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Cordell, Dotti. "African American Community College Students' Experiences with Professorial Radical Care." Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276569.
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This study’s purpose was to document African American community college student experiences related to new theory at the nexus of relational care theory and BlackCrit, specifically, radical care theory. Faculty-student relational care experiences have demonstrated significant power to both support and empower historically minoritized African American students in community college. Impactful faculty-student relationships positively influence students in academics, their personal lives, and as members of the African American community. Utilizing a framework of care theory and BlackCrit with corresponding critical methodology, this study determined that radical care interactions between faculty members and students affirms students such that they perform better academically, realize positive effects in their personal lives, and engage differently as members of the Black community, both on and off-campus. Results demonstrate the significant importance of college faculty member selection aligned to those who demonstrate reciprocal, genuine care in their work with students. It further highlights the imperative of professional development dedicated both to enhancing academe awareness of radical care, and to the development of radical care attributes in community college faculty. Dedicated radical care serves to counters deficit thinking and opportunity gaps existing between African American community college students and peers of other races. The study open avenues for further exploration of radical care among and between other historically marginalized groups, and for continued research into radical care singularity, that is, care proffered by professors of the same race. Radical care principles are widely applicable and provide opportunities for study between classified staff members and students.
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Rahim, Medhat H., Radcliffe Siddo, and Moushira Issa. "Tangram-base Problem Solving in Radical Constructivist Paradigm: High School Student-Teachers Conjectures." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83015.
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Ralph, Thomas. "Constructing places of resistance and non-participatory identities in a secondary school undergoing radical change." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/23094.
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This thesis is an ethnography that took place in an ‘underperforming’ school in the South of England. The school is located on a deprived estate, taking its pupils from an area in the bottom quintile with regard to deprivation indicators, and regularly features at the bottom of local league tables. Recently converted to academy status, the school was in the process of being rebuilt. The school in question is seen as abject by the broader community and features a large number of disruptive and disaffected students. The overarching research questions that this study focuses on are: What kind of person do resistant pupils want to be recognised as and what kind of place do they want school to be? Within this, the thesis examines how students develop an identity of non-participation as well as how they act in order to make their voice heard and affect the nature of the place they are in. In order to investigate these questions the paper draws on the work of Foucault (1979, 1982, 2003) who suggested that in order to understand how power relations work it is necessary to investigate resistance rather than trying to understand power from the perspective of its own rationality. This approach is useful since students in school do not resist specific institutions or groups, but specific instances of power personified by those that they come into immediate contact with on a day to day basis. It also mobilises concepts of space and place developed by Doreen Massey (2005) and Tim Ingold (2008) whereby space is a product of interrelations permanently under construction as opposed to simply a surface and place becomes a product of these intersections within the wider power geometry of space. This is particularly relevant to the context of a failing school, seen as abject by the surrounding community and struggling to maintain any improvement. The concept of voice as defined by Nick Couldry (2010) and the students’ belief that they lack control over their lives in school is also key in terms of understanding the motivations for their resistance. The thesis argues that the fact that the school is gradually being demolished and rebuilt is seen as a threat as well as an opportunity by the participants. Since the school was intimately bound up with their identity, the changes made were an assault on their identity. However, the cracks opened up by the construction work offered them opportunities to carve out places for themselves. The participants suggest that the lip service paid to student voice by the school is a key issue in causing students’ resistant behaviour. The students in the study find that their agency is denied by the school and this, coupled with their desire to be seen as adults with legitimate opinions about their schooling, results in their resistant behaviour.
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Gilligan, Philip A. "Well-motivated reformists or nascent radicals: How do applicants to the degree in social work see social problems, their origins and solutions?" Oxford University Press, 2007. http://hdl.handle.net/10454/2721.
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NoThis article reports ways in which applicants to the Degree in Social Work see `social problems¿, their origins and possible solutions to them. What is demonstrated is that whilst applicants are concerned about a range of problems, those which could be broadly classified as `anti-social behaviours by individuals or groups¿ predominate, in contrast to those which could be defined as `aspects of the social structure which have an adverse impact on individuals or groups¿. Applicants are much more likely to suggest `individual¿ rather than `social¿ causes and are most likely to suggest `liberal/reformist¿ solutions. It is argued, in the context of frame analysis, that pre-existing views will usually impact strongly on how students respond to the knowledge and challenges offered during training. The article aims to place discussion within consideration of wider issues, particularly whether social work in Britain can maintain its historic commitment to social justice and prevent itself becoming an increasingly uncritical tool of the UK government¿s social authoritarianism. Finally, it seeks to raise questions about whether social work education can assist qualifying workers to develop and maintain resiliently radical approaches to practice, which are also effective in bringing positive change to vulnerable and disadvantaged people.
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Sawyer, Abigail E. "Student identities in a mathematical community of practice : radical visible pedagogy and the teacher collective." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63818/1/Abigail_Sawyer_Thesis.pdf.
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This study investigated the practices of two teachers in a school that was successful in enabling the mathematical learning of students in Years 1 and 2, including those from backgrounds associated with low mathematical achievement. The study explained how the practices of the teachers constituted a radical visible pedagogy that enabled equitable outcomes. The study also showed that teachers’ practices have collective power to shape students’ mathematical identities. The role of the principal in the school was pivotal because she structured curriculum delivery so that students experienced the distinct practices of both teachers.
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Jernqvist, Erik. "Students' views on the learning of kanji : A study the views and experiences of students at the Swedish universities concerning the teaching and learning of Chinese characters as used in Japanese." Thesis, Högskolan Dalarna, Japanska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22579.
