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1
Schweizer, Maurya Lynn. "The Effect of Content, Style, and Color of Picture Prompts on Narrative Writing: An Analysis of Fifth and Eighth Grade Students' Writing." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26243.
Full textAbstract:
Current assessment practices for writing are moving away from the traditional objective test and towards performance-based assessment. The use of picture prompts to elicit writing samples is a common practice but it adds a level of complexity to the writing process. Writing tasks which use pictures to elicit writing samples require the writer to interpret the picture, create meaning from the picture, and then transfer the visual information into a verbal mode of expression.
The purpose of this study is to examine the characteristics of style and color of picture prompts while holding content constant. Four independent variables were investigated: style, (photograph, drawing), color (color, black and white), content (delivery man with a box, cliff rescue), and grade-level (fifth, eighth). Ratings of the students' stories served as the dependent variable. Each story was scored by two raters on three dimensions: narrative, descriptive, and events. These scores were added together to obtain a total score. The overall design was a four factor repeated measures ANOVA with grade level, style, and color as between subject factors and content as a within subject factor. A total of six ANOVAs were conducted, one each for the total score, narrative component, descriptive component, events component, prior events item, and after events item.
Results of the ANOVA for total scores indicate that the main effect for content was significant, as was the content by style interaction. The main effects for color and style were not significant, nor did these factors yield significant interactions. Similar results were obtained in the analysis of the narrative and descriptive components. The main effect of content was not significant on the event component due to reversal of mean scores on the two items comprising this component. When ANOVAs were conducted on the two items comprising this component, the main effect for content was significant for both items. Also of interest is that the main effect for grade level was significant for the total scores, descriptive component, events component, and prior events, but was not significant for the narrative component or after events item.Ph. D.
2
Barnett, Monique. "A Comparison of Simple Versus Elaborative Prompts on Acquisition of Picture Associations." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2354.
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Memory, or the ability to recall previously learned information, has been evaluated among different populations. Some previous research has utilized different forms of verbal prompts to assist participants in recalling associations. These verbal prompts can be categorized as simple or elaborative. Although previous research has indicated that both forms of verbal prompts are effective in teaching individuals to relate stimulus pairs, there is currently no research that compares these prompting methods. Therefore, the current study sought to compare simple and elaborative prompts for teaching a picture-association task with four typically developing preschool children. Data suggest that elaborative prompts were more effective in teaching associations across all participants and resulted in similar levels of maintenance at 1-week and 1-month probes. Keywords. associative learning, memory, verbal prompts
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Sherrow, Lauren A. "Using Commercially Available Picture Activity Schedules and System of Least Prompts to Teach Lego Assembly." UKnowledge, 2015. http://uknowledge.uky.edu/edsrc_etds/18.
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This study investigated effects of commercially available picture activity schedules (PAS) and system of least prompts (SLP) to teach recreation skills to four high school students with Autism Spectrum Disorders and intellectual disabilities using Lego sets. Results were evaluated through a multiple probe across participants design and indicate that a combination of PAS and SLP was effective for teaching the students to build Lego sets. All students improved their ability to build and were able to generalize the skill to novel sets after the completion of intervention. Limitations and implications for future practioners are discussed.
4
Abdullah, Teo Siti Noor Naasirah Syahiirah. "Young people's relation to academic study : a theoretical and empirical study of sixth form students to inform student-centred teaching in Brunei Darussalam." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687340.
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Whilst there are numerous studies on young people’s engagement in academic study, the internal relationship between young people and academic study is still unclear. This thesis seeks to explain the relation of young people to their academic study, in the context of Brunei Darussalam, through analysing young people’s motive hierarchy. The research is based on the understanding that young people are faced with multiple contradicting demands from the society, which evolve with their developmental age. The contradicting demands generate conflicts for young people as they participate across the different institutional practices in their everyday lives. The research entailed a semi-participatory research approach, which emphasised young people’s lived experiences, from a first-person perspective. Eight (8) young people aged 16-18 years who are studying for their GCE A Level examinations, played roles as both trained Student Researchers, as well as participants in this research. Data were collected from focus group discussions, annotated photo albums (MyAlbum) and a ‘participant self-generated’ questionnaire (MyQuestionnaire). The focus of the data collection was on the young people’s experiences of conflicts with respect to their academic study and the different agendas in their everyday lives. Intermediary tools were developed to focus the data analysis to identify motive-orientations and their relative importance in the construct of the motive hierarchy of a young person. An initial general model of motive hierarchy was developed from this study too. It is a societal demand for young people in late adolescence to be vocational and career oriented. However this study shows the eight (8) young people are also oriented towards other objects, apart from being future oriented. They can still have a dominant motive-orientation towards intimate personal relations, which usually prevails for early adolescence. Two other motive-orientations have also emerged from this study, i.e. the societal value system and self-comfort related. These different motive-orientations of the young people contradict the societal demands and create conflicts for the young people as they participate in and across the practices. These findings are important in informing intervention programmes to improve young people’s engagement in academic study.
5
Chien, Chia-yi, and 簡加怡. "The Effect of Different Types of Picture Prompts on Writing Performance." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/wm64jb.
Full textAbstract:
碩士國立臺灣師範大學
英語學系在職進修碩士班
96
The use of picture prompts to elicit English writing samples is a common practice in Taiwan. In this type of writing assessment, examinees are required to compose paragraphs by looking at and understanding a picture sequence, interpreting the picture sequence, and then transferring the visual information into the verbal mode of expression. The purpose of this study is to classify three-frame picture prompts and to examine the effect of different types of three-frame picture prompts on writing performance. Based on Sinatra’s text organization pattern (2000), story grammar (Mandler & Johnson, 1977; Rumelhart, 1975; Stein & Glenn, 1979) and studies on readers’ expectancy of the consequence as classification criteria, three-frame picture prompts fall into five different types: the time-based type, the steps-in-a-process type, the topic-development type, the cause-and-effect type with an expected consequence, and the cause-and-effect type with an unexpected consequence. With the validation of the classification and the exclusion of the potential interference of the factor of word frequency, each writing sample for different picture prompts is scored using three different measures: the length of writing products, lexical density (the type-token ratio), and the mean length of T-units. These measures respectively assess fluency, vocabulary diversity, and linguistic complexity of sentences. The collected data are analyzed with one-way ANOVA and ANCOVA. In terms of the length of writing products, the cause-and-effect type with an expected consequence elicits the longest writing products and the cause-and-effect type with an unexpected consequence elicits the second longest. These two cause-effect picture prompts meet nearly all the criteria proposed by Hooper et al. (1994, p. 388) except that they are line drawings rather than photographs. As for the type-token ratio, the topic-development type and the time-based type elicit samples with higher type-token ratios. In these two types of picture prompts which lack coherence and dynamics, subjects are less confined to the static content of the pictures, thus employing a more diversified vocabulary. As to the mean length of T-units, there is no significant difference among the five types of three-frame picture prompts. There is no significant difference in the effect on syntactic complexity.
6
Kuo, Wei-ling, and 郭韋伶. "The Effects of Picture Prompts, English Proficiency, and Writing Anxiety on Writing Performance." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/16869931958161704239.
