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Due to the short time the updated National School Lunch Program standards have been in place since fall of 2012, few research studies have explored what effect these new standards have had on fruit and vegetable (F/V) consumption, particularly among elementary school students. Because the new standards require schools to offer students more F/V than before, researchers are interested to know if F/V consumption has indeed increased. The participants in the study were enrolled in a program to motivate students to eat more F/V – the Food Dudes program. The results of the data analysis found that most students, regardless of grade, were eating less F/V initially after the new standards were in place. However, the group of students receiving prizes from the Food Dudes program actually ate more F/V over time instead of less. Also, F/V consumption for the first spring under the new standards did not decrease as much as it had during the spring under the old standards. These results indicate that, despite initial declines in F/V consumption, students could be adjusting to the updated standards. Also, students who have participated in the incentives group of the Food Dudes program did not show a drop in F/V consumption, even during the first semester the new standards were in place. Future studies should look at the current F/V intake of students under the updated guidelines now that they have been in place for several school years, as well as at additional intervention programs to increase F/V consumption among this population.

Učební styl žáka a jeho role v procesu osvojování slovní zásoby v cizím jazyce u žáků mladšího školního věku Kateřina Smolíková ABSTRACT The thesis deals with learning styles and their role in the process of vocabulary acquisition. The theoretical part characterizes the basic concepts associated with learning styles, their typology and the history of their research, their diagnostics and pedagogical application. Furthermore, some previous research concerning the effectiveness of respecting the student's learning styles in teaching is mapped here. The practical part describes a research survey, which aims to identify students' learning styles and compare the level of acquired vocabulary depending on the way in which the new vocabulary was presented to students. The comparison of the level of acquired vocabulary took place in three groups, whose learning style preferences differed from each other. It was a visual-verbal and kinesthetic-aural group and a group of students without a preference for learning style. At the same time, the practical part also analyzes the percentage composition of the preferences of learning styles of individual respondents and compares their results with their preferences. KEYWORDS learning style, VARK questionnaire, younger school age, vocabulary acquisition, foreign language

Art has been used for centuries as a healing tool for adults and children; however, the use of art therapy in schools is a recent development. Art therapy, encompassing art, psychology, and therapy, is by nature interdisciplinary. Art experiences provided to students at risk of failing or dropping out of school may offer non-verbal communication that can be used effectively to satisfy a variety of developmental, social, or emotional needs. The purpose of this qualitative study was to develop a curriculum-based art experiences model, combining the skills of art teachers and school counselors. Data were collected through a focus group consisting of seven art teachers and five school counselors representing the eight elementary schools in Johnson City, Tennessee. These elementary school specialists agreed that at-risk students could benefit from the use of art experiences that were suggested in the study. Four major issues were discussed regarding the mechanics of the proposed alliances of art teachers and school counselors: (a) identification of at-risk students, (b) the opportunity for collaborative time, (c) pulling at-risk students out of self-contained classrooms for art experiences, and (d) the additional space needed for consistency of the art experiences. Some suggested strategies for specific issues in the focus group were as follows: (a) to establish a clear method for identifying at-risk students, (b) to manage time schedules to allow opportunities for collaboration, (c) to organize in-service opportunities for the self-contained classroom teachers, and (d) to seek out in each participating school an appropriate area for use by the art teacher and school counselor. The results of this study suggested that collaboration of two elementary school specialists, an art teacher, and a school counselor in each school, could provide therapeutic art experiences for children identified as being at risk. Consequently, I have concluded that my proposed curriculum-based model could be adopted by almost any elementary school that has an art teacher and a school counselor without requiring any additional personnel.

