研究者詳細

教職員基本情報
氏名
Name
CROKER,Robert ( クロッカー ロバート , CROKER,Robert )
所属
Organization
総合政策学部総合政策学科
職名
Academic Title
教授
専攻分野
Area of specialization

Research methods, particularly qualitative research approaches, focusing upon the language classroom.

学会活動
Academic societies

Anthropology of Japan in Japan (AJJ)
Japan Association for Language Teaching (JALT)

社会活動
Community services

Nagoya City Primary School Twilight School Nanzan University volunteer program organizer (2009 to present)
Seminar Director, Thailand Mukdahan Province Teacher Training program(2000)
Teacher trainer, CANHELP THAILAND(1998〜1999)

著書・学術論文数
No. of books/academic articles
総数 total number (19)
著書数 books (1)
学術論文数 articles (19)

出身大学院
大学院名
Grad. School
修了課程
Courses
   Completed
修了年月(日)
Date of Completion
修了区分
Completion
   Classification
名古屋大学大学院国際開発研究科国際開発専攻 未設定  2002年11月  修了 
詳細表示
取得学位
       
学位区分
Degree
   Classification
取得学位名
Degree name
学位論文名
Title of Thesis
学位授与機関
Organization
   Conferring the Degree
取得年月(日)
Date of Acquisition
修士 Masters of Linguistics (TESOL)    Macquarie University Department of Linguistics Linguistics  2004年10月 
博士 Ph.D.  A Learner-Centred Approach to Teaching English as a Foreign Language in Rural Thai Junior High Schools  Nagoya University International Development Educational Development Education (TEFL)  2002年12月 
修士 Masters of Arts (International Development)    Nagoya University  1997年03月 
学士 Bachelor of Economics    Sydney University Economics Political Economy  1988年12月 
詳細表示
研究経歴
長期研究/短期研究
Long or Short
   Term research
研究課題名
Research Topic
長期研究  anthropology of Japan 

概要(Abstract) As I teach fieldwork research methods and Japanese contemporary culture classes, I am interested in how anthropological research is conducted in Japan.
I also take Japanese students to do fieldwork in Malaysia and Thailand, in policy studies. 

長期研究  mixed methods research 

概要(Abstract) Understanding how qualitative and quantitative research methods can be used together, in research about sociology, anthropology, and applied linguistics. 

長期研究  qualitative research methods 

概要(Abstract) I am particularly interested in understanding how different qualitative research data creation methods, such as observations, think-alouds, interviews and focus groups, and journals and diaries, are used in research. I'm also interested in using stimuli in interviews to create richer, stronger data. 

長期研究  comparative sociology 

概要(Abstract) comparing Japan with other countries in Asia, Europe, and North and South America 

詳細表示
著書
年度
Year
著書名
Title of the books
著書形態
Form of Book
NeoCILIUS
   請求番号/資料ID
Request No
出版機関名 Publishing organization,判型 Book Size,頁数 No. of pp.,発行年月(日) Date
2009  Qualitative Research in Applied Linguistics: A Practical Introduction  共編著   
Palgrave Macmillan  , A5  , 231  , 2009/07   

概要(Abstract)  

備考(Remarks) A practical introduction to using qualitative research in applied linguistics research. 

2003  Oral Communication 2  共著   
Screenplay  , B5  , 144  , 2003/03   

概要(Abstract) Oral communication textbook based on using movies in the classroom to motivate and instruct students 

備考(Remarks) Officially approved Mombukagakusho textbook for second-year high school oral communication classes 

詳細表示
学術論文
年度
Year
論文題目名
Title of the articles
共著区分
Collaboration
   Classification
NeoCILIUS
   請求番号/資料ID
Request No
掲載誌名 Journal name,出版機関名 Publishing organization,巻/号 Vol./no.,頁数 Page nos.,発行年月(日) Date
2013  Ten Principles to Guide Researching Your Own Classroom  単著   
2013 Pan-SIG Proceedings  , JALT  , 19-27  , 2013   

概要(Abstract) For language teachers with little experience doing classroom research, beginning a research project can seem a somewhat daunting endeavour. What to focus on, how to define terms, how to collect data, and how to determine the research findings can all seem like huge tasks, each intimidating in its own way. Unfortunately, there is no universal “research road map” that shows exactly how to do a research project. This is because classroom research is not a set of mechanical steps to be blindly followed but rather a series of decisions guided by basic research principles. Knowing these principles will help you complete research projects more quickly and effectively and also help you create stronger research findings that are key to getting your research published. This paper describes ten essential principles of research, each one illustrated with examples from classroom research. 