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碩士國立臺灣師範大學
英語學系
104
The present study aims to examine the effect of closed- and open-ended picture prompts on senior high students’ writing performance in terms of overall quality, writing fluency, and accuracy. The interaction between picture prompts and English proficiency or writing anxiety on writing performance was also explored. The sample consists of 180 twelfth graders at a senior high school in southern Taiwan. All participants finished a background questionnaire, an L2 writing anxiety scale (SLWAI), a shortened 2003-GSAT as a placement test, a writing task either with a closed- or an open-ended picture prompt, a post-writing questionnaire. An interview was conducted with 12 participants to probe into their perceptions about the two writing tasks. Statistical analyses showed that picture prompts had no significant effect on students’ writing performance and there was no significant interaction between picture prompts and English proficiency or writing anxiety. On the other hand, English proficiency and L2 writing anxiety each had significant effect on writing performance. The interview results showed that high-anxiety students tended to prefer closed-ended prompts while low-anxiety students favored open-ended prompts. Analysis of post-writing questionnaire showed that there was no significant differences in students’ perceptions toward the two picture prompts, except that the closed-ended prompt was considered to hinder more creativity than the open-ended prompt. The findings suggest that the two picture prompts could still be used alternatively in such large-scale examinations as GSAT and that EFL writing instructors should increase students’ general English proficiency and reduce their writing anxiety.
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Xiao, Ru-Hui, and 蕭如惠. "From Written Texts to Picture Writing Practices: An Investigation into EFL University Students’ Learning of Writing through the Use of Picture Prompts." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/48101760122469230612.
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碩士中原大學
應用外語研究所
99
Researchers of second language learning have suggested that the use of picture prompts in academic writing is of great importance for its benefits. However, very few studies have empirically documented how learners actually write with assistance of picture prompts. Therefore, this study adopts an in-depth qualitative case study approach to explore the interplay between the use of picture prompts and EFL students’ writing practices in the particular community. Four Taiwanese EFL university students are chosen as focal research participants, focusing on what and how they learn and write three different genres (comparison-contrast, argumentation, narration) guided by the chosen picture prompts. Students’ written products, talk around texts, and interviews are collected and analyzed by Critical Discourse Analysis approach (Fairclough, 2003). Three levels of analysis (description, interpretation, explanation) are undertaken to uncover these three elements of writing as social practices (text, interaction, social practice), emphasizing how textual and contextual features shape or are shaped by students’ writing as social practices. Two major findings derive from the data analysis. First, picture prompts serve as the nudge to motivate EFL student-writers recontextualizing multimodal resources (oral, visual, written) across different contexts into their target writing practices, and some of which are shown in linguistic features of their written works. Secondly, most of EFL students adhere to conventions of the specific community they are situated whereas on some occasions demonstrate their creativities in making variations on generic structures or language use. Overall, the research findings reveal the dynamic relationship between EFL students’ writing practices and the use of picture prompts, providing relevant implications for integrating multimodal elements in the EFL writing course design.
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Chen, Zhi-Yone, and 陳智勇. "Investigating the Impact of Text-cued Versus Picture-cued Prompts on EFLCollege Students’ Oral Proficiency Assessment." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/47951035574928186103.
Full textAbstract:
碩士中原大學
應用外語研究所
101
ABSTRACT English learners’ speaking ability has been increasingly valued in EFL context in recent years, and thus, the tasks of developing valid and reliable assessment of EFL learners’ speaking ability has become more important. Pictures and texts have been widely used in tests. However, few studies have reported the influence of the types of prompts on test takers’ oral performance and their test –taking process. Therefore, it is critical to examine the characteristics of task prompts that may bring impact on EFL students’ oral performance in speaking assessments. This study investigated the impact of different types of prompts in assessing EFL college students’ oral proficiency. Two commonly used prompt types in second language oral assessments (i.e., text-cued and picture-cued prompts) were selected. Fifty-two English-majored college students in the northern Taiwan participated in this study. Each took two oral tests –one picture-cued and one text-cued prompts. Test outcomes were analyzed to gauge the empirical impact of prompt type on EFL college students’ oral proficiency performance and test takers’ processing of different types of oral prompts. Two raters evaluated test takers’ oral responses and assigned holistic and analytical scores in terms of three aspects, accuracy, fluency and content complexity. In addition, seven test takers of various proficiency levels were interviewed to collect in-depth information regarding the test-taking process of test takers when they responded to different prompt types. Results of the paired-sample T tests showed that these two types of prompts did not exert statistically significant influence on EFL college students’ oral performance holistically or analytically. However, the majority of interviewed test takers reported that they preferred picture-cued prompts because it was easier for them to generate integrative ideas and when responding to text-cued prompts, they tended to reproduce fragmental ideas which were directly taken from text-cued prompts. They also claimed that it was easier to retrieve non-linguistic information from picture-cued prompts. Finally, study implications and suggestions for designing oral assessment tasks were discussed.
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Cheng, Hsiu-ying, and 鄭秀櫻. "The effects of Using Picture Prompts Instruction on Functional Vocabulary Learning for Students with Moderate Intellectual Disabilities." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/65731462711432603143.
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碩士國立臺南大學
特殊教育學系教學碩士班
97
The purpose of this study was to investigate the learning effects of functional vocabulary by using picture prompts instruction on elementary school students with moderate intellectual disabilities. The single subject research with the multiple probe design across behaviors was employed. The independent variable was picture prompts instruction, the dependent variables were the learning acquisition, maintenance, and generalization of functional vocabulary of the subject. Results of this study were summarized as followings: 1. The picture prompts instruction was effective on functional vocabulary learning acquisition and maintenance for students with moderate intellectual disabilities. 2. The picture prompts instruction was effective on functional vocabulary learning generalization for students with moderate intellectual disabilities. 3. This study was supported with a good social validity.
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Lin, Hsiu Yi, and 林秀儀. "The Effects of Picture Prompts for the Junior High School Student with Severe Intellectual Disabilities to Learn Daily-activity Skills." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/srqsdq.
Full textAbstract:
碩士長庚大學
早期療育研究所
104
This study explored the effects of daily-activity skill learning by picture prompting. A single-subject study across situations was conducted with a junior high school student with severe intellectual disabilities. The independent variable was picture prompting, the dependent variable were on immediate and retained effects of the subject’s hands washing skill across three situations, including after walk training, after toilet and before eating. The subject was trained with a picture prompt program for seven weeks. The data were collected with a smart phone and were analyzed by visual analysis and C statistic analysis. At the end of the research, the subject’s assistant teacher was interviewed to find out teaching predicament. 1. The results: Picture prompt teaching helped students with severe intellectual disabilities in learning hands washing skills, with an immediate effect. 2. Within two weeks, the junior high school the junior high school student with severe intellectual disabilities remained a good skills of hand washing. The retained effect was fine. 3.It is expected to have the same effect on other daily-activity skill learning. Based on the findings, implications for instruction and future research were provided.
11
Lin, Hsiu Ying, and 林秀瑩. "The impact of Picture Prompt on the development of six graders’English writing ability." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/01237666090627668728.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
98
This quasi-experimental study aimed to investigate the impact of picture prompt on the development of six graders’ English writing ability and their English writing attitude. Data were collected through the pre- and post- tests of English writing ability and English writing attitude, and a course questionnaire. 44 sixth graders in the elementary school were recruited, 20 assigned as the experimental group and the other 24 as the control group. The experimental group received the writing with picture prompt teaching approach, while the control group took the conventional (question and answer) mode. The study results of within-group comparison show that the control group and experimental group made significant progress in terms of the numbers of words, the number of sentences and the length of sentences of their writings. However, there were no significant differences between-group comparison in their writing ability nor were in their attitude toward English writing. The results suggest that regular writing practice will enhance students’ writing performance regardless of the employment of picture prompt. To arouse students’ interest in English writing effectively, teachers must carefully choose the pictures used, allow children to choose pictures for their own and encourage them to discuss about what and how to write.
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Huei-JenChen and 陳惠貞. "Application of Pictures Promote Taiwanese Thesis Teaching in Elementary School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/68197361885146995310.
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Chen, Yu-li, and 陳玉麗. "The Affects of Picture Prompt Teaching on Spontaneous Verbal Communication in a Preschooler with Autism." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/84234824196553205032.
