論文 - JONES Brent A.
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Teacher Characteristics and Learner Engagement in Japanese University EFL Programs
Brent A. Jones
Memoirs of the Center for Education in General Studies 1 37 - 64 2023年3月
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Getting the Most out of Classroom Discourse: Using Discussion Circles to Support and Structure Discussions in the Language Classroom
Derek Keever & Brent A. Jones
Hirao School of Management Review 13 69 - 87 2023年3月
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The influence of instructional practices on learner engagement
Brent A. Jones
Hirao School of Management Review 12 21 - 48 2022年3月
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Conceptualizing Learner Engagement in Japanese University EFL Contexts.
Brent A. Jones
Memoirs of Learning Utility Center for Konan University Students 6 81 - 97 2021年3月
単著
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Fostering Engagement with Team-Based Learning (TBL) in Larger Japanese University Classrooms
Brent A. Jones
Hirao School of Management Review 11 47 - 74 2021年3月
単著
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Engaging learners with team-based learning (TBL)
Brent A. Jones
甲南大学教育学習支援センター紀要 ( 5 ) 61 - 78 2020年3月
単著
This paper introduces an action research project conducted at the Hirao School of Management during the 2019 Fall semester. The project involved a group of
twenty-eight students enrolled in a Beer Industry Project (BIP) taught by the author, and aimed at investigating the effectiveness of augmenting a project-based learning
(PBL) curriculum with team-based learning (TBL) elements. This report starts with some contextual background, goes on to offer brief outlines of PBL and TBL, and then includes a week-by-week overview of how each class meeting unfolded. Findings and discussion are then provided to evaluate the successes and shortcomings. It is hoped that this research might inspire others to experiment with PBL, TBL and other active learning approaches. -
The role of English education in Japan
Brent A. Jones
Memoirs of Learning Utility Center for Konan University Students 4 21 - 31 2019年3月
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Designing and supporting significant study abroad experiences
Brent A. Jones
Hirao School of Management Review 9 1 - 21 2019年3月
共著
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Project, problem and team-based lessons in English as a foreign language learning contexts 査読あり
Brent A. Jones
The Journal of Teachers Helping Teachers 6 ( 2 ) 92 - 107 2018年8月
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An experiential look at learner engagement in University EFL courses in Japan
Brent A. Jones
University of Reading, School of Education 2018年7月
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The pedagogy of Japan studies for Japanese university students 査読あり
Brent A. Jones
The Asian Conference on Cultural Studies Conference Proceedings 9 - 23 2018年6月
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The Emotional Side of English as a Foreign Language (EFL) Teaching in Japan 査読あり
Brent A. Jones
The Journal of Teachers Helping Teachers 3 ( 3 ) 2017年9月
単著
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Active learning in Japanese university EFL classes: What are we talking about?
「Brent A. Jones」「Roger Palmer」
Hirao School of Management Review 7 107 - 125 2017年3月
共著
担当区分:筆頭著者
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Support structures for a content-focused EFL program.
「Brent A. Jones」「Roger Palmer」
Memoirs of Learning Utility Center for Konan University Students 2 81 - 107 2017年3月
共著
担当区分:筆頭著者
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Lessons learned: Maintaining a language focus in CLIL programs
「Brent A. Jones」「Roger Palmer」
Hirao School of Management Review 6 178 - 188 2016年12月
共著
担当区分:筆頭著者
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Online reflective journaling for in-service university EFL teachers
Brent A. Jones
Memoirs of Learning Utility Center for Konan University Students 1 1 - 10 2016年12月
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Reflective journaling for English as a foreign language (EFL) teachers in Japan 査読あり
Brent A. Jones
Indonesian EFL Journal 1 ( 2 ) 82 - 100 2015年12月
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Perspectives on the roles of teacher leaders in tertiary EFL contexts in Japan
Brent A. Jones
Hirao School of Management Review 5 43 - 72 2015年3月
単著
This paper outlines some preliminary research conducted on the topic of teacher leadership in university EFL programs in Japan. The aim of the research is to explore teacher leadership in terms of shared and differing perspectives regarding the role of teacher leaders in tertiary-level EFL contexts in Japan? Additionally, we are interested in the relationship between expectations and reality regarding the role of teacher leaders in these contexts? Quantitative and qualitative data were collected via an online survey, and findings are discussed within the following framework: (1) Why focus on teacher leadership? (2) How is teacher leadership defined? (3) What do teacher leaders do? (4) Who are teacher leaders? (5) What conditions influence teacher leadership? (6) How are teacher leaders prepared to lead? (7) What are the effects of teacher leadership? The conceptual framework for analyzing and interpreting findings includes both distributed leadership and change management, and many of the key variables from school settings were found to be important to teachers and teacher leaders in this study, namely school environment, communication and relationships.
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Content-focused approaches to language instruction 査読あり
Brent A. Jones
Proceedings of PAC@9th FEELTA International Conference on Language Teaching 108 - 114 2014年12月
単著
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Appreciative inquiry for language teachers and learners 査読あり
Brent A. Jones
The Journal of Teachers Helping Teachers 1 ( 1 ) 89 - 93 2013年12月
単著
The main goal of the AI project was to familiarize students with the theory and practice of change management within the field of organizational development, specifically the AI framework. Students were challenged to identify a target change-management initiative (affirmative topic choice), adapt or develop a protocol to conduct each phase of AI, and finally report on the procedure and outcomes. In terms of learning outcomes, students were expected to demonstrate skills related to group work, project management, interviewing, data collection/analysis, and presentation of findings. Class meetings were conducted in English, and students were expected to work in the target language in all of their group work.