Background: The well-rounded development of the child, including physical, cognitive, emotional, and social health, may be the most efficient route to well-being and academic success. The primary goal was to investiga...Background: The well-rounded development of the child, including physical, cognitive, emotional, and social health, may be the most efficient route to well-being and academic success. The primary goal was to investigate the feasibility of implementing a 12-week structured program of physical activity(PA) incorporating cognitive, social, and emotional elements in preschool. Additionally, this study, using a within-subject design,examined the acute effects of a PA session on classroom engagement and changes on perceived competence and peer acceptance from the first to the last week of the program.Methods: Twenty-seven preschoolers(mean age = 4.2 years) completed the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children before and after a twice-weekly PA program. Unobtrusive classroom observations were conducted for verbal, social, and affective engagement during the first and last week of the program, both following a structured PA session(experimental day) and on a day without PA(control day). Treatment fidelity was monitored to ensure that the intervention was delivered as designed.Results: The children exhibited longer periods of verbal and social engagement during classroom periods that followed PA sessions than on non-PA days. Children also expressed more positive affect following PA sessions during the last week of the PA program. Despite high baseline scores,perceptions of general competence increased meaningfully(η2= 0.15, p = 0.05), driven by increase in perceptions of cognitive competence(η2= 0.15,p = 0.06).Conclusion: This study demonstrates the feasibility of providing structured PA program to preschoolers. Moreover, these initial findings suggest that purposely designed, structured PA may help advance the social–emotional engagement and perceived competence of preschool children.展开更多
The aim of the paper is to present various aspects of the phenomenon of stereotyping in the context of FL （foreign language） learning and teaching and to discuss practical solutions to be used in a FL classroom to t...The aim of the paper is to present various aspects of the phenomenon of stereotyping in the context of FL （foreign language） learning and teaching and to discuss practical solutions to be used in a FL classroom to teach the worm about the worm by questioning the stereotypes learners have of other nations and languages. This paper is an attempt to present some ideas of FL teachers＇ role in developing students＇ socio-cultural competence with the aim of raising their cross-cultural awareness and questioning the stereotypes students bring into a FL classroom. The methodology used was an analysis of fragment of tape scripts from listening comprehension activities from a course book preparing Polish secondary students for the school leaving exam. The topics discussed concern opinions about attitudes towards and judgments of various cultural aspects, be it drinking tea or discussing the weather, impressions people have about other nations, or languages people speak.展开更多
While the research agenda of classroom interaction has long been well established internationally, scholars in China have paid little empirical attention to these developments until recently. Furthermore, among the bo...While the research agenda of classroom interaction has long been well established internationally, scholars in China have paid little empirical attention to these developments until recently. Furthermore, among the body of work on the local classroom discourse, very few studies have focused on the secondary sectors. From the perspective of the sociocultural theory （SCT）, this article examines the classroom discourse of Chinese middle school English language teaching （ELT） by investigating teacher-student interaction. The transcribed classroom discourse of 8 teachers＇ reading lessons is qualitatively coded and quantitatively measured. The study draws on a descriptive system focusing on the teacher-led three-part initiation-response-feedback （IRF） structure. The research findings reveal that quite similar discourse patterns are found in the lessons sampled, with the initiation-response-evaluation （IRE） sequence dominating the EFL （English as a Foreign Language） classroom interaction investigated. Theoretically, the paper aims to place the SCT perspectives in the foreground. Pedagogically, it attempts to raise teacher-practitioners＇ levels of awareness of the use of teacher talk in EFL classroom interaction.展开更多
基金supported by a Team Science Seed grant from the College of Human Sciences, Iowa State University
文摘Background: The well-rounded development of the child, including physical, cognitive, emotional, and social health, may be the most efficient route to well-being and academic success. The primary goal was to investigate the feasibility of implementing a 12-week structured program of physical activity(PA) incorporating cognitive, social, and emotional elements in preschool. Additionally, this study, using a within-subject design,examined the acute effects of a PA session on classroom engagement and changes on perceived competence and peer acceptance from the first to the last week of the program.Methods: Twenty-seven preschoolers(mean age = 4.2 years) completed the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children before and after a twice-weekly PA program. Unobtrusive classroom observations were conducted for verbal, social, and affective engagement during the first and last week of the program, both following a structured PA session(experimental day) and on a day without PA(control day). Treatment fidelity was monitored to ensure that the intervention was delivered as designed.Results: The children exhibited longer periods of verbal and social engagement during classroom periods that followed PA sessions than on non-PA days. Children also expressed more positive affect following PA sessions during the last week of the PA program. Despite high baseline scores,perceptions of general competence increased meaningfully(η2= 0.15, p = 0.05), driven by increase in perceptions of cognitive competence(η2= 0.15,p = 0.06).Conclusion: This study demonstrates the feasibility of providing structured PA program to preschoolers. Moreover, these initial findings suggest that purposely designed, structured PA may help advance the social–emotional engagement and perceived competence of preschool children.
文摘The aim of the paper is to present various aspects of the phenomenon of stereotyping in the context of FL （foreign language） learning and teaching and to discuss practical solutions to be used in a FL classroom to teach the worm about the worm by questioning the stereotypes learners have of other nations and languages. This paper is an attempt to present some ideas of FL teachers＇ role in developing students＇ socio-cultural competence with the aim of raising their cross-cultural awareness and questioning the stereotypes students bring into a FL classroom. The methodology used was an analysis of fragment of tape scripts from listening comprehension activities from a course book preparing Polish secondary students for the school leaving exam. The topics discussed concern opinions about attitudes towards and judgments of various cultural aspects, be it drinking tea or discussing the weather, impressions people have about other nations, or languages people speak.
文摘While the research agenda of classroom interaction has long been well established internationally, scholars in China have paid little empirical attention to these developments until recently. Furthermore, among the body of work on the local classroom discourse, very few studies have focused on the secondary sectors. From the perspective of the sociocultural theory （SCT）, this article examines the classroom discourse of Chinese middle school English language teaching （ELT） by investigating teacher-student interaction. The transcribed classroom discourse of 8 teachers＇ reading lessons is qualitatively coded and quantitatively measured. The study draws on a descriptive system focusing on the teacher-led three-part initiation-response-feedback （IRF） structure. The research findings reveal that quite similar discourse patterns are found in the lessons sampled, with the initiation-response-evaluation （IRE） sequence dominating the EFL （English as a Foreign Language） classroom interaction investigated. Theoretically, the paper aims to place the SCT perspectives in the foreground. Pedagogically, it attempts to raise teacher-practitioners＇ levels of awareness of the use of teacher talk in EFL classroom interaction.
