ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Materials with an Environmental Focus
Author: Jacobs, G. M.
Date: 1995-00-00
Type: Reports - Descriptive
Subjects: Environmental Education,Material Development,Integrated Curriculum,Integrated Activities,Second Language Instruction,Units of Study,Lesson Plans,Curriculum Development,Educational Methods,Educational Practices,Educational Objectives

This chapter discusses how to develop materials which integrate environmental education in language instruction, particularly second language instruction. The discussion includes methodology, and a sample unit is provided. [This paper was published in: A. C. Hidalgo, D. Hall, &amp; G. M. Jacobs (Eds.), &quot;Getting started: Materials writers on materials writing&quot; (pp. 269-279). Singapore: SEAMEO Regional Language Centre, 1995.]
Let Your Participants Star in Your Singapore Trainings
Author: Jacobs, George
Date: 2013-04-01
Type: Reports - Descriptive
Subjects: Foreign Countries,Active Learning,Cognitive Psychology,Educational Philosophy

This article explains the why and how of active learning, which is based on cognitive psychology. Also explained is the Singapore Ministry of Education's slogan, &quot;Teach Less, Learn More,&quot; a good slogan for promoting active learning. [This article was published in &quot;Singapore Business Review,&quot; Apr 1 2013.]
Ripple Effects: The Case of Gender-Inclusive Language
Author: Jacobs, G. M
Date: 1998-00-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Language Usage,Questionnaires,Language Variation,Foreign Countries,Student Attitudes,College Students,Gender Differences,Writing (Composition),Social Attitudes,Form Classes (Languages),Second Language Instruction,Grammar,Interviews,Language Teachers,Teacher Attitudes,Statistical Analysis

The current study investigated whether the change toward more gender-inclusive English that is taking place in Inner Circle countries is also gaining acceptance for English usage in an Outer Circle country: Singapore. Data for the study came principally from a questionnaire completed by students at a Singapore junior college and from writing scripts of students at the same college. Results suggest that gender-inclusive English was viewed favourably by many students. Perhaps even more tellingly, gender-inclusive forms appeared in many students' writing. Thus, it appears that a ripple effect has occurred, in which changes in Inner Circle countries and in their varieties of English have been a factor in changes in Outer Circle forms. A questionnaire is appended. [This article was published in &quot;Asian Englishes,&quot; v1 n2 p17-33 1998.]
Reading Comprehension Skills of Bilingual Children in Turkey
Author: Bayat, Seher
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Skills,Bilingual Students,Elementary School Students,Primary Education,Grade 4,Foreign Countries,Teacher Attitudes,Mixed Methods Research,Monolingualism,Comparative Analysis,Geographic Regions,Turkish,Indo European Languages,Semitic Languages,Interviews

This study aims to compare the reading comprehension skills of the bilingual students studying at the 4th Grade of the Primary School with the monolingual students studying at the 4th Grade. With this purpose, 303 students were included from the Black Sea Region, where mainly monolingual students studied and 247 students were included from the Eastern and South-eastern Regions, where bilingual students studied. Furthermore, in order to expand the scope of the research, it was intended to find out the views of class teachers about the reading comprehension skills of bilingual students. So in the research, the mixed method and the parallel pattern converging from the patterns of the mixed method were used. The research result presented a significant difference between the reading comprehension skills of the monolingual 4th grade students from the Black Sea Region and the students from the Eastern and South-eastern Regions. This difference was in favour of the monolingual students. On the other hand, reading comprehension skills of the 4th graders in the Eastern and South-eastern Regions did not significantly differ within itself depending on bilingualism.
Changes and Choices: The Case of Gender and English
Author: Ong, C. W.
Date: 1997-00-00
Type: Reports - Research
Subjects: Language Usage,Gender Issues,English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Social Bias,Foreign Countries,Questionnaires,Interviews,Documentation,Writing Assignments,Sex Fairness

