Literary awareness in the foreign language classroom

Abstract

As a result of the widespread implementation of the communicative method in the early 80s, using literature in foreign language classes at school was generally shyed away from. However, in the last decade some secondary school teachers have once again fallen back on literature in the belief that it may be a very useful tool in improving their students' command of the foreign language. After explaining the rationale behind why the use of literary texts could prove beneficial, this paper proposes a practical example with a view to demonstrating its usefulness in improving the students' proficiency in the foreign language (English), while at the same time widening their knowledge of the foreign culture and making students aware of the literary effect aimed at by the author. Our main aim is to beef up not only their language awareness but also, and above all, their literary awareness.     

The impact of international programs on pedagogical practices of their participants: a Russian experience

International exchange and training programs play a significant role in the development of international cooperation between educators from different nations. More and more teachers and school administrators participate in exchange programs and implement new curricular and instructional practices in their institutions. The objectives of this interpretive exploratory case study were (a) to investigate the impact of international exchange and training programs on pedagogical practices of Russian school teachers and administrators and (b) to find out how participants of international programs apply, implement, and transfer their experiences and knowledge that they obtain during their programs. The data were collected through personal interviews, observations, and materials from several debriefing sessions in 2005. The study demonstrated that the participation in international programs significantly impacts educators’ pedagogical practices, expands the range of their instructional approaches, makes program alumni more culturally sensitive and perceptive, and influences their interpersonal relations in schools, their professional growth, and social status. This research can be of interest to perspective participants of international programs and practitioners who develop and organize international programs for educators.     

The Role of Community College First-Year Experience Programs in Promoting Transfer Among Latino Male Students

ABSTRACT

A qualitative case study approach was used to examine Latino male students and First-Year Experience (FYE) programs aimed at promoting student transfer. Two FYE programs at two community colleges in California were studied: Bridgetown Community College and Portlake Community College (pseudonyms). Study participants included four groups: Latino male FYE students, Latino male FYE alumni, FYE counselors, and FYE coordinators. Data collection strategies included semi-structured interviews, site observations, and document analysis. Analysis of data involved both deductive and inductive approaches, and resulted in identification of four findings critical to the success of FYE programs and their work with Latino males: (a) the need to support help-seeking behaviors, (b) the need to address the “long journey” to transfer, (c) the need to support students’ work burden and financial constraints, and (d) the need to incorporate approachable and culturally responsive practices. Overall, the study offers insights into how community colleges might strengthen transfer support for Latino males through FYE programs.     

Comparison of Interruption in Relatively Formal and Informal Talk Show Programs

Interruption, as a linguistic phenomenon, can be see everywhere. And talk show programs are common setting for in?terruptions. So in this thesis three questions are addressed as followed: What functi...     

福建省高校开展新兴体育项目现状调查研究

运用文献资料研究法、专家访谈法、问卷调查法和数理统计法等,对福建省高校开展新兴体育项目的现状进行调查和分析,结果表明：体育课程模式有所创新,有利于新兴体育项目的开展;新兴体育项目在教学时数等的安排上无法满足学生需要;新兴体育项目深得体育教师认可,深受学生欢迎,并对塑造学生良好品格有明显帮助;福建高校广泛开展新兴体育项目受到安全、经费、场地、师资等多种因素制约.     

运动疗法在脑卒中康复方案中的应用研究

通过对于脑卒中的康复方案和运动疗法的研究,论述科学的治疗方案对于脑卒中康复的重要性,并根据不同患者的特点找出合理的运动康复方案。选取2012年5月至2013年5月我院收治脑卒中患者56例,随机分为观察组与对照组,每组各28例,其中观察组采用运动疗法进行康复治疗,对照组则进行常规康复治疗。实验后即对两组的运动功能及日常生活能力指数进行评定分析。结果发现,56例患者经治疗后情况均有好转,对照组经常规治疗后运动功能评分与日常生活能力指数较治疗前有所提高（P〈0．05）;观察组的运动功能评分与日常生活能力指数较治疗前则显著提高（P〈0．01）。两组间比较,观察组的评分提高较对照组明显,差异有统计学意义（P〈0．05）。因此,应用运动疗法在脑卒中患者康复治疗中能明显提高患者的生活质量与运动能力,较常规疗法具有较强优势。     

Preservice teachers perspectives and experiences teaching personal and social responsibility

ABSTRACT

Background: Pedagogical models have become an established component of physical education over the past several decades. One such model, the Teaching Personal and Social Responsibility model, has gained momentum in practice and research, though little is known regarding its use in preservice teacher training. The model follows a flexible format focused on teaching life skills (e.g. leadership) that can be applied in all lived ecologies. Occupational socialization theory provides insight into the pretraining and teacher education experiences of preservice teachers that shape their understanding and practice of physical education and associated pedagogical models.