備考(Remarks) Plenary Presentation 

2012  Scaffolding Students' Initial Self-Access Language Centre Experiences  共著  ISSN 2185-3762 
Studies in Self-Access Learning Journal  , 神田外国語大学  , 3/3  , 237-253  , 2012/09   

概要(Abstract) As the number of self-access language centres (SALCs) in Japanese universities continues to grow, so too does the challenge of successfully introducing them to first-year university students, whose initial experiences of self-access language learning may otherwise be confusing and even unsettling. One approach is to carefully scaffold students’ first SALC encounters by connecting them with their classroom learning experiences. This paper discusses one such approach developed at a private university in central Japan, which was based upon a two-stage ‘push-pull’ ‘materials-light, people-focused’ strategy. Teachers initially ‘pushed’ their students to visit the SALC by giving them speaking ‘homework’ to be done there. The SALC then also offered interesting interactive events designed to ‘pull’ learners to continue to come. These push-pull activities could be done with few or no materials, and emphasized interaction with people rather than materials. This two-stage, push-pull strategy served as a bridge between the language classroom and a SALC, helping learners make the first steps in their transition from being a ‘classroom English learner’ to becoming a ‘SALC English user’.  

備考(Remarks)  

2011  Teachers' Impact on Students' Extensive Reading Behavior  単著  ISSN 2165-4239 
Extensive Reading World Congress Proceedings  , Japan Association for Language Teaching  , 1  , 105-108  , 2012/02   

概要(Abstract) In our experience, students usually do extensive reading independently, and more often than not outside the classroom. Given that, do we teachers have an impact on our students’ understanding of extensive reading, and how they actually read? In this paper, we present two case studies to illustrate that in fact we do, and very profoundly. The implication is that we as teachers must carefully consider how we present extensive reading to students, and how we guide them through their initial extensive reading experiences. This is to help our students develop a deeper understanding of what extensive reading is, and why it is effective – and in doing so, motivate our students to read more. 

備考(Remarks)  

2009  Introduction  その他   
Qualitative Research in Applied Linguistics: A Practical Introduction  , Palgrave Macmillan  , 3-24  , 2009/07   

概要(Abstract) Provided an overview of qualitative research methods in applied linguistics 

備考(Remarks) Provided an overview of qualitative research methods in applied linguistics 

2008  Outside Class Extensive Listening: Spring Semester Student Reflections  共著   
Academia  , Nanzan University  , 83  , 255-271  , 2008/01   

概要(Abstract) Provided an explanation of the Pache research about extensive reading 

備考(Remarks)  

2007  Outside Class Extensive Listening: Spring Semester Student Reflections  共著   
Academia  , Nanzan University  , 83  , 255-271  , 2008/01   

概要(Abstract) Extensive listening is starting to be offered in English language programs in Japanese universities. However, there is still little published research exploring how students actually do extensive listening, and what they think about it. This paper attempts to fill that gap. Almost one hundred students in a Japanese university freshman English listening program took a 45-minute extensive listening class once a week for one 12-week semester. At the end of that semester, students completed a short open-response questionnaire. The paper concludes with an exploration of the implications for the extensive listening program. 

備考(Remarks) This study was conducted with the generous support of a Nanzan University Pache I-A grant. 