Everything changes over time, even languages. Despite language teachers, grammar books, and standardise exams, there's no way to stop languages from changing. One aspect of language change of particular interest to members and supporters of women's rights organisations is the ongoing shift from what some people call &quot;gender-exclusive&quot; English to &quot;gender-inclusive&quot; English. We will start this article by defining these two terms. Then, we will give you a brief report on a related study we conducted to find out the views and practices of a small group of English teachers from various Asian countries. The following two tables are appended: (1) Alternatives to Gender-Exclusive He/Him/Himself/His; and (2) Alternatives to Gender-Exclusive Man. [This article was published in &quot;Awareness,&quot; v4 n1 p5-13 1997.]
Asian Views on Gender-Inclusive English
Author: Jacobs, George M.
Date: 2001-00-00
Type: Reports - Research
Subjects: Language Usage,English (Second Language),Gender Issues,Sex Fairness,Attitude Measures,Questionnaires,Second Language Instruction,Foreign Countries,Applied Linguistics,Interviews,Audio Equipment,Teacher Attitudes,Administrator Attitudes,Two Year College Students,College Faculty,Student Attitudes,Statistical Analysis

All languages change (Fromkin and Rodman 1993). Language educators must be aware of these changes and help keep their students up to date with them. One area of change in the English language is the controversial shift from gender-exclusive language, such as &quot;Everyone should do his duty&quot; and &quot;Man has done great damage to the environment,&quot; to gender-inclusive language such as &quot;Everyone should do their duty&quot; and &quot;People have done great damage to the environment&quot; (Crystal 1995). We present two studies on the use of gender-inclusive English. The first assesses Asian second-language educationists' views on this shift in the use of English. The second gathers information on how Singaporean students view and use gender-inclusive English. Two Questionnaire's are appended. [This article was published in Asia-Pacific Human Rights Information Center (Ed.), &quot;Human rights education in Asian schools&quot; (Vol. 4, pp. 129-148). Osaka: Editor.]
The Appropriacy of Group Activities: Views from Some Southeast Asian Second Language Educators
Author: Jacobs, George M.
Date: 1996-00-00
Type: Reports - Research
Subjects: Group Activities,Language Teachers,Teacher Attitudes,Asians,Questionnaires,Interviews,Teaching Methods,Instructional Innovation,Cultural Relevance,Second Language Instruction,Applied Linguistics,Teacher Characteristics,Student Characteristics,Class Size,Physical Environment,Administrator Role,Instructional Materials,Cultural Influences,Elementary Secondary Education,Higher Education,Foreign Countries

Group activities developed in Western countries have been advocated for use in foreign and second language learning internationally. This article reports the views of 31 second language educators from six Southeast Asian countries (Brunei Darussalam, Indonesia, Malaysia, the Philippines, Singapore, and Thailand) on the appropriateness of group activities in their own educational contexts. Background is provided on the six countries and relevant previous scholarship is reviewed. Data were collected via questionnaires and interviews. Some of the participants also took part in the data analysis. Results showed that these Southeast Asian second language educators feel group activities are appropriate to their contexts and that they are already making use of groups in their teaching. Key problems cited in using groups were low motivation, significant variation in proficiency levels, and large classes. These problems are discussed. The recommendation is made that the literatures on cooperative learning and task-based language teaching may provide insights into methods of increasing the effectiveness of group activities, while at the same time, educators will want to use their own local knowledge to adapt group methods to fit their particular contexts. [This article was published in &quot;RELC Journal,&quot; v27 p103-120 1996.]
Roots of Cooperative Learning in General Education
Author: Jacobs, George M.
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Cooperative Learning,General Education,Social Psychology,Developmental Psychology,Cognitive Psychology,Humanism,Learning Motivation,Theories,Theory Practice Relationship,Second Language Instruction,Scaffolding (Teaching Technique),Communities of Practice,Global Education

This chapter presents a basic overview about psychological theories that are foundational to cooperative learning: social psychology, developmental psychology, cognitive psychology, humanistic psychology, and motivational theories. In so doing, our purpose is to acquaint readers with aspects of theory and research that may be helpful to teachers in understanding the historical development of cooperative learning and its significance to the teaching of a second language. [This article was published in &quot;Cooperative Learning and Second Language Teaching,&quot; p9-17 2006.]
Understanding and Implementing the CLT (Communicative Language Teaching) Paradigm
Author: Jacobs, George M.
Date: 2003-00-00
Type: Reports - Evaluative
Subjects: Communicative Competence (Languages),Second Language Learning,Second Language Instruction,Personal Autonomy,Integrated Curriculum,Alternative Assessment,Thinking Skills,Language Teachers,Educational Change,Teaching Methods,Student Diversity