Aims: The purpose of this study was to understand the influence of a sequence of methods courses and early field experiences on U.S. preservice teachers’ understanding and implementation of the teaching personal and social responsibility model with youth from a community affected by poverty.

Method: This study took on a phenomenological and social constructivist approach. Ten preservice teachers (9 males, 1 female) took part in the study. The participants were an average age of 22.10 years old (SD?=?4.38) and seven identified as White and three as Black. Each participant was enrolled in methods and early field experience coursework that provided scaffolded training in primary education in a community affected by poverty. Preservice teachers team-taught groups of 10–15 children twice a week along with one day committed to on-campus reflection. Data collection included autobiographical essays, critical incident reports, reflective journals, non-participatory observations and field notes, and semi-structured interviews. Data were analyzed deductively through the lens of occupational socialization theory, and inductively as theory divergent trends were sought. Open and axial coding was completed with member checking throughout, resulting in a final set of themes and subthemes.

Findings: The preservice teachers initially struggled to connect with their students due to conflicting backgrounds, but the teaching personal and social responsibility model guided the relationship-building process. As the model was continuously utilized, more empathy and care were shown towards the children. Preservice teachers felt there was a lack of progression in positive behaviors but were able to empower youth and felt that the model was culturally relevant. Overtime, the students began to appreciate the affective domain despite the challenge of working in a community affected by poverty through frustration towards the larger system limiting any potential progress was present.

Conclusions: Subjective theories transitioned to include relationship building and life skills learning, likely because of the extended field experience and faculty support. The preservice teachers desire to connect with and teach the students well displays the connection between models-based practice and positive relationships. Preservice teachers’ knowledge of their students was limited as it was based on secondhand knowledge of youth, teacher educators, and school staff. Evidence indicates some cultural responsiveness development though there were also elements of a deficit model due to white privilege and class differences. Further work explicitly integrating a culturally relevant approach and social justice in teacher education programming should occur.     

Profile and Motivations of Registered Whole-Body Donors in Turkey: Istanbul University Experience

Little is known regarding the profiles of whole body donors in Muslim majority countries where donation is scarce. Therefore, this study aims to profile registered donors in Turkey by means of a survey. The explored data could be used to improve ongoing campaign efforts and ethical practices such as commemoration services. Registered donors of the donation programs at the two faculties of medicine of Istanbul University were compared with the national population and a cluster analysis was performed to reveal any concealed sub-groups. Data from 188 respondents were analyzed. The majority of registered donors were married (42%), male (65.4%), aged over 50 years (76%), held a tertiary education degree (49.7%), and were irreligious (58.5%). Cluster analysis revealed two groups with significantly different educational levels, marital statuses, and religious choices. Regarding whether their bodies could be used for education or research, the majority (64.5%) of the respondents left the decision to the anatomy department. Similarly, 73.8% approved indefinite use of their organs, body parts and/or skeletons. The respondents were also willing to share their medical history (94.2%) and personal information (81.6%) if needed. Motivational themes for body donation including usefulness, impermanence, religion, awareness, and kinship were devised after a thematic analysis. Among the respondents, 56.5% were registered organ donors and 63.3% were frequent blood donors. The results of this study provide data that may help revising informed consent forms, developing and implementing thanksgiving ceremonies, and selecting additional targets for supporting body donation campaign activities such as organ and blood donation units.     

我国高等体育院校艺术类专业健美操人才培养的研究

通过对高校体育教务部门、用人单位领导、毕业生等25位人员深度半结构式访谈,运用扎根理论,对访谈内容进行质性分析,对体育院校健美操人才培养目标、培养要求、课程设置以及人才培养方案的制定提出建议。为各体育院校艺术类专业制定专门的健美操人才培养方案提供参考。     

电视节目分级——美国特色的低俗内容监管

自上世纪90年代以来,美国政府制定了一系列监管低俗电视节目内容的法规,其中1996年出台的美国电视分级制影响最大,争议最多,也最具美国特色。本文主要探讨了美国电视分级制的出台过程、特点、实施效果和评价。