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碩士國立臺中教育大學
早期療育研究所
98
Purpose: The purpose of this study is to investigate how Picture Prompt Teaching affects the spontaneous verbal communication ability of a preschooler with autism. Method: This study adopts a cross-condition, multiple probing design of single subject research. We record the subject’s behaviors in school, home and community with a DVD video camera. Then we use the “ Observation and Rating Scale” to evaluate the behaviors of the autism child. All data are analyzed by Visual analysis and C statistic test. Results: 1. By means of Picture Prompt Teaching, an autism child can say the target words spontaneously in different conditions of school, home and community. 2. Within two weeks, the autism child can still do so in these conditions. Suggestions: 1. To succeed in teaching, we need to find out the subject’s favorite item to encourage him to spontaneous communicate. 2. To visualize Picture Prompt Teaching is necessary.
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Ming-fen, Chang, and 張銘芬. "The Teaching Studing throuth Composition Training of Monochromatic Linear Picture Promote Observation Ability." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/82413017815563540375.
Full textAbstract:
碩士國立新竹教育大學
人資處美勞教學碩士班
95
The Teaching Studying through Composition Training of Monochromatic Linear Picture to Promote Observation Ability Summery The study probe into the teaching condition that elementary school teachers in Taichung County use the unmodifiable pen to teach children composition to promote observation ability, and compare with the composition of observation picture between the students who finish the art course of the six grade in elementary school and the fourth grade students that the researcher teaches. There are many similarities between students’ opinion of using the unmodifiable pen to composite and teachers’. There are 61﹪students who have the experience of using the unmodifiable pen to composite in 185 students who accept survey. These students who are asked to use the unmodifiable pen to composite have some reflections 1.The drawn picture is more accurate. 2.Students more focus on the object that we want to draw. 3.Students have to think before drawing. 4.Students draw more attentively because we can’t modify the painting. 5.Interesting. There are 87 teachers who have this kind of experience in 147 teachers. The opinions that we collect and summarize from these 87 teachers are as follows. 1.Reduce the frequency of wipe and spare time when students composite. 2.Make students braver to paint. 3.Make students observe the object more carefully. 4.Increase the experience that students use all kinds of because of the arrangement of curriculum and the needs of multiple teaching. Taichung County is a big county, and there are also many hillside fields in this county. There is a tremendous difference between metropolis area where many people live and suburb area where few people live. The scales of the school classes are from 6 to 100. In general, there is no art teacher in the schools. Some class teachers graduate from post-bachelor education training, and some class teachers take education courses in university. In some schools, art-and-humanities teachers have to teach all art-and-humanities courses. Some art-and-humanities teachers are good at art, and some are good at music. In this study, there is some teaching achievement in this kind of curriculum arrangement. The total average of hierarchy of most six grade students（Gifted students is not included） is 2.5. After the researcher has taught for one year, he makes his own four grade students paint through observation in the first semester of the four grade. The hierarchy average of these students is 2.99. Although the score is not ideal, it is higher 0.99 than the six grade students who finish art courses in the elementary school. The average of other category evaluation of these students is also higher than the six grade students. We can find the student’s experience and the teacher’s teaching have an effect on the student’s painting performance. We can also realize the teacher’s professional knowledge have a great effect on the student’s learning achievement in art course. There is a sentence from What Every Young American Should Know and Be Able to Do in the Arts. “” The future valuation depends on the important relationship with art. And if we hope so, we have to regard art as a kind of training and learning, just as other subjects.
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Min-Qi, Hu, and 蔡鳳. "Picture books this teaching to promote research of the single parent family conception." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/08194253117173564374.
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碩士樹德科技大學
兒童與家庭服務系
99
This study adopted qualitative research as methodology to explore family concept in three single-parent children, in order to look into the progress of family concept in single-parent children. The researcher started with “accompanying” and conducted picture book teaching by using the story contexts in the picture books as media, and then guided single-parent children to establish family concept progressively. This study contents records of ten times of picture book teachings and that of in-depth interviews prior and after picture book teaching. The researcher also employed data obtained from learning sheets of the picture books and the interviews with the subjects’ mothers to provide cross support for the results of the research. Finding of the research shows that picture book teaching is effective on subjects by osmosis. Material concept of family concept and the concept of father’s roll represented positive meaning on the children. In sum of findings of this research, the following conclusions are drawn: 1. Picture books are positively influential for material concept and father roll concept in single-parent children. 2. Picture books are helpful in promoting material concept and father roll concept in single-parent children. According to the above conclusions, the researcher presents concrete proposals to educational institutions, social welfare organizations, and relative future research respectively.
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CHOU, YA-MEI, and 周雅玫. "A Study of Non-Profit Organizations to Promote Teaching English by Picture Books." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/gxwuwx.
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碩士國立暨南國際大學
非營利組織經營管理碩士學位學程在職專班
107
The objective of this study was to understand the current situation and predicament of English education in non-profit accompanying classes by performing English picture books, and to explore the changes of students' interest in English learning and the suggestions for the implementation of English picture books education for non-profit accompanying classes through the observation of the course and the interview after the end of the program. The results and findings of program implementation were summarized as follows: 1.The influence of English graphic education on children’s motivation, interest and attitude in English learning: Picture books are full of multiple themes and rich in color, they flip the students’ interest in learning English. The phonics courses enhance students’ interest in reading English children’s book. Teacher’s expression and exaggerated body language makes students look forward to the English picture book course. 2.The Benefits of English picture book scheme for English learning: The Picture book activities encourage students to speak and assist students who reject English learning to regain confidence. 3.The effectiveness of the English picture book program on the accompanying class: The effectiveness of the English picture book program on the accompanying class: The picture book enriches the students’ horizons. 4.The effectiveness of the English picture book program for teachers: The teaching plan in the program includes the teaching and extension activities of the picture book. The phonics lessons include consonants, the short vowels and the long vowels. It can provide teacher as a reference. Based on the above implementation results and findings, this study proposes suggestions to the textbooks, non-profit organizations, and English accompanying class as follows: 1.To the textbooks: The use of picture books can enhance students’ interests in English learning. Combine games and extended activities can add fun and enrich the content of the course. 2.To non-profit organizations: Make good use of the resources of city libraries and online e-book resources to supplement the shortage of story books. Also, use audio-visual products and children English songs to create a “listening environment” for students. To link up with English department of university to relieve the needs of teachers and improve the professionalism of teachers through Internet information. 3.To English accompanying class: Using appropriate media to enhance students’ interest in learning, teachers use body language to improve students’ motivation.
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Liu, Chia-Yi, and 劉嘉怡. "Effects of Picture Prompt Strategy on Cooking Skills for Vocational High School Students with Intellectual Disabilities." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/25574560896412355992.
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碩士國立嘉義大學
特殊教育學系研究所
99
The primary purposes of this study were to explore the effects of “Picture Prompt Strategy“ on cooking skills for vocational high school students with intellectual disabilities. In this study, multiple probe design across subjects of the single-subject research was employed. Participants were three vocational high school students with intellectual disabilities. The independent variable of this study was ”Picture Prompt Strategy,“ and the dependent variables were the performance of cooking skills. Data were collected during the twelve-week study period for all three participants. Compared to the baseline phase for all three participants, the levels of cooking skills were enhanced immediately during the intervention phase, and the general performance of cooking skills other than the skills learned from the intervention stage was also improved during the generalization phase. The effects of “Picture Prompt Strategy” were maintained over two weeks, maintenance phase. For the applications of this study on teaching practices, further researches were recommended.
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Huang, Chia-Yi, and 黃佳怡. "Action Research on Using Picture Books to Promote Interaction between Children with Hearing Impairment." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/10142636903099589913.