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Kanji, the Chinese characters adopted to write the Japanese language, is often mentioned as one of the most difficult aspects of mastering said language. This is especially said about people from outside the Sinosphere i.e. PRC, Taiwan, North and South Korea, Japan and Vietnam. In the following thesis 12 students studying the Japanese language at Swedish universities were interviewed about their experiences when it comes to learning and being taught about kanji. A chapter summarizing some of the research that is relevant to this thesis is also included. Topics touched upon in this and the result chapter include the desire for more structured approach to kanji learning based on breaking down the characters into elemental components, spaced repetition (SRS), mnemonics.
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De, la Rouviere Jeremiah Daneil. "Chinese radicals in spaced repetition systems : a pilot study on the acquisition of Chinese characters by students learning Chinese as a foreign language." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80325.
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Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This thesis explores the effect on learning Chinese characters for learners of Chinese as foreign language through implementing the unique properties of the Chinese script in a prototype spaced repetition system. Both Chinese radicals and the spacing effect have the potential to positively influence the recall ability of students in learning Chinese characters, however the interaction between the spacing effect and Chinese radicals in spaced repetition system, such as Anki and Mnemosyne, had not been tested. An experimental spaced repetition system prototype was designed and developed to investigate these interactions. Two groups of students learning Chinese as a foreign language at the University of Stellenbosch studied the same list of Chinese characters in which there were both massed and spaced characters present. One group had additional information on Chinese radicals on the flashcard. The students were given an immediate post-test to test their recall of the meaning and pronunciation of the Chinese characters. The results showed a positive trend for the spacing effect in which students had higher scores for spaced characters, but the recall ability between the two groups of students did not change regardless of whether there was information on Chinese radicals or not. The results were surprising considering the potential positive impact of Chinese radicals on recall. The thesis concludes that the presentation of information on Chinese radicals in a spaced repetition system does not necessarily improve the recall ability of the students. The impact of explicit instruction on the role of Chinese radicals in Chinese characters and the ability of the student to apply this knowledge should be considered for future research.
AFRIKAANSE OPSOMMING: Die huidige tesis ondersoek die leer van Chinese karakters deur leerders van Chinees as ‘n vreemde taal deur die unieke eienskappe van die Chinese skrif in ‘n prototipe gespasieërde herhalings sisteem te implementeer. Beide Chinese radikale en die spasiërings effek kan potensieël 'n positiewe invloed hê in die vermoë van studente om Chinese karakters te onthou, maar die interaksie tussen die spasiërings effek en Chinese radikale in gespasieërde herhalings sisteme, soos Anki en Mnemosyne, was tot dusver onbekend. ‘n Eksperimentele gespasieërde herhalings sisteem prototipe was geskep om hierdie interaksie te ondersoek. Twee groepe studente van Chinees as vreemde taal by die Universiteit van Stellenbosch het dieselfde lys karakters gestudeer, waaronder gespasieërde en nie-gespasieërde karakters tuis was. Die twee groepe het verskil deurdat een groep ekstra informasie oor Chinese radikale gehad het op die voorkant van 'n flitskaart. Die studente het dadelik daarna ‘n toets ontvang waar hul die betekenis en uitspraak van die Chinese karakters moes onthou. Die resultate het ‘n positiewe neiging getoon vir die spasiërings effek waar studente hoër punte ontvang het vir gespasieërde karakters, maar die vermoë om die karakters te onthou het nie verskil tussen die twee groepe nie. Die resultate was ‘n verassing juis omdat daar ‘n potensieël positiewe invloed kan onstaan deur die impak van Chinese radikale. Die tesis het gevind dat slegs om informasie oor Chinese radikale te wys in ‘n gespasieërde herhalings sisteem nie noodwendig die vermoë van die student om Chinese karakters te onthou verbeter nie. Die impak van eksplisiete instruksie oor die rol wat Chinese radikale in Chinese karakters speel en die vermoë van die student om hierdie kennis toe te pas hoort verder ondersoek te word.
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Delage, Liliane Azevedo. "Uma análise das práticas educativas de prefessores de um curso superior de hotelaria." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/16273.
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Previous issue date: 2006-10-19Servico Nacional de Aprendizagem Comercial
This research has its support on radical behaviorism and also the principles of behavior analysis based on Skinner in order to reflect on the education role as well as the teaching-learning process. One defends that teaching is to provide conditions that make the student s learning easy, so at this point, it is essential the teacher s performance. So as to develop this research, the objective was to get to know the practice of the teachers who perform in Hospitality College (higher course that works on professional formation in Hospitality). For this research, there were four participants involved and responsible for some disciplines whose names are nominated practices . To obtain the data, it was used the observation in natural situation, this means that, the teacher s performance was observed in day-by-day classroom, with no interference of the researcher. The collected data were analyzed having as a model the Functional Analysis which focused on the pedagogical interactions between teacher and student. From the characterization of the teachers practices, that were obtained by the observation, was possible to identify some practices considered productive on the teaching process because they provided adequate academic behavior for the students. The pieces of information related to the teachers action in their day-by-day classroom allowed reflection on some aspects that must be approached on the teachers formation. Having as a focus the teaching-learning process in higher level, this research intends to contribute in teachers formation area taking as referential the radical behaviorism and behavior analysis
A presente pesquisa apóia-se no behaviorismo radical e nos princípios da análise do comportamento, formulados por Skinner, para proceder à reflexão sobre o papel da educação e sobre o processo ensino-aprendizagem. Defendendo-se que ensinar é prover condições que facilitem a aprendizagem do aluno e que, para tanto, é primordial a atuação do professor, teve-se como objetivo conhecer a prática docente de professores que atuam em um curso superior de formação de profissionais em hotelaria. Participaram como sujeitos desta pesquisa quatro professores responsáveis por disciplinas denominadas práticas . Para a obtenção dos dados, utilizamos a observação em situação natural, ou seja, observamos a atuação docente tal como ocorre no cotidiano de sala de aula, sem a interferência da pesquisadora. Os dados obtidos foram analisados, tendo por modelo a Análise Funcional, colocando-se em foco as interações pedagógicas entre professor e aluno. A partir da categorização das práticas docentes observadas, foi possível identificar práticas que são produtivas no processo de ensino, pois promovem comportamentos acadêmicos adequados dos alunos. As informações da ação docente, no cotidiano escolar, que foram obtidas, permitiram refletir sobre aspectos que devem ser contemplados na formação a ser propiciada a professores. Ao colocar em foco o processo de ensino-aprendizagem em nível superior, esta pesquisa pretende contribuir com a área de formação de professores a partir do referencial behaviorismo radical/ análise do comportamento
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SU, HUI CHUAN, and 蘇慧娟. "error pattern analysis on radical and calculation of students in." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/63410073046083229261.