2007  Teacher-directed peer observations: "looking with" not "looking at"  単著   
Learning Learning  , JALT Learner Development SIG  , 14  , 31-39  , 2007/10   

概要(Abstract) In the last couple of issues of Learning Learning, Neil Cowie (2006) showed how beneficial professional communities are to teacher development, and Alison Stewart (2007) explored how teachers define effective teacher development communities. To continue this professional development thread, I’d like to introduce ‘teacher-directed reciprocal peer observations’, illustrating one way you could work with another teacher to improve your teaching practice in your own context as well as foster the growth of teacher development communities.

I have titled this process ‘teacher-directed reciprocal peer observations’ for three reasons. Firstly, working backwards, peer observation indicates the process (teachers observing each other in their classrooms as they teach), the participants in the process (teachers who are ‘peers’), and the purpose of the process (not for supervision or employment decisions but for professional growth). Secondly, this process is reciprocal because the two teachers visit each other’s classrooms; each is both a ‘teacher’ and ‘observer’. Thirdly, the process is teacher-directed because throughout the process, the observer focuses on what the teacher directs them to, not what the observer chooses to. I will refer to this process as ‘peer observations,’ and use ‘he’ to refer to the teacher role, ‘she’ to the observer role, and call them ‘peer observation partners’. 

備考(Remarks) This research grew out of a course I participated in at SIT with Jack Millet and Tessa Woodward. I have also presented on this topic at Kobe JALT and Nagoya JALT chapter meetings. It has also informed the way that I have done peer observations here at Nanzan Seto. 

2006  Peer Teaching for a Change: It's in Your Hands  共著   
More Autonomy You Ask  , JALT Learner Development SIG  , 97-110  , 2006/10   

概要(Abstract) In this paper, we will share our experience of the handing over and taking over of peer-teaching and consequent development of autonomy by our students via our insights and our students’ own written reflections. First we will situate the background to our experience of peer-teaching in narrative form. Then we will examine some of the key theoretical principles behind peer-teaching and its’ relationship to autonomy. Next we will share our approach to the process of setting-up and conducting peer-teaching lessons. Finally, we will explore the payback, or key insights, gained from this experience through our own and student’s perspectives in order to ascertain the extent to which students developed greater autonomy. 

備考(Remarks) Part of the activities of the JALT Learner Development SIG. 

2005  Making the First Connection: English Language Learning in the Faculty of Policy Studies  単著   
Academia  , Nanzan University  , 78  , 69-77  , 2005/06   

概要(Abstract) The Faculty of Policy Studies offers an intensive English program, reflecting the need for policy makers in all fields to be able to communicate with their peers in other countries. This paper explores the skills future policy makers need, then points out their links with three of the four Nanzan English Program At Seto (NEPAS) program-wide goals: content-focused teaching, communicative English, and independent learning. 

備考(Remarks)  

2004  Hey, listen to this! Extensive Listening in the Nanzan English Program At Seto  単著   
Academia  , Nanzan University  , 77  , 303-313  , 2005/01   

概要(Abstract) Explores how extensive listening fits into the NEPAS program, and is consistent with NEPAS program goals 

備考(Remarks) Pache I-A-2 grant 

詳細表示
その他研究業績
年度
Year
題名等
Titles
カテゴリ
Category
細目
Authorship
掲載雑誌名等 Publishing Magazine,発行所 Publisher,巻/号 Vol./no.,頁数 Page nos.,発行年月(日) Date
2011  Writing Successful Qualitative Research Proposals  presentation  単著 
Vientiane, Laos  , National University of Laos   

概要(Abstract)  

備考(Remarks) A presentation to graduate students of the Faculty of Letters at the National University of Laos, to help them write successful, focused qualitative research proposals. Particularly, I focused upon helping participants develop practical research topics. 

2011  Ready for Action (Research)! Where do I start?  presentation  単著 
Nagoya  , English Teachers Japan - Aichi (ETJ-Aichi)   

概要(Abstract)  

備考(Remarks) A workshop for teachers working in elementary schools, junior and senior high schools, language schools, and universities, to introduce the basic principles and practices of action and classroom research. 

2011  The Art and Craft of Action Research  presentation  単著 
Nagoya  , Nagoya University of Foreign Studies   

概要(Abstract)  

備考(Remarks) A workshop for junior and senior high school teachers working in Japanese schools who are doing or who are considering doing action research in their classrooms. 