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碩士國立臺北教育大學
特殊教育學系碩士班
100
The purpose of this study was to apply action research to explore the process and the influential factors of using picture books to promote interaction between children with hearing impairment and other peers. Applying picture books as a tool, through 10 weeks of activities including introduction, sharing and discussion as well as extension activities, children with hearing impairment were helped learn social skills such as establishing relationships with others, actively developing personal initial interaction and learning problem-solving skills and mutual assistance as well as cooperating with others. The results were as follows: 1. Activities applying picture books were divided into three stages: the establishment of relationships, active personal initial interaction, learning of problem solution and mutual cooperation. 2. Individual teaching strategy was used during the process of applying picture books which could be adjusted and simplified according to individual. Teachers could also enhance activities and give positive feedback to children. Moreover, through demonstrations and role-play in daily life to help generalize relevant experience in life situations. By doing this, not only can we enhance social skills of children with hearing impairment but also help them build relationships with others. 3. Peer interaction factors influenced by picture book include: language level and communication, characteristics of children with hearing impairment, activities with games, teacher involvement, peers in class and contents of picture books. According to the findings, specific suggestions were raised for future studies.
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Huang, Hsueh-lan, and 黃雪蘭. "The Application of Picture Books to Promote Elementary School Students’ Empathy and Multicultural Attitudes." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/81403674108238319015.
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碩士國立屏東教育大學
英語學系
100
The society of Taiwan has been diversified with the arrival of new immigrants and has many varied ethnic groups, religious beliefs, languages and living habits. Thus, the multicultural education needs to be carried out with elaboration. This notion, therefore, has also been taking concern for language educators who would expect to develop students’ cross-cultural communication skills. However, there seems to be very little research done regarding the use of picture books for cultural learning, especially on the empirical experiment. This study explores the influence of using storybooks on students’ multicultural attitudes and empathy. The sixteen sessions of teaching experiment with six storybooks, two questionnaires, and one self-evaluation form were conducted to 58 sixth graders in an elementary school in Kaohsiung. The paired samples t-test and descriptive statistics were applied to examine the effects and responses of the story-teaching experiment on student’s empathy and multicultural attitude. On the basis of the analysis, the major findings of this current study are summarized as follows: 1. The result of the Empathy Scale for Children was significant. Using picture books to foster students’ empathy level was positive. 2. The result of the Multicultural Attitude Scale for Elementary School Students turned out to be referable. Picture books were effectively used in improving positive multicultural attitude. 3. There was a positive correlation between students’ multicultural attitudes and empathy; these two aspects progressed simultaneously when the guidance of storybooks was applied. Students’ empathy levels could be enriched when their multicultural attitudes had been improved. 4. Participants held positive attitudes toward picture books in terms of multicultural learning and pleasure. They were satisfied with high willingness to join similar activities or lessons in the future and they believe that they would put what they had learned into practice in daily life. It is recommended that the selection of reading materials initially incorporate the diversity of the group of students involved in the storybook intervention, and the implications of the teaching materials in this study can be applied to promote students’ multicultural attitudes and empathy. It is also suggested that teachers in the elementary school can adopt similar approaches in the curriculum to establish students’ multicultural attitude and empathy. It is hoped that the findings of this study can serve as references in characteristic development, language and cultural teaching pedagogy.
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Fan, Li-chau, and 范麗超. "An Action Research on Using Picture Books to Promote Lower Graders’ Empathy in Elementary School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/91915407472358262640.
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碩士國立臺南大學
教育學系課程與教學碩士班
101
The aim of this study is to evaluate the effects on using picture books to promote lower graders’ empathy development in elementary school by action research. The results include the students’ transformation of empathy, the students’ opinions of picture books teaching programs, and the difficulties and observable strategies for problem solving during the instruction process. Action research is adopted to break through the real teaching difficulties, trying to implement further reformation and innovation. The research participants were 28 second graders, students in the researcher’s class. Based on action research method, picture books teaching activities were designed by the researcher, and the empathy action programs were instructed for 9 weeks. Empathy scales, work sheets, and observation were all adopted to collect and analyze the data. Then to encode the data, transform it into scripts and to take teacher’s self-evaluation notes. All data from each teaching activity was corresponding to the purpose and research method for the researcher to reflect and interpret the content. The findings and results derived from the analysis and induction discussion of the research are summarized as the following: 1. Students empathy can be enhanced by picture books teaching program, especially this program has the best effects on the dimension of cognitive empathy. 2. The students have positive opinions of promoting their empathy by receiving picture books teaching program. 3. The difficulty in the primary level of empathy is that students can’t perform the role-play properly. The strategy is to emphasize the characters and plot of picture books. 4. The difficulty in the developing level of empathy is that time-control is not easy. The strategy is to increase the time of picture books teaching program. 5. The difficulty in the mastery level of empathy is that the students don’t like to write the work sheets. The strategy is to evaluate them with alternative assessment. According to all the above conclusions, the study provides some discussion directions for the future empathy teaching and research that can be taken as the reference.
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Ting, Yeh Wan, and 葉宛婷. "The study of interactive picture books teaching to promote science reading comprehension of elementary students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/11902307983038166456.
Full textAbstract:
碩士國立台北師範學院
自然科學教育研究所
93
The purpose of this study is to explore how picture books can be integrated in science education, whether the result can improve elementary students’ comprehension ability in science reading, and whether students’ linguistic ability can influence their science learning. Quasi-experimental design was used in this study. The teaching activities were created and based on “extended exploration”. Two units “Water Creatures” and “The Bulb Has Flashed” were chosen as examples. Three quantitative tools “Science reading comprehension test”, “Chinese language ability test”, “Achievement test of the nature and the technology” had been used in the study. These tools enable us to evaluate students’ learning conditions on linguistic and scientific concepts and to examine if the science reading comprehension ability has been enhanced. Beside quantitative tools, “Questions Designed for Student Interview” and “the Questionnaire of teaching feedback” has been adopted for supplemental tools to analyze qualitative data. In this study, several results have been found. First, students’ linguistic ability can influence the effect on science learning. Second, integrating picture books into science teaching can assist students to improve science learning. Third, interactive picture books teaching have positive effect on strengthening students’ linguistic ability. Fourth, this method can also help students in reading scientific articles, but it will not help to improve “logical inferences” and “analytical predictions” abilities. Fifth, the extended activities in integrating picture books into science teaching can provide more variety in teaching. Three suggestions of this study are summarized as follows: First, choosing an appropriate teaching method and encouraging teachers for further studies in the related field are important. Second, choosing materials that go with the student’s age, and the materials need to be authentic and be related to scientific knowledge. Teachers can create their own teaching materials as well. Third, to evaluate the learning effect of interactive picture books teaching style in a different scientific unit and how to strengthen students’ abilities on logical inferences and analytical predictions can be another future research topic.
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DAI, GUAN-HUEI, and 戴冠慧. "A Study to Promote Emotional Competence of Children from Single Parent Families by Picture Books." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/q874k4.
Full textAbstract:
碩士國立屏東大學
幼兒教育學系碩士班
106
This study mainly explored emotional competence of single parent family children, and the effect of picture books on their emotional competence. Subjects were three single parent family children from one Tainan kindergarten. This study was qualitative and interview was the main method for data collection. Data included semi-structured interview for parents and teachers, group discussion journal, and children’s worksheets. The results of this research are as follows: 1. Marriage conflict is probably an important factor affecting single parent family children's emotional competence. 2. The relationship of upbringing and interaction between caregivers and children is the main factor affecting the emotional competence of single parent family children. 3. Emotional picture book activities can help single parent family children to promote their emotional competence . 4. Teachers' sensitivity is important for detecting the emotional competence of single parent family children. Several suggestions are proposed for parents, teachers, and future researchers.
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Wang, Shiu-Shia, and 王繡霞. "The Effects of Giving Picture Book Instructions to Promote Gender Role Concepts of First Graders." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/46394333492452777194.
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YEN, HO PING, and 何秉燕. "The Action Research of Using Picture Books to Promote Children with cerebral palsy Friendship Relations." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/72103994404872229269.