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Russell, Lani. "Today the students, tomorrow the workers! : radical student politics and the Australian labour movement 1960-1972." 1999. http://hdl.handle.net/2100/1109.
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University of Technology, Sydney, 1999.This thesis provides a national overview of Australian student politics between 1960 and 1972. It explores firstly the ways in which student movements have been understood theoretically, especially the idea of student protest as an early "new social movement". To establish context, I discuss structural and cultural changes in the tertiary education system during the 19508 and 1960s and some relevant aspects of the politics of the postwar boom. Several chapters are then devoted to an analytical narrative chronicling the rise of student protest from 1960 onwards. They explore the rise of student protest in opposition to racism in the early 1960s and the politics of the groups involved; then the particular role of students in the development of the anti-Vietnam war movement and other social movements which arose in this period. The growth of student radicalism over particular on-eampus issues is also canvassed. The second part of the thesis focuses particularly on the relationship between the student movement and the labour movement. The course and nature of the interaction between radical students and the Labor Party and Communist Party is analysed. The politics of radical students is then discussed, in relation especially to Maoism, Trotskyism, Humanism, Self-Management and the New Left, with particular emphasis on ideas about the relationship between students and the working class. Some key episodes of student/worker cooperation are then examined, and the final chapter outlines the rise of a new, more militant trade union movement over the course of this period. The conclusion discusses the implications of this thesis for social movement theory and how the "sixties" is remembered today.
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Cheng, Yu Szu, and 余思諍. "The Word Recognition Effects of the Radical-Group-Text Instruction Combining with Pictographic Radicals Teaching on Elementary School Students with Learning Disability." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/02560899803785948982.
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碩士國立臺東大學
特殊教育學系碩士在職專班
103
The Word Recognition Effects of the Radical-Group-Text Instruction Combining with Pictographic Radicals Teaching on Elementary School Students with Learning Disability Abstract The purpose of this study was to investigate the word recognition effects of the radical-group-text instruction combining with pictographic radicals teaching on two elementary school students with learning disability. The experiment method adopted A-B-A’ withdrawal design of the single subject research. The teaching procedure was included the baseline phase, the intervention phase and the two-week-after maintain phase. The data was collected by the learning effectiveness test which was included four branch items: ”read to pronounce”, “read to form”, “choose to fill” and “listen to write”, and then it analyzed by visual analysis and C statistics. In the end, the students and the teacher were interviewed to explore their responses and viewpoints of the teaching. The results of this study were summarized as following: 1. The radical-group-text instruction combining with pictographic radicals teaching had immediate effects on improving the word recognition performance of ”read to pronounce”, “read to form”, “choose to fill” and “listen to write” toward the students with learning disability. 2. The radical-group-text instruction combining with pictographic radicals teaching had retaining effects on improving the word recognition performance of ”read to pronounce”, “read to form”, “choose to fill” and “listen to write” toward the students with learning disability. 3. The students and the teacher who were involved in this study agreed with the positive effects of the radical-group-text instruction combining with pictographic radicals teaching. According to the results above proposed some related suggestions and future practical resesrch directions towards the radical-group-text instruction combining with pictographic radicals teaching on the students with learning disability. Keywords: Radical-Group-Text Instruction, Pictographic Radicals, Students with Learning Disability
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Lai, Fu-Mei, and 賴富美. "The Effects of Radical Recognition on Word Recognition for Elementary School Students with Learning Disabilities." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/72jjsr.
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碩士國立臺東大學
進修部暑期特教碩士班
97
The purpose of this study was to explore the effectiveness of radical recognition on word recognition and the error type analysis for elementary school students with learning disabilities. The withdrawal design of single subject research design(A-B-A
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Tsao, Wen-Shin, and 曹文馨. "The study of the effect of word recognition on radical recognition instruction combining radical character of sign language for elementary school students with mild mental retardation." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/32855063553392589081.
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碩士國立臺南大學
特殊教育學系碩博士班
102
The purpose of this study was to compare the immediate effects and maintenance effects of word recognition learning on “radical recognition instruction” and “radical recognition instruction combining radical character of sign language” for elementary school students with mild mental retardation. The subjects of this study was two third-grade students with word recognition difficulties and mild mental retardation at an elementary school in Taoyuan County. This study utilizes the ATD (alternating treatment design) with single subject to assign the research process. The treatment was divided into three phases: baseline, intervention and maintenance phases. In intervention phase, it utilizes the method of counterbalance and intervenes two instructions with fixed interval of time, totally 20 times. When the instruction is ended, I gave their self-compiled “word recognition assessment” on morning self-studying time the next day to evaluate the performance of immediate effect. Two weeks later, the same assessment is given to evaluate the performance of maintenance effect. The evaluation result of the effect of word recognition was scored into five categories, including listen and write, read and write, sight words, phrase-making, and overall score. Based on the data collected, the information analysis is on process as following: A. Analyzing visually the participants both the immediate and retain effects of word recognition assessment. B. Information analysis on interviews with parents and teachers. The result of this study was summarized as following: First, The best immediate effect is “radical recognition instruction combining radical character of sign language”. In the categories of overall score, listen and write, read and write, the immediate effect is the most obvious. Second, the best retain effect is “radical recognition instruction combining radical character of sign language”. In the categories of overall score, dictation, read-write, and sign words, the retain effect is the most obvious. Finally, the teachers and parents indicate that two participants have improvement on sign words, writing and learning motive. According to the results, the researcher brings up the suggestion on future researches and instructions.