The call to change seems to be a constant in education. In second language education, a constellation of changes have been proposed and, to some extent, implemented. This constellation of interconnected changes can perhaps best be termed a paradigm shift, with this paradigm fitting under the general umbrella of Communicative Language Teaching (CLT). The concept of paradigm shift usefully offers one means of making such connections between the changes linked to CLT. The article attempts to put the CLT paradigm shift into perspective as an element of larger shifts from positivism to post-positivism and from behaviorism to cognitivism. This article describes eight changes that fit with the CLT paradigm shift in second language education. These eight changes are: learner autonomy, the social nature of learning, curricular integration, focus on meaning, diversity, thinking skills, alternative assessment, and teachers as co-learners. The authors argue that in second language education, although the CLT paradigm shift was initiated many years ago, it still has been only partially implemented. Two reasons for this partial implementation are: (1) by trying to understand each change separately, second language educators have weakened their understanding by missing the larger picture; and (2) by trying to implement each change separately, second language educators have made the difficult task of change even more challenging. [This article was published in &quot;RELC Journal&quot; v34 n1 p5-30 2003.]
Gender Bias in Singaporean Primary School English Coursebooks
Author: Ong, Chye Wah
Date: 2000-00-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Elementary School Students,Curriculum Development,Foreign Countries,Sex Role,Gender Bias,Gender Differences,Textbook Content,Second Language Instruction,Interviews,Futures (of Society)

Schools can have an important effect on children's developing views of gender roles, and coursebooks form an important element of children's school experience. In 1996, we read an article by Anthea Fraser Gupta and Ameline Lee Su Yin that described gender bias in a 1980s primary school English coursebook series used in Singapore schools. We had carried out a previous study about gender and language (Ong, Zhuo &amp; Jacobs 1997), and wondered whether more than ten years later, the present series, Primary English Thematic Series, or PETS for short, was an improvement on the past series, Primary English Programme or PEP? Both series were created by the CDIS (Curriculum Development Institute of Singapore), a branch of the Ministry of Education. In this article we describe how we set out to answer this question and what we found. [This article was published in &quot;Awareness,&quot; v7 p47-53 2000.]
Small Steps towards Student-Centred Learning
Author: Jacobs, George M.
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: Student Centered Learning,Classroom Techniques,Comparative Analysis,Teaching Methods,Educational Practices,Educational Change

Student centred learning classroom practices are contrasted with those in teacher centred learning classrooms. The discussion focuses on the theoretical underpinnings of the former, and provides nine steps and tips on how to implement student centred learning strategies, with the aim of developing the 21st century skills of self-directed and lifelong learning in students. [This paper was part of the Proceedings of the International Conference on Managing the Asian Century (Singapore, July 2013).]
Performance of Bachelor of Science in Information Technology (BSIT) Students in Their On-the-Job Training (OJT) for the Academic Year 2016-2017
Author: Lerios, Jefferson L.
Date: 2017-04-00
Type: Reports - Research
Subjects: On the Job Training,Undergraduate Students,Computer Science Education,Information Technology,School Business Relationship,Student Surveys,Foreign Countries,Job Performance,Program Effectiveness,Correlation,Student Characteristics

Students' performance in their respective On-the-Job Training (OJT) is one of the success stories that may provide significant contribution to the total effectiveness of the curriculum designed and participated by stakeholders from various industry representation. Students were deployed in different companies to gain knowledge, skills, attitudes, and actual working experience for them to become more competitive upon completion of training and serve as input for their future career in his/her chosen field. This study aimed to assess and evaluate the OJT performance of BSIT students in their respective companies for Academic Year 2016-2017. Descriptive-survey research was employed in this study. A total of 58 students were selected to represent as the main respondents of the study. Findings revealed that their OJT performance was at &quot;Very Satisfactory&quot; level. The study recommended that the College of Computer Studies may establish a strong partnership and linkages with various companies, especially those with IT departments which accept student-trainees.
The Meaning of School from Dropout's View Point (A Phenomenological Study)
Author: Habibi
Date: 2017-05-00
Type: Reports - Research
Subjects: Phenomenology,Dropout Attitudes,Dropout Characteristics,Barriers,Adolescent Attitudes,Educational Attitudes,Interviews,Educational Benefits,Reentry Students,Foreign Countries,Dropouts,Adolescents