2011  The Craft of Writing Research Questions  presentation  単著 
Vientiane, Laos  , National University of Laos   

概要(Abstract)  

備考(Remarks) A presentation to graduate students of the Faculty of Letters at the National University of Laos, to help them practical feasible research questions. 

2011  Qualitative Research in Education: Data Creation Methods  presentation  単著 
Izmir, Turkey  , Izmir University   

概要(Abstract)  

備考(Remarks) A one-day workshop for 500 Turkish education researchers, including faculty, graduate students, and invited researchers, to introduce the wide variety of ways to create data in qualitative research. 

2011  Qualitative Research in Education: Crafting Purposeful Research Designs  presentation  単著 
Izmir, Turkey  , Institute of Educational Sciences, Dokuz Eylul University   

概要(Abstract)  

備考(Remarks) A presentation to 500 Turkish researchers, providing an introduction and overview of qualitative research methods in education. 

2011  Qualitative Research in Education  presentation  単著 
Izmir, Turkey  , Turkish Air Force Language School   

概要(Abstract)  

備考(Remarks) A presentation and workshop for language teachers at the Turkish Air Force Language School in Izmir, Turkey, explaining how qualitative research methods can help language teachers understand their classrooms. 

2011  Research Design for Language Classroom Research  presentation  単著 
Vientiane, Laos  , National University of Laos   

概要(Abstract)  

備考(Remarks) A presentation to graduate students of the Faculty of Letters at the National University of Laos, to create appropriate research designs, matching their research questions with ways to create qualitative data. 

2010  Qualitative Research in Applied Linguistics  presentation  その他 
Penang, Malaysia  , Universiti Sains Malaysia   

概要(Abstract) Postgraduate Lecture Series to applied linguistics students at USM 

備考(Remarks)  

2010  Let's begin action research in your classroom!  presentation  単著 
Nagoya  , Nanzan University   

概要(Abstract)  

備考(Remarks) A MEXT presentation for relicensing junior and senior high school teachers. This was a one-day workshop to introduce teachers to action research, explaining the action research cycle, helping them focus on appropriate research topics, and illustrating different ways to create data in the language classroom. 

詳細表示
研究発表
年度
Year
題目又はセッション名
Title or Name of Session
細目
Authorship
発表年月(日)
Date
発表学会等名称 Name, etc. of the conference at which the presentation is to be given, 主催者名称 Organizer, 掲載雑誌名等 Publishing Magazine,発行所 Publisher,巻/号 Vol./no.,頁数 Page nos.
2017  Exchange students creating Japanese language social networks in international dormitories during short-term study abroad in Japan  共同  2017/04/23 
2017 Spring Workshop  , Anthropology of Japan in Japan   

概要(Abstract)  

備考(Remarks)  

2016  The Ten Steps of Research Design  単独  2017/01/28 
1月研究法研究会  , LEARN    

概要(Abstract)  

備考(Remarks)  

2016  Using Mixed Methods Approaches to Explore Learners’ Extensive Reading Experiences  単独  2016/10/01 
9th Annual Extensive Reading Seminar  , JALT Extensive Reading SIG   

概要(Abstract)  

備考(Remarks)  

2016  Short-term Study Abroad Experiences of Japanese University Students in Malaysia  共同  2016/09/10 
9月研究法研究会  , LEARN   

概要(Abstract)  

備考(Remarks)  

2016  Focus Groups  単独  2016/07/30 
夏集中研究法研究会  , LEARN   

概要(Abstract)  

備考(Remarks)  

2016  Mixed Methods Research Approaches in English SLA Research  単独  2016/07/20 
文学・語学系列第1回研究例会  , 南山学会   

概要(Abstract)  

備考(Remarks)  

2016  Interviewing strategies: Using simple fact questions  単独  2016/07/02 
July monthly meeting  , Language Education And Research Network (LEARN)   

概要(Abstract)  

備考(Remarks)  

2016  Regression  単独  2016/07/02 
July monthly statistics meeting  , Language Education And Research Network (LEARN)   

概要(Abstract)  