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Zhang, Zong-Qun, and 張宗群. "The Effectiveness of Combining Radical Recognition Pedagogy with the Creative Radical Recognition Teaching Compact Disk for Teaching Literacy to Middle School Students with Moderate Intellectual Disabilities." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/01629263079635134705.
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碩士中華大學
資訊管理學系碩士班
103
This paper discusses the effectiveness of combining radical recognition pedagogy with the creative radical recognition teaching compact disk for teaching literacy to middle school students with moderate intellectual disabilities. A single-subject A–B–A’ withdrawal experimental design was adopted in this study. The participants comprised 3 ninth-grade special education students with moderate intellectual disabilities. The independent variable was the parts literacy pedagogy combined with literacy parts creative teaching disk, and the dependent variable was the effectiveness of the literacy education. The experiment continued for 12 weeks, which were divided into a 3-week baseline period, a 6-week intervention period, a 1-week interval, and a 2-week maintenance period. A literacy test developed by the researchers was administered to the students, and the test scores were examined using a line chart and visual analysis. The immediate and retained effects were explored from various perspectives based on each part of the test and the overall test. The results of the experiment are summarized as follows: 1. The reading and spelling abilities of the 3 participants were substantially affected immediately and in the long run. 2. Regarding the abilities to listen and write vocabulary and sentences and select words by listening meanings, Participants A and B were substantially affected immediately and in the long run, whereas Participant C was immediately affected, but not affected notably in the long run. 3. Regarding the overall literacy, all 3 participants were considerably affected immediately and in the long run. According to the aforementioned summary, this paper proposes suggestions for future studies on literacy and computer-assisted instruction for students diagnosed with moderate intellectual disabilities.
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Lin, Jung-Hsin, and 林榮鑫. "A Study on Effect of Radical Recognition Strategy on Literacy among Students with Mental Retardation (MR)." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/6u8qpn.
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碩士國立臺東大學
進修部文教行政碩士班(夜間)
98
The purpose of the study is to investigate whether the radical recognition strategy is positive to the literacy among MR students through an analysis on their learning performance and common errors. A total of 3 subjects, MR students receiving special education at elementary school, are assessed using single-subject research method with A-B-A withdrawal design. The results show that: 1. Among MR students instructed with radical recognition strategy, there is a significant increase in overall scores, where a retention effect is observed. 2. Among MR students instructed with radical recognition strategy, there is a significant increase in dictation scores, where a retention effect is observed. 3. Among MR students instructed with radical recognition strategy, there is a significant increase in pronunciation scores, where a retention effect is observed. 4. Two major groups,
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Chen, Kuan-Jung, and 陳冠蓉. "Effects of Using Picture Books to Implement Radical Recognition Instruction on Elementary Students with Mild Mental Retardation." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/94858593370928362141.
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碩士臺北市立教育大學
特殊教育學系碩士班身心障礙組(日)
97
Effects of Using Picture Books to Implement Radical Recognition Instruction on Elementary Students with Mild Mental Retardation Kuan-Jung Chen This study was to examine the effectiveness of using picture books to implement radical recognition instruction on elementary Students with mild mental retardation. Single-subject A-B-A experimental design across subjects was employed. Participants were two elementary school students with mild mental retardation. Immediate effects and long-term effects of word recognition were examined. The independent variable was instruction of using picture books to implement radical recognition instruction. The dependent variable was students’ performance of word recognition. Data were collected by using observation and student interviews, and were analyzed through visual analysis method. Results found that using picture books to implement radical recognition instruction demonstrated significant immediate effects on improving the performance of word recognition. Long-term effects were found especially in the “Chinese-Character Puzzle” subtest. Suggestions for future related research were also provided.
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Wang, Hui-Chun, and 王惠君. "The Teaching Effects of Radical Recognition Strategy on Word Recognition of Elementary School Students with Learning Disabilities." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/47213753820599104206.
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碩士國立彰化師範大學
特殊教育學系在職進修專班
91
The purpose of this study is to investigate the effects of radical recognition strategy on word recognition of elementary school students with learning disabilities. Researcher utilizes “the multiple baseline design across subjects” to assign the teaching experiment procedure. The subjects are three elementary school students with learning disabilities. The data-processing procedures adopt the visual analysis and the simplified time-series analysis. In addition, researcher makes the analysis according to the errors the subjects made on word recognition. The results of this study are summarized as followed： 1.Radical recognition strategy has significantly immediate and long-term effects on improving the word recognition performance of the three subjects. 2.The immediate and long-term effects on the word-choosing subtests are better than those on the word-identifying subtests. 3.The main error types of the word-choosing subtests and the word-identifying subtests are orthographic errors. 4.Radical recognition strategy could reduce the orthographic errors.
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LEE, YING-CHEN, and 李盈臻. "The Effects of Radical Recognition Strategy on Word Reading and Writing for Elementary School Students with Dyslexia." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/77944230665223295528.