published_or_final_version / Education / Master / Master of Education

本研究旨在瞭解台南市國小高年級學童英語補習現況與英語補習經驗及其英語學習態度。以台南市公立國小高年級學童為研究對象，進行叢集抽樣，抽取15所學校，30個班級為樣本，以研究者自行編製的「台南市國小高年級學童英語學習態度問卷」為研究工具，採問卷調查法取得443份有效問卷，將所得資料以描述統計、t檢定、單因子變異數分析等統計方法進行分析。獲致本研究結果如下： 一、 台南市國小高年級有七成學童參加英語補習，補習年數以3-4年者最多； 每週補習英語的時數，以4小時以下者最多；學童參加英語補習最主要的動機，以升學與課業需求者最多。 二、 台南市國小高年級學童在一般英語學習態度、學校英語課程學習態度、英語補習課程學習態度為普通偏中上。 三、不同性別之學童在英語學習態度上部分有顯著差異，女學童優於男學童。 四、不同主要照顧者之家長教育程度之學童在英語學習態度的三層面均未有顯著差異。 五、不同英語補習年數之學童，僅在對學校英語課程的看法有顯著差異，補習年數1-2 年者優於3-4年及7年以上者。 六、每週英語補習時數不同之學童在一般英語學習態度有顯著差異；學校英語課程的學 習態度則未有顯著差異；英語補習課程學習態度部分有顯著差異，每週英語補習時 數5小時以上者優於於4小時以下者。 七、不同英語補習動機之學童在一般英語學習態度、英語補習課程的學習態度有 顯著差異，學校英語課程的學習態度部分有顯著差異，英語補習動機為自己 興趣者優於於其他英語補習動機。 / This study aims to understand English cram status quo. cram school learning experience and English learning attitude of the fifth and sixth graders in Tainan City. Totally 443 participants are selected from the fifth and sixth graders in Tainan City. The data are analyzed through descriptive statistics, t-test and one way ANOVA. The major research findings are as follows: 1.Seventy percent of elementary high graders in Tainan City go to English cram schools, and most of them go there at least three to four years. Besides, most of them take English lessons everyweek under four hours. The main motivation is to enter a higher school and have better academic performance. 2. High graders students’ English learning attitude are above the average. 3. Different high graders genders have partly different attitude. Female students are better than male ones. 4. High graders with different primary caregivers of education have no significant difference on three levels. 5. High graders with different attending cram school years have significant difference partly. One to two English learning years are better than those with three to four years and more than seven years. 6. High graders with different English learning hours every week on general English learning attitude have significant differences.Students who learn English in cram school for more than five hours are better than students who learn English in cram school for less than four hours. 7. Significant difference of different motivations were found among general English learning attitude and English courses of going to cram schools. High graders with different motivation on the English courses have significant differences partly. Students who are interested in going to cram school get better grades than the other motivations. / 摘要 i Abstract ii 致 謝 iii 目 次 iv 表 次 vi 圖 次 vii 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與研究問題 5 第三節 名詞釋義 5 第四節 研究範圍與限制 6 第二章 文獻探討 9 第一節 國小英語教學與英語補習的現況 9 第二節 英語學習態度 22 第三節 英語補習經驗與英語學習態度 27 第四節 英語學習態度的相關研究 37 第三章 研究方法 45 第一節 研究架構 45 第三節 研究工具 47 第四節 研究步驟 57 第五節 資料處理與分析 58 第四章 研究結果與討論 61 第一節 受試學童基本資料、參加英語補習經驗與英語學習態度之分析 61 第二節 不同背景變項的學童在英語學習態度的差異分析 65 第三節 不同英語補習經驗之學童的英語學習態度之差異分析 69 第四節 綜合討論 78 第五章 結論與建議 83 第一節 結論 83 第二節 建議 84 參考文獻 86 附錄一 96 附錄二 100

The purpose of this study was to determine whether or not the introduction of a regular librarian-centered reading guidance program as an integral part of the entire school program would improve the reading attitudes and habits of elementary school students and increase the reading achievement scores on a standardized test of elementary school students. In addition, the reading attitudes of students were compared with reading achievement scores to assess any relationship between the two.