備考(Remarks)  

2016  Factorial ANOVA  共同  2016/05/14 
May monthly statistics meeting  , Language Education And Research Network (LEARN)   

概要(Abstract)  

備考(Remarks)  

2016  One-way ANOVA  単独  2016/04/02 
April monthly statistics meeting  , Language Education And Research Network (LEARN)   

概要(Abstract)  

備考(Remarks)  

詳細表示
研究助成
年度
Year
助成名称または科学研究費補助金研究種目名
Name of grant or research classification for scientific research funding
研究題目
Research Title
役割(代表/非代表)
Role
助成団体
Granting body
助成金額
Grant amount
2008  科学研究費補助金  ボランティア活動でのリーダーシップ経験を通した学習者能力と自信の育成に関する研究 
Co-researcher  日本学術振興会  810,000 

研究内容(Research Content)  

備考(Remarks) 近年、言語学習の分野において、「自主的学習」の重要性についての認識が高まってきている。自主的学習者が教師依存の学習者よりも優れた成果を上げることが数々の研究によって報告されている。しかし、「自主的学習」と「独学」とは同義ではない、という認識は重要である。自ら、自発的に決定した目標を持つ学習者により構成された「学習コミュニティ」は、学習者にとって最も望ましい環境であるといえる。申請者達が行ってきている「学習者の自主性」に関する研究(Heigham:科学研究補助金若手研究B H16-18)から、「自主的学習者コミュニティ」への参加者は、参加していない者と比較して、学習に対するモチベーション、学業成績、他者に対する関心と責任感において、より高い数値を示しているという知見を持つに至った。本研究は、後輩に対する学習指導や地域における英語教授のボランティア活動への参加によって、大学生がどのような影響を受け、どれほどの変化を経験するかを調査研究することで、「自主的学習者コミュニティ」への参加の意義について検証しようとするものである。 

2004  南山大学パッヘ研究奨励金I-A-2  How students should do out-of-class extensive listening and reading in the English language program 
main researcher  Nanzan University   

研究内容(Research Content) Research subsidy 

備考(Remarks) Helped introduce extensive listening into the Nanzan English Program At Seto; wrote one research article; gave two presentations 

2001  南山大学パッヘ研究奨励金I-A  Using the Narrative Mind 
  Nanzan University   

研究内容(Research Content) Research subsidy 

備考(Remarks) Published 2 Papers, edited 1 journal, gave 4 presentations. 

詳細表示
教育活動
年度
Year
タイトル
Title
内容等
Content
活動期間
Period of Activities
2012  action research for language teachers 

Meeting with junior and senior high school teachers and university instructors monthly to support their action research projects, organized through Nagoya University of Foreign Studies  

2012/04/01-2017/03/31 
2011  Language Education and Action Research Network (L.E.A.R.N.) 

The purpose of LEARN is to support teachers in the Tokai region to do language research in their own classrooms, principally using qualitative research methods. These workshops are designed to create a supportive environment for such teachers, and to help create a community of teacher-researchers, through a series of workshops and individual consultations. 

2011/04/01-2017/03/31 
詳細表示
著書・学術論文に関する統計情報
年度
Academic Year
学術研究著書の件数
No. of Academic Books
学会誌・国際会議議事録等に掲載された学術論文の件数
No. of Academic Articles in Journals/Int'l Conference Papers
学内的な紀要等に掲載された学術論文の件数
No. of Academic Articles Pub'd in University Bulletins
学会受賞等の受賞件数
No. of Academic Awards Received
国際学会でのゲストスピーカーの件数
No. of Times as Guest Speaker at Int'l Academic Conferences
国際学会での研究発表の件数
No. of Presentations of Papers at Int'l Academic Conferences
国内学会でのゲストスピーカーの件数
No. of Times as Guest Speaker at National Academic Conf.
国内学会での研究発表の件数
No. of Papers Presented at National Academic Conf.
2016 
2015 
2014 
2013 
2012 
2011 
2010 
2009 
2008 
2007 
詳細表示

2017/05/01 更新