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碩士國立臺東大學
進修部暑期特教碩士班
101
The purpose of this study was to explore the effect of radical recognition strategy on word reading and writing for elementary school students with dyslexia. A single-subject experimental study of multiple probe design across subjects was used to evaluate the effect on two participants who were third grade and placed in a elementary school resource program in Nantou County. Radical recognition in teaching materials was the independent variable in the study, and the dependent variable was the effect of reading and writing on two participants. The effect was evaluated through researcher
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Lee, Ying-Chen, and 李盈臻. "The Effects of Radical Recognition Strategy on Word Reading and Writing for Elementary School Students with Dyslexia." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/36607252805795925452.
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碩士國立臺東大學
特殊教育學系碩士在職專班
101
The purpose of this study was to explore the effect of radical recognition strategy on word reading and writing for elementary school students with dyslexia. A single-subject experimental study of multiple probe design across subjects was used to evaluate the effect on two participants who were third grade and placed in a elementary school resource program in Nantou County. Radical recognition in teaching materials was the independent variable in the study, and the dependent variable was the effect of reading and writing on two participants. The effect was evaluated through researcher’s scale. Data of study was collected mainly through visual inspection and C statistic method. The research findings were concluded as followed: 1. The radical recognition strategy could improved the reading and writing performance of the two participants. 2. The radical recognition strategy had immediate and long-term effects on improving the performance of word reading for the two participants. 3. The radical recognition strategy had immediate and long-term effects on improving the performance of word writing for the two participants. 4. Interviews with the parents and teachers of the two participants had indicated this research had a suitable social validity. At last, recommendations made on the research results are provided for future teaching and researches.
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PIN, LIAO TSAI, and 廖彩萍. "To Examine the Effectiveness of Single-Word and Article-Directing Radical Recognition Instruction for Elementary Students with Mild Mental Retardation Students in Severely Recognition Difficulties." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/52000611432806342419.
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碩士國立屏東教育大學
特殊教育學系碩士班
95
Abstract This study was to examine the effectiveness of single-word and article-directing radical recognition instruction, in addition, to analyze the error analyses for two elementary students with mild mental retardation students in severely recognition difficulties. The study was an alternating in single subject research design. The investigator implemented the baseline, teaching intervention, short-term and long-term follow-up phases to examine the teaching effectiveness for two MR students after eight weeks teaching experimental instruction. The main results were as following: 1.The teaching intervention phase: Two MR students made a progress in single-word test, in addition to, it was shown that there were the effects in short-term and long-term follow-up phases. Moreover, two MR students made a progress in article-diction test too. 2.The short-term and long-term follow-up phases: Two MR students had the best effect in listening-choose test, however, there was a slightly different individual effects in other two tests. 3.The main error analyses: Making wrong choice was the main error in the listing-choose test and not answer was the main error in the recognition and diction tests. Keyword: mental retardation, word-recognition, and radical recognition
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LIU, PING-YI, and 劉蘋誼. "The Teaching Effects of Meaningful Radical Recognition Strategy on Word Recognition for Elementary School Students with Learning Disability." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/5zczvz.
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碩士國立臺中教育大學
特殊教育學系碩士在職專班
106
This study investigated the effects of meaningful radical recognition strategy on word recognition. Three cognitively normal fifth-graders with learning disabilities in an elementary school were taught meaningful radical recognition strategy on word recognition within six weeks. The study method was the multiple baseline design across subjects. This instructors implemented learning effectiveness tests including “read for pronounce”, “read to word creation”, “read to the word’s story” after 6-week teaching program and conducted the tests of Phonological Awareness, Rapid Automatized Naming as well as Chinese Character Recognition for every two weeks. The data were analyzed by using visual analysis. Furthermore, the teacher and parents were interviewed to explore their attitudes toward, viewpoints on the effectiveness of meaningful radical recognition strategy and the subtypes of learning disability. The results of this study show as follows: 1.The meaningful radical teaching strategy has significant immediate and maintenance effects on improving the student’s word recognition performance. 2.The meaningful radical teaching strategy has no difference on the student’s phonological awareness ability. 3.The meaningful radical teaching strategy has slightly immediate effects on improving the student’s rapid naming ability. 4.The meaningful radical teaching strategy has no difference on the student’s Chinese character recognition ability. 5.To the students, their parents and teachers, the meaningful radical teaching strategy was helpful in improving the student’s word recognition performances. Based on the results, this study concludes that participants were categorized as the subtypes of the rapid-automatized-naming deficiency. Furthermore, several pedagogical implications and recommendations for future researches are provided according to the intervention effectiveness.
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Pei-Chen, Kuo, and 郭佩眞. "The Effects of Radical-Group-Text Teaching Materials on the Word Recognition of Elementary Students with Word Recognition Difficulties." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/70269561792514461313.
Full textAbstract:
碩士臺北市立教育大學
特殊教育學系身心障礙教育教學碩士學位班(夜)
99
The major purpose of this study was to investigate the effects of radical-group-text teaching materials on elementary students with word recognition difficulties. The research method of this study used the multiple baseline design across subjects in the procedure of this teaching experiment, for the three elementary school students with word recognition difficulties in radical-group-text teaching materials and assessment to see whether the immediate effects and maintaining effects. The data-processing procedures adopted the visual analysis and the C statistic. The major results of this study were summarized as fallows: 1. The radical-group-text teaching materials had immediate effects on improving the performance of word recognition for the three subjects. 2. The radical-group-text teaching materials had maintaining effects on improving the performance of word recognition for the three subjects. According to the above research results, this study purposes some suggestion and future works about radical-group-text materials on elementary students with word recognition difficulties.
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tseng, Shih-hui, and 曾詩惠. "Effects of Chinese Radical Instruction on the Vocabulary Learning and Word Recognition of Low Achievement of Fourth-grade Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/27623775560042916944.