Tyrimo objektas: pradinių klasių mokinių nugaros skausmo bei liemens raumenų statinės ištvermės sąsajos su kuprinės nešiojimu. Tyrimo tikslas: nustatyti sąsajas tarp pradinių klasių mokinių kuprinių svorio, nugaros skausmo ir liemens raumenų statinės ištvermės. Tyrimo uždaviniai: 1. Nustatyti santykį tarp vaikų kūno svorio bei nešiojamos kuprinės svorio. 2. Išsiaiškinti mokinių nugaros skausmo paplitimą nešant kuprinę. 3. Įvertinti mokinių liemens raumenų statinę ištvermę. 4. Nustatyti sąsajas tarp tirtų rodiklių. Hipotezė: vaikų, kurie nešioja lengvesnes kaip 10,0 proc. kūno svorio sudarančias kuprines, pilvo ir nugaros raumenų statinė ištvermė bus didesnė nei vaikų, kurie nešioja daugiau kaip 15,0 proc. kūno svorio sudarančias kuprines. Rezultatai ir išvados: 1. Didžioji dalis tiriamųjų nešioja rekomenduojamo svorio kuprines, o mergaitės nešioja sunkesnes kuprines nei berniukai. 2. Nešiojant kuprinę nugaros skausmą dažniau patiria mergaitės nei berniukai. 3. Pradinių klasių berniukų liemens raumenų statinė ištvermė yra geresnė nei mergaičių. 4. Vaikams, nešiojantiems rekomenduojamo svorio kuprines, pilvo ir nugaros raumenų statinė ištvermė didesnė bei nugaros skausmo atvejų mažiau nei vaikams su per sunkiomis kuprinėmis. / The object of research: primary school children`s back pain and static endurance of trunk muscles and its relationships with backpacks. The aim of the study: to define relationships between the primary school backpack weight, back pain and trunk muscle endurance. Objectives of the study: 1. To define the relationships between children`s weight and backpack weight. 2. To ascertain the prevalence of back pain by carrying backpack in children. 3. To evaluate static trunk muscle endurance in children. 4. To establish relationships between the evaluated parameters. Hypothesis: Endurance of abdominal and back muscles should be greater in children who carry backpacks lighter than 10 percent of body weight, to compare to those who carry backpacks heavier than 15 percent of body weight. Results and conclusions: 1. Most of the subjects is wearing the recommended weight of backpacks and the girls wear heavier backpacks than boys. 2. Wearing a backpack back pain often experienced girls, not boys. 3. Primary school boys trunk muscle endurance is better than girls. 4. Kids, that wears backpacks of recommended weight, abdominal and back muscles and greater static endurance of back pain cases less than in children with a heavy backpacks.

