case for an AAPI data quality movement. The report demonstrates how and why institutional, state, and federal datasets are a significant issue for the AAPI community, what changes are needed in how data are collected and reported, and the impact more refined data can have for the AAPI community and the institutions that serve them. The report focuses intently on three overarching themes: (1) providing an empirically-driven rationale for how using aggregated data is problematic for the AAPI student population and why disaggregated data is a necessary tool for representing the heterogeneity that exists within the population; (2) providing a case study of an AAPI data disaggregation movement in one higher education system--the University of California--a student-driven campaign called &quot;Count Me In&quot;; and (3) discussing the importance of disaggregated data for Pacific Islanders--a diverse and multifaceted population that is among the most disadvantaged sectors of the AAPI population. Contains an appendix: Data Source and Methodology.
Keys to Cooperative Learning: An Interview with George Jacobs
Author: Ecranbrack, Jay
Date: 2004-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Interviews,Teaching Methods,Group Activities,Student Participation,Group Dynamics,English (Second Language),Second Language Instruction,Service Learning,Foreign Countries

George Jacobs holds a doctorate in Educational Psychology from the University of Hawai'i at Manoa. He has taught courses on English, cooperative learning, curriculum design, environmental education, and multiple intelligences in the U.S., Thailand, Singapore, Nicaragua, and China . Dr. Jacobs has published more than 100 articles, book chapters, and books on Cooperative Learning (CL) and other areas of education. His CL books are &quot;The Teacher's Sourcebook for Cooperative Learning,&quot; and &quot;Learning Cooperative Learning Via Cooperative Learning: A Sourcebook of Lesson Plans for Teacher Education on Cooperative Learning.&quot; Dr. Jacobs also serves on the executive board of the International Association for the Study of Cooperation in Education and edits that organization's newsletter. Additionally, he is the moderator of an internet listserv on CL, edits the newsletter of TESOLers (Teachers of English to Speakers of Other Languages) for Social, and acts as co-convener of the Language and Ecology Scientific Commission of the International Association for Applied Linguistics . In June 2004 he helped to organize an international CL conference in Singapore, where he lives and works. The following interview was conducted in January 2004. An appendix contains an annotated list of websites on cooperative learning.