Full textAbstract:
碩士樹德科技大學
幼兒保育系
98
The purpose of this study was to compare the effects of Chinese radical instruction with or without using a dictionary on (dicitionary radical instruction or non-dictionary radical instruction) word-recognition and vocabulary-learning. The participants were fourth-grade students who studied in a resource class in southern Taiwan. A multiple interventions of ABACA single subject design was applied in this study. In the intervention phase, students took turns to participate in a dictionary or non-dictionary radical instruction. Weekly and immediate evaluations were conducted to examine the effects of the instructions. By utilizing visual analysis, C statistics, and Wilcoxon test, this study analyzed the outcomes of participants’ scores of weekly and immediate evaluations to investigate the effects of instructions. The major findings were concluded as follows: 1. The word-recognition effect: There was no significant effects on the learning of word-recognition between two instructions. However, based on immediate evduation, there were significantly instructional effects on average scores, scores of taught words, correcting wrong words, and chinese character writing. Students were performed better during dictionary radical instruction. 2. The vocabulary-learning effect: Students B, C, and D performed better in “dictionary radical instruction” than in “non-dictionary radical instruction”. There was no significant difference between two instructions. 3. The maintaining effect: There was no significant difference on the maintaining effects between two instructions. 4. The stable effect: Four sub-tests which were Chinese character writing, wrong words correcting, pronouncing, and lexical usage were designed for assessing the immediate effects. In sub-tests of Chinese character writing and word correction, four students performed stably in the phase of “dictionary radical instruction” than its of “non-dictionary radical instruction”. In the sub-test of pronunciation, student B,C, and D performed stably in the phase of “dictionary radical instruction” than in “non-dictionary radical instruction”. And in lexical usage test, the peformances of student A and B were more stable in the phase of “dictionary radical instruction” than in “non-dictionary radical instruction”. 5. The generalization effect: There was no significant generalization effect when compared performances of extended-word learning between two instructions. According to the results, recommendations to practices and future studies were provided. Keywords: Chinese radical instruction, dictionary radical instruction, word-recognition ability, vocabulary ability
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Huang, Fuh-Sheng, and 黃復生. "How Dominance and Expectation influence investment on radical innovation－analysis of MBA students in Taiwan with MARKSTRAT Online simulation." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/53187313608103771396.
Full textAbstract:
碩士國立交通大學
管理學院碩士在職專班經營管理組
93
The adage “Winners take all” has become the reality in modern business, specially, for manufacturing industry in Taiwan. Most of the “Winners” have focused on economic scale of production in mass production and cost cutting to dominate the market and to generate high profit. Indeed, the resources the dominants can employ are much higher than those non-dominants. Once the dominants enter into the market or product segment, they quickly establish effective barriers to hinder the entries of other competitors. However, the experiences of past successful strategy might be duplicated by the competitors. Therefore, investment alternative on radical innovation investment or improvement on existing products could be a resource trade-off dilemma. This research is to study how market dominance and managerial expectation influence company’s radical innovation investment decision. The data is compiled from the MARKSTRAT marketing competition by NCTU MBA students over eight periods of simulated games. The results show that market dominance does not have significantly statistical relationship with radical innovation investment. The market dominance, however, has positive impact on absolute investment model. In addition, the managerial expectation in introducing radical technologies has no significant impact on innovation investment. Innovation investment is beneficial to performance, but the amount of radical products introduced does not.
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CHEN, KUAN-CHEN, and 陳冠臻. "The Effects of Augmented Reality Integrated into Radical Recognition Teaching on Word Recognition for Elementary Students with Learning Disabilities." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/93aqs7.
Full textAbstract:
碩士國立臺北教育大學
特殊教育學系碩士班
106
The purpose of the study was to explore the immediate and maintained effect of the Augmented reality integrated into Radical Recognition Teaching on elementary students with Learning Disabilities.Besides, it also discusses the social validity of teaching experiment to the students’ parents and teachers. The experiment were multiple probes across behaviors design of the single subject research. In the study, visual analysis, C statistical validity and questionnaire analysis were used to explore the results ,the learning effects and social validity. The results of the study were summarized as followings: 1. The Augmented reality integrated into Radical Recognition Teaching had immediate effects on improving the performance of full-scale,word-reading and listen-n-choose of the students. 2. The Augmented reality integrated into Radical Recognition Teaching had maintained effects on improving the performance of full-scale,word-reading and listen-n-choose of the students. 3. After using Augmented reality integrated into Radical Recognition Teaching, both of the students’ parents and teachers were accepted and satisfied with the instruction. Based on the results above, the study would offer some suggestions and can be the orientation in the future study.
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Liu, Chun-chi, and 劉駿畿. "The Study on the Effect of Vocabulary instruction Combining Chinese Radical Strategy for Elementary-School Students with Word Recognition Difficulties." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/70890392674378980245.
Full textAbstract:
碩士國立臺南大學
特殊教育學系碩士班
96
The purpose of this study is to investigate the effects of vocabulary instruction combing Chinese radical strategy teaching on word recognition of elementary school students with word recognition difficulties. Researcher utilizes “the multiple probe design across subjects” to assign the teaching experiment procedure. The participants are three elementary school second grade students with word recognition difficulties. After 12 times instruction, the students are tested by the word recognition performance test composed of 4 subtests: “Reading”, “Vocabulary”, “Identification” and “Closing”. The data processing procedures adopt the visual analysis. In addition, researcher makes the analysis according to the errors the participants made on “Vocabulary” and “Identification” subtests. The results of this study are summarized as followed: 1. The vocabulary instruction combing Chinese radical strategy has significantly immediate, short-term and long-term effects on improving the word recognition performance of the three participants. According to the score of the 4 subtests participants get, participants get the highest score on the “Closing” subtest, and lowest score on the “Vocabulary” subtest. 2. The number of times no-answer errors, homophone errors, and homomorphic errors participants made on “Vocabulary” and “Identification” subtests is reduced the most after the teaching intervention, however, the number of times Chinese radical misemploying errors is increased the most after the teaching intervention. According the results, the researcher brings up the suggestion on future researches and instructions.