Made available in DSpace on 2016-06-02T20:30:54Z (GMT). No. of bitstreams: 1 4767.pdf: 2897312 bytes, checksum: 90bb4e18d1a2983784bf8df4c4c7b625 (MD5) Previous issue date: 2012-12-14 / Universidade Federal de Minas Gerais / Research has shown that some properties of the additive problem may cause difficulties to solve it. The most important are: the problems presentation form, the semantic structure and the position of the unknown. Two experiments were conducted with some methodological differences, but both with the aim of investigating if the formation of an equivalence class between different problems presentation forms could reduce difficulties in solving problems. Eight students from the 2nd to the 5th year of elementary school with difficulties in solving problems of the pretest analysis participated in Experiment 1. It was applied a procedure for teaching conditional discriminations between different forms of presentation of addition problems (numeralproblem, word-problem, collection-problem and balance-problem), followed by Posttest 1. There was an increase in the percentage of accuracy for all types of problems, but five participants had difficulties with the balance-problems. It was also assessed if an additional procedure for teaching algorithmic for problem solving additives with unknowns at positions a and b could produce even greater increase in the percentage of correct answers. There were two sessions for teaching the addition algorithm, followed by post-test 2, and two sessions for teaching subtraction algorithm, succeeded by Posttest 3 and generalization test. Four participants showed an increase in the percentage of correct responses at post-test 2 and six at Post-test 3. This result, although positive, suggests that procedural changes are necessary so that all may be benefited by learning algorithms. Participants achieved 100% correct responses at generalization test. In Experiment 2, three forms of presentation (numeral-problem, word-problem and balance-problem) were used. The goal was to produce the formation of two sets of equivalence classes, one of addition and one of subtraction, and evaluate its effect on problem solving performances. In order to reduce difficulties with balance, two sessions were designed to teach participants about their operation. Eight students in the 2nd to 5th year that presented difficulties in the pre-test problem solving participated. After the formation of classes, it was found in Post-test 1 that all participants increased the percentage of correct answers. It was then assessed whether a practice in solving balance-problems could further improve this performance, which was confirmed. In Generalization Test 1, all participants reached percentages above 75% accuracy. We evaluated whether it would be possible to improve the teaching of algorithms phase of Experiment 1. We performed a single session for teaching together addition and subtraction algorithms, which was followed by post-test 3, in which there was an increase in the percentage of correct responses. Then the generalization test was reapplied, in which all achieved 100% accuracy. In Experiment 2, at each post-test, there was improvement in performance. It was demonstrated that the teaching procedures adopted are important to reduce learning difficulties in problem solving. / Pesquisas demonstraram que algumas propriedades do problema aditivo podem gerar dificuldades para solucioná-lo, como: a forma de apresentação do problema, a estrutura semântica e a posição da incógnita. Foram realizados dois experimentos com algumas diferenças metodológicas, porém ambos com o objetivo de investigar se a formação de uma classe de equivalência entre diferentes formas de apresentação de problemas pode reduzir dificuldades na resolução de problemas. Participaram do Experimento 1 oito estudantes do 2° ao 5° ano do Ensino Fundamental com dificuldades, verificadas no pré-teste, na resolução de problemas. Aplicou-se procedimento para ensino de discriminações condicionais entre diferentes formas de apresentação de problemas de adição (operação com algarismo, problema escrito, coleção e balança), seguido pelo Pós-teste 1. Houve aumento na porcentagem de acertos em todos os tipos de problemas, porém cinco participantes tiveram dificuldades com os problemas na forma de balança. Foi avaliado em seguida se um procedimento adicional de ensino de algoritmo para resolução de problemas aditivos com incógnitas nas posições a e b poderia produzir aumento ainda maior na porcentagem de acertos dos participantes. Foram realizadas duas sessões para ensino do algoritmo de adição, seguida pelo Pós-teste 2, e duas sessões para o ensino do algoritmo de subtração, sucedida pelo Pós-teste 3 e teste de generalização. Quatro participantes apresentaram aumento da porcentagem de acertos no Pós-teste 2 e seis no Pós-teste 3. Esse resultado, embora positivo, sugere que mudanças de procedimento são necessárias de modo que todos possam ser beneficiados pelo ensino de algoritmos. Os participantes acertaram todos os problemas do teste de generalização. No Experimento 2, foram utilizadas três formas de apresentação (algarismos, escrito e balança). O objetivo foi produzir a formação de dois conjuntos de classes de equivalência, uma de adição e outra de subtração, e avaliar o seu efeito sobre o desempenho na solução de problemas. Com o intuito de reduzir dificuldades com a balança, foram planejadas duas sessões para ensinar os participantes sobre o seu funcionamento. Participaram oito estudantes do 2º ao 5º ano que apresentaram dificuldades no pré-teste na solução de problemas. Após a formação das classes, verificou-se no Pós-teste 1 que todos os participantes aumentaram a porcentagem de acertos. Foi avaliado então se um treino de resolução de problemas sob a forma de balança poderia melhorar ainda mais esse desempenho, o que foi confirmado. No Teste de Generalização 1, todos os participantes alcançaram porcentagens de acerto acima de 75%. Foi avaliado também se seria possível aprimorar a fase de ensino de algoritmos do Experimento 1. Realizou-se uma única sessão para ensino conjunto dos algoritmos de adição e subtração, que foi seguida pelo Pós-teste 3, no qual verificou-se aumento na porcentagem de acertos. Em seguida foi reaplicado o teste de generalização, no qual todos alcançaram 100% de acerto. No Experimento 2, a cada pós-teste, observou-se melhora de desempenho. Foi demonstrado que os procedimentos de ensino adotados constituem aprendizagens importantes para reduzir dificuldades na resolução de problemas.

Art educators and classroom teachers in the elementary schools are confronted with the challenge of helping children look critically at works of art and develop written and/or verbal skills to communicate their findings. It was the purpose of this study to determine the effectiveness of the conceptual learning technique of semantic webbing in teaching art criticism in the elementary classroom. The author revealed a significant difference of opinions between two sample groups and similarities between the variables of frequency of use, and familiarity of the webbing technique and its effectiveness in the classroom. The sample groups consist of elementary classroom teachers and art specialists who work with kindergarten and first grade children.