Student dropouts are complex problems in Indonesia. Some of the dropouts living in rural areas have migrated to the large cities. It contributes to the child labor growth which is already one the major problems in Indonesia. Knowledge about the meaning of school from their perspective could be helpful for policy and programs related to dropout prevention. The purpose of this research was to explore the meaning of school according to the dropouts and the barriers of getting back to schools. This study was a phenomenological study involving 5 adolescents who have dropped out from schools. In collecting the data, we conducted open-ended interviews. Triangulation and reflection of researchers being used to ensure trustworthiness and authenticity of the data. The results show 4 themes regarding the meaning of school emerged from the data. These are to make more friends, to please parents, to get the diploma, and a place to study. We also found 3 themes about the barriers to get back to school such as feeling ashamed, having no friends, and having already jobs. The forms of educational systems that encourage schools and teachers to pay attention to group activities, friendship in schools and job schedule seemed to be in line with the findings about condition of school dropouts in this study.
Global Issues Projects in the English Language Classroom
Author: Cates, Kip A.
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Global Education,Student Projects,Curriculum Design,Curriculum Implementation,Classroom Techniques,English (Second Language),Second Language Instruction,Teaching Methods

This chapter will focus on the design and implementation of content-based classroom ESL/EFL projects built around &quot;global issue&quot; topics linked to themes such as peace, human rights and the environment. It will explain how second language project work designed from a global education perspective aims both at the development of language skills and at the promotion of global awareness, international understanding and social responsibility. The chapter will outline the features of a global education approach to foreign language teaching, discuss key factors to consider in designing ESL/EFL project work around world problems and social issues, and describe examples from different parts of the world of global issues project work by second language students. This content was published in: G. H. Beckett &amp; P. C. Miller (Eds.), &quot;Project-based second and foreign language education: Past, present, and future&quot; (pp. 167-180). Greenwich, CN: Information Age Publishing, 2006.]
An Indonesia Example of Teaching English via Environmental Education
Author: Jacobs, George M.
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Environmental Education,English Instruction,Second Language Instruction,Teaching Methods,Material Development,Teacher Developed Materials,Integrated Curriculum,College Second Language Programs,Cooperative Learning,Student Participation,Textbook Publication

This essay describes the development of an English coursebook that drew upon environmental education for the content. The book was designed to assist Indonesian university students in learning English as a Foreign Language (EFL). The three authors of the present essay served as the book's three editors. The authors of the individual lessons in the coursebook were lecturers at Indonesian universities. The essay begins with a brief introduction to environmental education. Next, common methodological foundation of environmental education and second language instruction are considered. These include learner centeredness, connecting class activities with students' lives outside school, curricular integration, a focus on learning for meaning, valuing diversity, concern for process and long-term effects, a preference for cooperation rather than competition or individualism, and teachers as fellow learners. Student participation in environmental education is emphasized. Finally, the process of the book's development is described and sample materials are shown and explained. An appendix lists ways to include participation in environmental education lessons. A bibliography is included. [This content was published in: S. Mayer and G. Wilson (Eds.), &quot;Ecodidactic perspectives on English language, literatures and cultures&quot; (pp. 45-62). Trier, Germany: Wissenschaftlicher Verlag Trier. 2006.]
Creating a Culture: How School Leaders Can Optimise Behaviour
Author: Bennett, Tom
Date: 2017-03-00
Type: Reports - Research
Subjects: School Culture,Foreign Countries,Student Behavior,Behavior Modification,Interviews,Instructional Leadership,Case Studies,Intervention,Program Effectiveness,Leadership Responsibility,Surveys,Teacher Surveys,Teacher Responsibility,Expectation,Institutional Characteristics,Administrator Role,Communication Strategies,School Policy,Teamwork,Inclusion,Discipline,Special Classes,Standards,Time,School Uniforms,Attendance,Educational Technology,Technology Uses in Education,Role Models,Professional Development,Family Involvement,Community Involvement,Barriers

The national picture of school behaviour is complex, but numerous indicators suggest that it can be better in a great number of schools and contexts. Every leader should consciously aspire to the very best behaviour possible in their schools as a matter of priority. There are a number of strategies that schools with outstanding behaviour use frequently, and these should be shared and made available to all school leaders in order for them to decide if they are appropriate for their schools. This report is an attempt to distill the experience and wisdom of practitioners, for the most part still current in their field. As a result, it is authoritative but not definitive or exhaustive. While its conclusions are a distillation of very broad experiential constituencies, it is also a meditative document. Its observations and recommendations are designed to be practical and represent the real issues faced in school leadership, and the very great possibilities offered by improvement in the area of whole school behaviour. The following are appended: (1) Summary of ITT Behaviour Management Recommendations: Case Study Method; (2) Behaviour Audit Survey for Schools/Inspectors; (3) Literature Review; (4) Bibliography; and (5) Acknowledgements.