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Liu, Hsin-Hui, and 劉欣惠. "The Teaching Effects of Radical-Group-Text Teaching Strategies on the Word Recognition Performance for Elementary Students with Word Recognition Difficulties." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/12410584663793258407.
Full textAbstract:
碩士國立臺中教育大學
特殊教育學系碩士在職專班
97
The main purpose of this study was to investigate the effects of radical-group-text teaching strategies on elementary school students with word recognition difficulties in terms of their ability of word recognition and the errors patterns. The research method of this study was “the multiple baseline design across subjects”in the procedure of this teaching experiment.The baseline phase conducted the test on word recognition in advance to know the basic word recognition abilities of the subjects.In the intervention phase the subjects were applied with teaching treatments , which is radical-group-text teaching strategies, and made to have immediate effects evaluation. The maintain phase consisted of two-week maintain effects evaluation. The data-processing procedures adopted the visual analysis and the C statistic. In addition, this study made the analysis based on the errors type made by the research subjects on word recognition. The major results of this study were summarized as follows： 1.The radical-group-text teaching strategies had caused significantly immediate and short-term effects on improving “ The word recognition performance”, “ Choosing the word with phonetic cue”, “ Reading the word on display aloud”, “ Writing down the word with phonetic cue”, and“ Making up lexicons” for the three subjects. 2.The subjects performed better in “ Reading the word on display aloud”than in “ Choosing the word with phonetic cue”, “ Writing down the word with phonetic cue” , and“ Making up lexicons” after they were treated with the immediate and short-term teaching strategies. 3.The most common errors of the “Writing down the word with phonetic cue” had been structure errors. 4.The most common errors of the “ Reading the word on display aloud” had been orthographic errors. According to the above research results, this study proposed some suggestions and future about radical-group-text teaching strategies for the students with word recognition difficulties.
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Chuang, Ya-Yuan, and 莊雅媛. "The Effects of Radical-Group-Text Teaching Strategies on The Word Recognition and Fluency For Elementary Students with Mild Intellectual Disability." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/z643nn.
Full textAbstract:
碩士明道大學
課程與教學研究所
105
The purpose of this study was to investigate the effects of radical-group-text teaching strategies on elementary school students with mild intellectual disability in terms of word recognition and fluency. The research method of this study was“the multiple baseline design across subjects”in the procedure of this teaching experiment. And Three elementary school students with mild intellectual disability were chosen as participants of this study. The baseline phase conducted the test on word recognition in advance to know the basic word recognition abilities of the subjects.In the intervention phase the subjects were applied with teaching treatments , which is radical-group-text teaching strategies, and made to have immediate effects evaluation. The maintain phase consisted of two-week maintain effects evaluation. The data-processing procedures adopted the visual analysis and the C statistic. The major results of this study were summarized as follows： 1. The radical-group-text teaching strategies has immediate effects and retaining effects on improving“ The word recognition performance” for the three subjects. 2. The radical-group-text teaching strategies has immediate effects on improving“Reading the word on display aloud”and retaining effects for the two subjects. 3. The radical-group-text teaching strategies has immediate effects and retaining effects on improving“Making up lexicons” for the three subjects. 4. The radical-group-text teaching strategies has immediate effects and retaining effects on improving“select words by context” for the three subjects. 5. The radical-group-text teaching strategies has immediate effects and retaining effects on improving“Writing down the word with phrases” for the three subjects. 6. The radical-group-text teaching strategies has immediate effects for the two subjects and retaining effects on improving“word recoding fluency” for the three subjects. 7. The radical-group-text teaching strategies has immediate effects and retaining effects on improving“radical-group-text reading fluency ” for the three subjects. According to the aforementioned findings, application of these instruction to mild intellectual disability for word recognition instruction, the learning guidance and the further research were recommended.
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LU, WAN-CHING, and 盧婉青. "The Effects of Board Game with Radical Structural Decomposition Instruction on the Word Handwriting for Elementary School Students with Learning Disabilities." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/527d67.
Full textAbstract:
碩士國立屏東大學
特殊教育學系碩士班
105
The purpose of this study was to investigate the effects of board game with radical structural decomposition instruction on the word handwriting for elementary school students with learning disabilities. A single subject research method with drawal design was applied to teach word handwriting for two elementary school students with learning disabilities. “The effects of handwriting test” was used as a measure to evaluate the student’s learning results. The data were further explained by using visual analysis, C statistic method, and regression effect size. The results of this study were listed as following: (1)The board game with radical structural decomposition instruction had immediate, short-term maintenance, and generalization effects on improving the word handwriting test of “spelling”, “cloze”, and “dictation” for two elementary school students with learning disabilities. (2)The board game game with radical structural decomposition instruction had good social validity. The study found that the reason why the board game with radical structural decomposition instruction was effective depended on selecting the word that matching the structure, learning by the board game, decomposing word’s radical by participants themselves, structuring instructional procedure, designing a variety of assessment could increase the word handwriting for elementary school students with learning disabilities.