Full textAbstract:
碩士國立臺北教育大學
特殊教育學系碩士班
95
The purpose of the research is to solute questions of which mutually interacts for Children with cerebral palsy, adopted the action research through the discussion implementation of "the picture book curriculum" to the Children with cerebral palsy, and to find the influence of their friendship relations. In addition, by teacher’s cooperative teaching, to promote children’s friendship relations and to understand the whole class and the changing process of the relations mentioned. The findings discovered the "picture book curriculum" promotes Children with cerebral palsy friendship relations to have the feasibility, the friendship condition changed, the affiliation by the reading discussion, extends the activity to carry on. And the child profoundly understood the concept of friendship; the compassion, the initiative, admits, and the concern, finally put them into practice actions in the daily life. The coordination studies showed that the teachers to the " picture book curriculum" appraisal all for to, indicated is willing to continue to join the following observation and to extend the activity. The affirmation with implementation is approved. From the findings of this study, the researcher made conclusions and provided some suggestions. It was suggested that, the curriculum need to be implemented over a long period of time and a close cooperation with class teachers should be made. With the fully coordination between teachers and good idea presentation, the children’s friendship relations can be improved. This study also provided useful reference for those who are interested in developing children’s friendship relations.
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Hsu, Ching-Chuan, and 許靜娟. "The Effects of Picture Prompt Strategy in Teaching Cooking Skill to Mentally Retarded Students in Junior High School." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/33789180780765504585.
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碩士國立彰化師範大學
特殊教育研究所
92
The purpose of this study was to explore the effects of picture prompt strategy in teaching cooking skill to three moderate mentally retarded students in junior high school. ‘The multiple probe design across subjects’ was used in this study. Data were gathered by three cooking skill tests developed by the researcher. The results were analyzed through visual inspection and simplified time-series analysis. The findings of this study indicated that picture prompt strategy could help moderate mentally retarded students in learning cooking skill. After receiving the intervention, subjects could generalize their skills to other new cooking meals.
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Chen, Wan-Hsin, and 陳婉忻. "The study on the influence of the visual picture prompt teaching for attention in child with special needs." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/u5nv7y.
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碩士國立臺東大學
進修部暑期特教碩士班
104
The purpose of this research is to explore the immediate effects and the retention effectiveness of the visual picture prompt teaching for attention in child with special needs. The participant was one child with special needs from a kindergarten in Taitung. The study utilized single subject withdrawal design to see whether the visual picture prompt teaching influences the attention in child with special needs or not. The results of this research are as follows: 1.The visual picture prompt teaching positively improves the immediate effects for the attention of the child with special needs. 2.The visual picture prompt teaching positively improves the retention effectiveness for the attention of the child with special needs. 3.It can be told that the teacher and the parents were satisfied with the results of the research through the questionnaire. Finally,suggestions for further teaching and research are also provided.
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LIN, YA-HUI, and 林雅惠. "An Action Research on Using Picture Books to Promote Lower Graders’ Language Ability in Elementary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/m6bhnc.
Full textAbstract:
碩士國立屏東教育大學
社會發展學系碩士班
102
The aim of this study was to evaluate the effects on using picture books to promote lower graders’ language ability in elementary school by action research. This study analyzed the lower graders’ learning performance on listening, speaking, reading, and writing aspects and find out the problems occurred during the teaching procedure and the problem-solving strategies. The research participants were 15 first graders, students in the researcher’s class. Based on action research method, picture books teaching activities were designed by the researcher and instructed for 9 weeks. These students’ feedback, worksheets, observation, teacher’s self-evaluation notes, and interviews were all adopted to collect and analyze the data. The findings and results derived from the analysis and induction discussion of the research on summarized as the following: 1.Picture books teaching program is suitable for the lower grade students of elementary schools. 2.Picture books teaching program can enhance the lower grade students’ language ability. (1) It can build up students’ attention span. (2) It can encourage students to speak up in the class, using the complete sentences. (3) It can motivate students’ willingness to read, to write, and to make sentences and can cultivate students’ interest for writing. (4) It can train up students’ reading interest, reading attitude and reading habit. 3.In the first teaching stage, the problems were insufficient teaching time, the short attention span of the students, classroom management difficulties, and hard level of worksheets to the students. The strategies adopted were to increase the teaching hours, rearrange of the seats, conduct group competition, and modify the worksheets. 4.In the second teaching stage, one of the problems was insufficient classroom facilities. The other problem was that the phrases used for the questions by the teacher were too abstract or too hard to be understood by the students. The strategies towards these problems were to change the classroom, and modify the content and the usage of the phrases for questions. According to all the above conclusions, the thesis provides some suggestions to supply conference to schools and teachers in teaching and research.
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Chang, Shih-Yin, and 張釋尹. "The Effects of Picture Books Teach the Activities to Promote Preschooler''s Prosocial Behavior." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/65564700690654708539.
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碩士樹德科技大學
兒童與家庭服務系
101
The main research discusses the effect which teaching the picture books promotes preschooler’s prosocial behavior. This adopts the quasi-experimental research- nonequivalent pretest-posttest control group design. The process of the research target is the preschooler’s children learning in the public kindergarten of kaohsiung are divided into two groups; one is the experimental, and the other is controlled. Both of them have conducted an experiment in teaching the picture books for eight weeks. The former includes twenty-six infants which are accepted the kind of activities sixteen times; the latter includes twenty-five infants without controlling. The measured tool for this research is the measurement form of preschooler’s prosocial behavior made by the researcher herself. The goal of the research has five : 1.Investigation the situation of the preschooler’s prosocial behavior. 2. To analyze the difference of the preschooler’s prosocial behavior after the teaching activities. 3. Investigation the effects on the promotion of preschooler’s prosocial behavior. 4. To analyze the effects on the personal background to the promotion of preschooler’s prosocial behavior. 5. The teaching reference to promote preschooler’s prosocial behavior. The main discovery has eight items: 1.The preschooler’s prosocial behavior is up to the average right now. 2. There’s a big distinction between the quasi-experimental research and nonequivalent pretest–posttest control after teaching the picture books. 3. The instance effects on promoting preschooler’s prosocial behavior using the picture books to teach. 4. Learning reservations after the picture books activities for the preschooler’s prosocial behavior. 5. The more distinguished effect on promoting preschooler’s prosocial behavior with the picture books teaching activities. However, the phenomenon tends to slow down after three weeks. 6. There is only sexual difference for caring behavior, which has an effect on the quasi–experimental research for infants. 7. There aren’t any differences of the number of kinds in the family when we teach the quasi–experimental preschooler’s prosocial behavior. 8.There isn’t any the rank of birth difference during the picture books teaching in the quasi– experimental preschooler’s prosocial behavior.
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Tsai, Meng Feng, and 蔡孟芬. "The effects of using pictures as prompts on english writing performance of high and Low achievers in senior high school." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/71840843679674167153.
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碩士國立政治大學
英語教學碩士在職專班
97
Lots of studies have proved that picture prompts elicit English writing with concrete and relevant information. This present study aims to investigate the effects of using pictures as prompts on English writing performance of high and low achievers in senior high school in content, organization, vocabulary and overall writing performance. Participants in this study were 108 third graders in a senior high school in Pingtung County who were divided into two groups of high achievers (HA1 and HA2) and two groups of low achievers (LA1 and LA2) based on their scores in a GEPT writing test. Questionnaire I was done to know the participants’ background information. Two types of narrative writing tests were administered to the 108 participants. One with verbal prompt was taken by HA1 and LA1 and the other with verbal-plus-picture prompt was taken by HA2 and LA2. Questionnaire II regarding the participants’ attitudes toward English writing was filled out by all subjects. Questionnaire III was done by HA2 and LA2 to express their opinions on picture prompts. In-depth group interviews were conducted to further explore students’ perception of and attitude toward picture prompts. The findings of the study are summarized as follows. First, picture prompts had significant effects on the content, organization and overall writing performance of the high achievers but no significant effect was found on the vocabulary. Second, picture prompts had no significant effects on low achievers’ writing in content, organization, vocabulary and overall writing performance. Third, both high and low achievers kept a positive attitude toward picture prompts and were better motivated to write when guided by picture prompts.
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TZENG, JIE-YI, and 曾潔依. "An Action Research of Using Picture Books on Cooperative Learning to Promote "Responsibility" of 5th Grade Students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ak3386.
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碩士國立臺中教育大學
教師專業碩士學位學程
105
The current research is aimed to explore the teaching process, the difficulties, the solutions to the problems, and the learning effort of using Cooperative Learning with picture books to promote Responsibility of 5th grade students. The research is an action research. The researchers took 25 5th grade students as research objects in elementary school in Taichung City. The research classes of character education lasted for eight weeks in two months. The resources of data in this study included two parts: qualitative data and quantitative data. The qualitative data is collected from the video recordings, student interview records, learning sheets, group works, teaching reflection and feedbacks. The quantitative data is then collected from the self-evaluation of students, mutual evaluation and feedbacks of parents. The research results are discovered in the study after analyze all the collected quantitative and qualitative data. The results of this study are listed below. 1.There are five steps for the teaching process of using picture books on cooperative learning to promote "Responsibility" of 5th grade students: explain the learning objectives and tasks, teaching and guidance, students’ group tasks, teacher’s timely intervention and assistance, evaluation and feedback. The above five teaching steps for character education as a feasible teaching program. The faced problems including students are not familiar with the group learning and other eight issues, and also the corresponding solutions were mentioned then. 2.Using picture books on cooperative learning of character education curriculum can improve the learning efforts of students’ responsible behavior. 3.Teacher can get rich self-reflection and professional knowledge through the inspection of the curriculum, the teaching materials and curriculum design. Finally, the study provides five suggestions based on the research results as a reference for future teaching and future research. 1.Try to use the method of learning together (LT) via picture books and combined with more diverse group tasks or experiential activities, so that students can learn more widely and meaningfully. 2.Publish and share can increase the model of learning and participation. 3.Try to cooperate with other teachers and combine with different areas of expertise in character education. 4.Add more different reading materials so that student can learn more substantially. 5.Create different themes of the environment for students.
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HSU, WEI-LUN, and 許瑋倫. "Encouragement: An Action Research of Picture Books and Adler's Psychological Encouragement Principle to Promote Children's Social Interest." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/9a5d7h.
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碩士國立高雄師範大學
教育學系
105
Abstract The present action research detailed the use and outcome of picture books that focused on social interest of the characters and encouragement strategies in Adlerian psychology with twenty-six preschool children in a public school. Researchers at the teaching site found that the lack of knowledge of self-ability, but lack self-care ability, so that often come the negative behavior — “I can’t ”, “I don’t want”. And also because of self-centered and lack of interpersonal experience, toy dispute, these are the reasons that researchers hope through the action of this study. The picture book and Adler's psychological encouragement principle to enhance the attitude and performance of the feelings of children, cultivate children to know their ability, identify themselves, build friendship and a sense of belonging by cooperation, and then use their own ability to contribute to the community and feedback. Researchers, collaborators and parents work together to design instructional activities based on the stories of the selected picture books, and asked parents to observe and record the behavior of children in the course of teaching changes. The main purpose was to determine whether the social feelings of children have improved with the design of the curriculum, teaching activities and Adler's psychological encouragement principle. The research process is to collect and analyze the relevant information in the way of observing records, teaching and thinking, discussing and feeding back, checking the form, and child care documents. The main result is as follows: 1. It is appropriate to use a picture book as a medium for social experience and teaching activities. 2. It is a good effect to improve children's social interest by this course and teaching activities. 3. Adler's psychological encouragement principle is the best way to improve the interest of young children. 4. Researchers have more professional instructional design and encouragement strategies. Key words: Social interest, Adler's psychological encouragement principle, picture books.
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Chen, Ya-Chuang, and 陳雅莊. "A Comparative Study between Social Story and Picture Prompt towards Reducing Off-Task Behaviors of Children with High-Functioning Autism." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/28409320189370164310.
Full textAbstract:
碩士中原大學
教育研究所
96
The aim of this study was to compare the effects of social story and picture prompt through their usage to improve the off-task behaviors of a second grade high-functioning autistic child. The single subject research alternating treatments designs was used in this study. The experiment was divided into five phases: baseline, introduction, comparison, final and follow-up phases. In order to reduce carryover effect and ordering effect, the two strategies were switched promptly at the comparison phase. After the better approach had been found out, its usage was proceeded to the final phase to test whether the effectiveness and stability of the better strategy persisted. Lastly at the follow-up phase the better strategy was removed, to see the following-up effect of the better strategy. Based on literature review and the testee’s need, the researcher designed the social story and picture prompt strategies to achieve incentive identification. Besides the appearance, connotation differences of the two strategies and a 5-minute break during each comparing period to clearly segregate the operating periods of these two strategies, researcher also orally pointed out “little story” and “picture prompt” to stimulate the identification effect. Lastly, procedure reliability and the observer reliability were also provided. This study adopted visual analysis along with observation and interview to compare the effect of social story and picture prompt strategies. Research results revealed that both picture prompt and social story strategies could reduce testee’s off-task behaviors, while picture prompt was more efficient than social story on reducing high-functioning autistic children’s off-task behaviors. Picture prompt strategy could constantly reduce high-functioning autistic children’s off-task behavior’s occurrence percentage during the introduction, comparison, final and follow-up phases. In addition, not only the off-task behaviors were reduced, this study also found that picture prompt strategy could increase testee’s homework accomplishment, accomplishing speed, reducing off-task behavior’s duration and maintain good accuracy. For further implication of the findings of this study we suggest that teachers need to make precise preparation through gathering important information about the students and through linking their life experiences to social story and picture prompt contents to match students’ comprehensive abilities and interests so that their learning efficacy and the tool’s effect will be manifested more quickly. We also advise that future researches to compare different picture prompt strategies in order to seek better presentation methods by increasing visual interests to promote students’ interests on picture prompt strategy and to manifest the efficacy of picture prompt strategy as well. Lastly, in this study the researcher had try her best to control possible carryover effect, yet some uncontrolled or unfound problems of carryover effect could still have happen. We suggest future researchers use Tryon’s C Statistics to make better control of it. In order to enhance the internal validity, we suggest, once the noticeable difference is achieved, the experiment should be moved into the next phase immediately. This study has not explored the transformation effect; future researches can also clarify this question.
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黃家妤. "The Effects of the Picture Book Instruction Promote Reading Ability of Children with Mild Handicap in Elementary School." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/01823122885496005512.
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碩士國立彰化師範大學
特殊教育學系所
95
The purpose of this study was to explore the effects of the picture book instruction promote reading ability of three children with mild handicap in elementary school. The multiple probe across subjects design was used in this study. The instruction of this study was combined picture books with the method of taking notes in mind mapping and the clarifying tactics. Dependent variables were consisted of scores from the picture books reading tests and the feedback questionnaire developed by the researcher. The results were analyzed through visual inspection analysis. The major findings were summarized as follows: 1.The results indicated that the picture book instruction demonstrated immediate effects of raising reading ability. 2. The picture book instruction did not demonstrate long-term effects of raising reading ability. 3.When reading stories in Chinese textbooks, the picture book instruction demonstrated immediate effects of raising reading ability, but did not demonstrate long-term effects. 4.The picture book instruction promoted the participants’ attitudes toward reading, and the parents consented to the results.
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洪佩妤. "The Effects of Picture Prompt Teaching Strategy on Hygienic Skill of Students with Mild Intellectual Disabilities in Senior Vocational High Schools." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/75330946947499241908.
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碩士國立彰化師範大學
特殊教育學系所
99
The purpose of this study was to explore the effects of picture prompt teaching strategy in teaching hygienic skills to three students with mild intellectual disabilitiesin senior vocational high school. The study used multiple probe design across participants design with baseline, treatment, maintenance, and generalization phase. Training sessions were conducted three times a week, each lasting for 40 minutes. During training sessions, the participants were taught to utilize 20 picture cues of washing and cutting sequence to the performance of the steps within the tasks. The intervention was combined with constant 5-s delay, verbal prompts and verbal praises. Data were collected on percentages of correct steps, time of completion, and frequency of picture use. The results were analyzed through percentage statistics and visual analysis. Furthermore, the researcher interviewed the three participants and their coordinating teacher to gather their opinions about this study. The results showed that picture prompt teaching strategy was effective in increasing correct performance of tasks for all three participants with mild intellectual disabilitiesin. They learned the tasks successfully and were able to complete each step more efficiently than before. They also could maintain hygienic skills correctly and generalize the task performance to other places and to new food ingredients. In addition, two of the three participants could even complete tasks without the use of picture prompt at the end of the study while the other one may still need to rely on picture cards. According to this interview, the three participants and teacher held positive attitudes and were satisfied with the intervention effects of picture prompt teaching strategy.
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Tsai, Mei Yun, and 蔡美雲. "Teachers’ Professional Learning Community To Promote Teachers’ Professional Growth--The Example Of The Electronics Whiteboard Picture Book Teaching Community." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/12484745064052793954.
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碩士國立嘉義大學
教育行政與政策發展研究所
101
The research takes some elementary school for example to probe into the elements in practice of teachers’ professional learning community and its influence on teachers’ professional growth and students’ learning effects. Through the interview of four teachers and the educational staff participating in teachers’ professional learning community, class observation and collecting and analyzing the data, the results are listed as the following: 1. 1. The administration actively search for the participation of the members, which then contributes to the community’s formation. That is also a method to foster the formation of the community. 2. The key factor of the practice of teachers’ professional learning community lies in cooperation, formation of the common consensus, the mutual support, self awareness , and the discussion and sharing among the members. 3. The support from the administration and the leader effect are also the key factors having an influence on the practice of teachers’ professional learning community. 4. School teachers’ participation in teachers’ professional learning community is helpful for the improvement on their teaching and class management ability. 5. Teachers’ professional learning community provides a supportive environment for the novice teachers. 6. Community teachers who take full advantage of resource-activated teaching material can light up the students’ leaning passion. 7. Picture book teaching through the electronic white board is helpful for the improvement of the students’ literacy. 8. The application of information technology to teaching obviously facilitates the students’ literacy and learning attitude. Furthermore, according to the results of the research, the researcher also proposes suggestions for future studies and for case schools, schools and teachers that are planning to carry out teachers’ professional learning community. Keywords： picture book teaching,teachers’ professional growth,teachers’ professional learning community
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Lin, Chan-yin, and 林昭吟. "Appling a Sequence of Four Pictures to Promote Instruction of Mentally Retarded Children in Oral Expression." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/96548227967048223289.
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碩士國立臺南大學
幼兒教育學系碩士班
98
The purpose of this study is to investigate the process of teachers’ application of a sequence of four pictures to instruction of mentally retarded children in oral expression and the role a sequence of four pictures would play in the process. Qualitative research was adopted in this study to observe two mentally retarded children in a resource classroom. The data of the study were obtained from observations, video recordings and existing documents regarding this issue. In the activity of oral-expression instruction, eight sequences of four pictures were employed, with each sequence chosen according the children’s interest. The weekly activity was characterized by stages of free presentation, guidance, demonstration, and independence. Two evaluations were conducted in the ninth week. As revealed by the analysis of data, the main findings of the study were presented as follows: Firstly, the application of a sequence of four pictures to instruction of mentally retarded children in oral expression would enhance mentally retarded children’s overall oral expression abilities. Secondly, a language program would improve mentally retarded children’s motivation in oral expression. Moreover, cooperative recitation helps reduce children’s tension when they give oral presentations. Finally, the study presents suggestions for teaching practitioners of special education and recommendations for future research.
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Lin, Ming-yi, and 林明儀. "An Action Research on Implementing Life Education through English Picture Books to Promote Interpersonal Relationship of Junior High School Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/22626859443780282662.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學碩士班
100
This study aims to evaluate the effects implementing an action research about life education via English picture books teaching on Junior high school students’ international relationship. It included students’ response to the teaching program, the improvement of students’ international relationship as well as the researcher’s professional growth and difficulties of implementation. This subject consists of thirty-two second grade students in junior high school taught in researcher’s class. At the three circle periods of six weeks from February to March in 2012, the data were collected through teaching journals, group leader’s records, students’ worksheets, High School Students Interpersonal Relationship Questionnaire, Team Teaching observation records, Open-ended questionnaire. The findings of this research as follows: 1. The English picture book teaching process can be successfully implement life education through the three circle periods. 2. Junior High school’s students’ interpersonal relationship were enhanced through the methods of action research, of which the most apparent improvement were Interpersonal Interactive. 3. Students showed positive attitudes toward implementing life education through English picture book teaching with different opinions as different personal events; most of them are positive. 4. The implementation of life education through English picture book teaching can promote the researcher’s ability in English teaching, communication, and collecting information. Finally, according to the result of this research, some suggestions about implementing life education through English picture books are proposed for teachers and future research.
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Hu, Ching-Yin, and 胡靖吟. "The Study of The Carbon Reduction And Energy Conservation Education To Promote The Elementary Fourth Grade Through The Picture Books." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/86540229637189738027.
Full textAbstract:
碩士國立臺北教育大學
教育經營與管理學系
100
This study, an action research, aims to investigate the effect of the teaching of picture books on education of carbon reduction and energy conservation for fourth-grade students. The main purpose of this study is to design the picture books activities of carbon reduction and energy conservation for fourth-grade students and understand the learning achievements, attitude and daily behavior of fourth-grade students after the implementation of carbon reduction and energy conservation. This research conducts an action research and focuses 30 students in a 4-grade class as research subjects. This study tries to investigate the teaching effectiveness and solutions for particular problems by applying classroom observation, action learning checklist, interview data and reflection notes, along with two quizzes before and after the class on carbon reduction and energy conservation. The findings of the research are described follows. 1. It is feasible to promote the education program of carbon reduction and energy conservation for fourth-grade students through the picture books. （1） The design of teaching activities including the picture book teaching, topic discussion and extended activity can increase the effectiveness in learning carbon reduction and energy conservation for fourth-grade students. （2） The teaching strategies implementation of carbon reduction and energy conservation education and picture books topics matches up situation design, discussing teaching and video watch can increase the interests for students’ learning. 2. The knowledge and concepts of students can be significant improved through the picture books teaching activities of carbon reduction and energy conservation. It also has positive and significant effects on students’ attitudes and behaviors; Students can build up their responsibilities for carbon reduction and energy conservation in their daily lives. （1） The teaching activities on picture books can significantly increase the effectiveness of students in learning carbon reduction and energy conservation. Students also can acquire and change their knowledge and concepts about carbon reduction and energy conservation. （2） Students can connect with their daily lives experiences through picture books and incubate their attitude toward carbon reduction and energy conservation in their daily lives habits, and change their behaviors. 3. Teachers’ professional growth can be significant ameliorated through picture books teaching of carbon reduction and energy conservation. （1） The processes of conducting picture books teaching can increase teachers’ professional knowledge as well as the interaction between teachers and students in order to meet the achievement for teachers’ teaching methodology. （2） The dialogues between teachers and teaching assistant can promote the teachers’ professional growth and teaching effectiveness. The suggestions are provided based on the conclusions of this research for the references of teaching faculty and school administration as well as future researches. Keywords: Picture Books, Carbon Reduction and Energy Conservation
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Juang, Yushan, and 莊雨姍. "An Action Research on Intergrating Information Technology into Picture Books Teaching to Promote the Reading Comprehension of Students with Reading Disabilities." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/59876040726674494878.
Full textAbstract:
碩士國立臺北教育大學
特殊教育學系碩士班
94
An Action Research on Intergrating Information Technology into Picture Books Teaching to Promote the Reading Comprehension of Students with Reading Disabilities Abstract The purpose of the study is to realize the process of planning and implementing curriculum program of integrating information technology into picture books teaching to promote the reading comprehension of students with reading disabilities, and describe what problems teachers encounter and how they solve them. With practical experiences and self-examination, the researcher has to acquire suggestions and reflection on integrating information technology into picture books teaching. The methodology of the study is adopting action research. Researcher implements the process of teaching, and edits the multimedia picture books. Data were collected by portfolio, teaching journals, video tapes, interview, and meeting records. The researcher present follow conclusions： 1. Integrating information technology into picture books teaching makes students be involved in reading activities gradually, and students can understand the meaning of the story, and then appreciate the books. 2. Compares to common ways of picture books teaching, integrating information technology into picture books teaching has both visual and auditory effects. It helps students to learn individually, and promote their motivation in reading picture books. On the other hand, students have better performance in electronic assessment than traditional worksheets. 3. Integrating information technology into picture books teaching promotes the motivation and comprehension of students with reading disabilities. 4. In the process of implementing, the researcher encounters three kinds of problems: equipments in poor condition, teacher’s technology abilities, and the reaction of students. 5. Integrating information technology into picture books teaching makes reading activities more enjoyable, and teachers can integrate information technology into appropriate units to enrich the curriculum. 6. To integrate information technology successfully needs good facilities, the willing and professional ability of teachers.
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Chang, yu-wen, and 張瑜文. "The Eeffects of the Joint Attention strategies fusing into the Picture Exchange Communication System to promote Joint Attention for Children with ASD." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9r2xv7.
Full textAbstract:
碩士臺北市立大學
特殊教育學系
106
This research study was intended to develop the joint attention strategies fusing into the picture exchange communication system to promote joint attention for children with ASD. The program combined a picture exchange communication system developed by Bondy and Frost, with five strategies of joint attention. The 2 participants is a preschool-aged children with ASD. The study employed a single subject A-B-M design. It is divided into baseline period, intervention period, maintenance period, and generalization period. Overall, the results of this study were as follow : 1. the joint attention strategies fusing into the picture exchange communication system has effect to promote joint attention for children with autism in the treatment phase of this study. 2. the joint attention strategies fusing into the picture exchange communication system has effect for children with autism to maintan joint attention but another children with autism can not maintan joint attention in the maintenance phase of this study. 3. the joint attention strategies fusing into the picture exchange communication system has effect for one children with autism to generalize joint attention but another children with autism can not generalize joint attention in the generalization phase of this study. 4. the joint attention strategies fusing into the picture exchange communication system has social validity on joint attention for children with autism.
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TSAI, YI-LU, and 蔡怡汝. "An Action Study on Combining Alphabet Phonics Teaching and English Picture Books to Promote Phonemic Awareness for the Third-grade Students in the Elementary School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/9n9kvu.
Full textAbstract:
碩士國立臺中教育大學
教師專業碩士學位學程
103
Abstract The purpose of this action research was designed to explore English phonemic awareness for the third-grade sudents in the elementary school when combining alphabet phonics teaching and English picture books in English teaching. In addition, in this study, the researcher would like to obtain the professional growth. The study was an action research and the research period was three months from the end of September to the end of December in 2014, a total of 51 courses. The objects were tewnty third-grade students in the elementary school. The main instrucrtion in this study was to combine alphabet phonics teaching and English picture books. The researcher evaluated students' phonemic awareness through the phonemic awareness assessment, and this collected data was analyzed by the statistical software SPSS, with paired sample t-test. Furtherrmore, the researcher evaluated class observation and teaching reflection, interviews and students' feedback . After conducting two cycles of action research, the conclusions of the study were summarized as follows: 1. Eglish picture books with lots of phonics and spelling promoted students' performance of phonemic awareness significantly. 2. Building the environment of English phonemic awareness promoted students' performance of phonemic awareness significantly. 3. Combining alphabet phonics teaching and English picture books promoted students' performance of phonemic awareness significantly. 4. Using phonics and alphabet phonics teaching promoted students' phonics ability. 5. Pictures of English picture books and students' life experience can help students understand words and sentences. Besides, some suggestions were given for English teachers, text-book editors, and future research. Keywords: English picture books, phonemic awareness, alphabet phonics teaching
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Ramos, Sales Flavia. "The FotoDialogo Method: Using pictures and storytelling to promote dialogue and self-discovery among Latinas within a community-based organization in Massachusetts." 1999. https://scholarworks.umass.edu/dissertations/AAI9932341.
Full textAbstract:
This study aims at building dialogue among culturally diverse groups by examining people's perceptions of social reality through the application of projective techniques. In this study the projective techniques consist of a set of original pictures drawn by the author based on participants' accounts of their living situations. The set of pictures combined with the process of inquiry applied in this study comprise the FotoDialogo Method. This study conforms to the following objectives: (1) developing and testing an original model of inquiry and education which promotes dialogue and self-discovery; (2) fostering dialogue skills and reflective thinking among disadvantaged Latino women; (3) promoting effective intergroup communication between health and human service providers and their client population; and (4) developing guidelines for the production of research and training materials that encourage effective intergroup communication, and empowerment of traditionally disadvantaged groups. The research methodology is grounded in qualitative and participatory research principles. The research design stems from Paulo Freire's Thematic Investigation Model, and Henry Murray's Thematic Apperception Test. This study was carried out within a community-based organization serving the Latino population in Massachusetts. The author took a leadership role in all phases of the study, as moderator of the Latina Women's Dialog Group (LWDG), and of a series of FotoDialogo Workshops addressed to health and human service providers. The LWDG sessions were conducted entirely in Spanish—the participants' native language—and recorded by audio tape. These sessions were later transcribed and translated by the author. Throughout this study pseudonyms for actual persons are used to protect participants identities and to maintain confidentiality. Accounts are based on actual interviews, and transcriptions of dialogue sessions. The results of this study revealed that the FotoDialogo Method can be a powerful strategy for Latinas to break silence about their particular experiences of oppression. The LWDG participants began a process of self-discovery which enabled them to analyze and value their experiences, and to fully participate in their community's social change. The FotoDialogo Workshops were also effective in raising awareness among practitioners regarding intercultural communication, and in reflecting upon the sociocultural context in which the Latino community is immersed.
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Huang, Yen-Ju, and 黃彥茹. "The Application Research of Stimulate Feedback Device for Students with Autism Spectrum Disorders (ASD) to Use Picture Communication System and Expression Needs to Promote the Effectiveness." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/esmh7s.
Full textAbstract:
碩士國立東華大學
諮商與臨床心理學系
102
This study aimed to explore on how of autism students through environmental intervention techniques to respond the request, and enhances initiative to express their demand effect, such of this intervention technology helps them communicate with others. All computer devices used for this study were general standardize products on the market. These devices did not need to be re-designed or repaired, except the software installation. Exercise the automatic response assistive program software to evaluate whether two autistic students would be able to actively perform a communication request to continue their desired environmental stimulation. They respond the standard touch screen computer with a newly developed communication request correctly. The main findings of this study were as below: The stimulating feedback device was both immediately and continuously effective as to enhancing autistic children’s spontaneous communication behaviors, and analysis of observations in the behavior shown to be effective in this study. This study shows that autistic students can express their needs through the icon.