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Hsu, Yan-li, and 許艷麗. "Research on the effect of Chinese radical recognition instruction of teaching words in the text on students abilities in recognizing words." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/01402354910256986833.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學碩士班
97
The main purpose of this research was to discuss the effect of the Chinese radical recognition instruction on the word-recognition ability of first-grade elementary school students. This research adopted the quasi-experiment researching method, and conducted the research through pre- and post-test of unequal groups. The sixty students in two first-grade classes of an elementary school in Tainan City were taken as the study sample. One class was set as the experimental group, in which new words in the text were taught by the Chinese radical recognition instruction; the other class was set as the control group, in which new words in the text were taught by common words teaching method. The process of this teaching experiment lasted for ten weeks, with three classes every week, that is, thirty classes in total. Besides, this research utilized six testing items from “Basic Words Reading and Writing Comprehensive Test” including “Selecting Words According to Phrases”, “Selecting Words Based on Listening”, “Writing Chinese Words According to Chinese Phonetic Symbol”, “Listening Comprehension”, “Reading and Pronouncing”, and “Building Phrase with Words” as the researching tools, to analyze and compare the differences between the instant effects and reserved effects of the two groups of students, and the difference in word-recognition ability between male and female students, as well as the type of mistakes in recognizing words demonstrated by students in the two groups. The research result was as follows: 1. In terms of the instant effect, there was no obvious difference in students’ performances on the five testing items including “Selecting Words Based on Listening”, “Writing Chinese Words According to Chinese Phonetic Symbol”, “Listening Comprehension”, “Reading and Pronouncing”, and “Building Phrase with Words”. However, in the testing item “Selecting Words According to Phrases”, the experimental group had better performance than the control group. 2. In terms of the reserved effect, there was no significant difference between the abilities of pupils from the experimental group and control group in word-recognition ability. 3. Concerning the sex of the pupils, there was no notable difference between the word-recognition ability of male and female pupils in the experimental group, after they received the Chinese radical recognition instruction method. 4. Pupils from the experimental group and the control group made the same performance regarding the type of mistakes in recognizing words, that is, as for the test items “Selecting Words According to Phrases”, “Selecting Words Based on Listening”, and “Building Phrase with Words”, most mistakes were made when it came to “the words with the same or similar pronunciation”; as for the test item “Reading and Pronouncing”, most mistakes were in the type of “correct phonetic elements, but wrong character radical”; as for the test item “Writing Chinese Words According to Chinese Phonetic Symbol” and “Listening Comprehension”, most mistakes were in the type of “incorrect writing”. Finally, this research, according to its research result and research limits, put forward suggestions for word-recognition teaching and relevant future researches.
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Lin, Titang, and 林堤塘. "The Learning Effects of Chinese Stem-Deriving and Radical Recognition Strategy on Word Recognition of Elementary School Students with Reading Difficulties." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/11604776309114159088.
Full textAbstract:
碩士國立嘉義大學
特殊教育學系研究所
94
The purpose of this study is to investigate the effects of Chinese stem-deriving and radical recognition strategy on word recognition of elementary school students with reading difficulties. Researcher utilizes “the A-B-A' design” to assign the teaching experiment procedure. The subjects are three elementary school students with reading difficulties. The data-processing procedures adopt the visual analysis and analysis by the validity rate of the subjects made on the test. The results of this study are summarized as followed： 1. Chinese stem-deriving and radical recognition strategy has significantly immediate effects. 2. Chinese stem-deriving and radical recognition strategy has long-term effects especially on the word-phonia and word character. 3. The long-term and immediate effects on the word-phonia and word character are better than the word sense subtests.
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CHEN, YUNG-CHING, and 陳詠晴. "An Action Research on Improving Word Recognition of the Elementary Students in Resource Class by Utilizing Multimedia & Radical-Group-Text." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/7t475g.
Full textAbstract:
碩士國立臺中教育大學
教師專業碩士學位學程
106
The research aims to analyze the positive effect that multimedia and radical-group-text have on improving the literation of elementary students in resource class.Action research method was applied and two fourth-grade students from resource class were recruited. The research lasted for eight weeks, and a total of sixteen classes had been involved. Selected students were asked to take a pre-study test to find out their levels before the research. Classroom observation records, afterthoughts and diaries, teacher’s feedback and a learning efficiency test were used as means to collect data for analysis. Findings: Ⅰ. Problems found in the first experiment if address properly and correct timely, can help the students achieve a better literacy level. Ⅱ. This research shows that Multimedia & Radical-Group-Text method helped improve the student’s abilities in reading word to sound, character recognition, word choice and speaking. Ⅲ.This research shows that Multimedia & Radical-Group-Text method helped the teachers reflect on the class and grow as well. Reflections include: Ⅰ. Arranging competitive activities to motivate students. Ⅱ. Setting a teaching process to guide the students and help them learn actively. Ⅲ. Utilizing multimedia and paper textbooks helps students in different levels to adapt. IV. Doing homework helps the student pick up the subject faster. Growths include: Ⅰ. Researcher improved on her classroom props design ability. Ⅱ. Researcher improved on her Radical-Group-Text teaching skill. Ⅲ. It helps the researcher grasp the meaning and importance of the action study.
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Hsu, Li-Fang, and 徐里芳. "The Effects of Radical-Group-Text Teaching Method Combined with Chinese Character Teaching Method on Word Recognition of Students with Chinese Dyslexia." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/07599503299795480171.
Full textAbstract:
碩士國立臺中教育大學
特殊教育學系碩士班
98
The study aimed to investigate the effects of radical-group-text teaching method combined with Chinese character teaching method on word recognition of students with Chinese dyslexia. This study used multiple probe design across subjects of single subject experimental design. The three participants with Chinese dyslexia of learning disibilities were placed in two elementary school in Miaoli Country. The independent variable was the teaching method which used radical-group-text teaching method combined with Chinese character teaching method. The dependent variable was the immediate and reserved performance of participants on word recognition, which contained two sub-tests of reading by word cards and choosing answers by listening words. The data were analyzed by visual analysis, and tested by the C statistic. The conclusions obtained from the results of the study were as follows: 1. The teaching method to the “reading by word cards” of word recognition of three participants showed significantly immediate and reserved effects. 2. The teaching method to the “choosing answers by listening words” of word recognition of three participants showed significantly immediate and reserved effects. According to the process of the experiment and results in the study, some suggestions about teaching and further researches were generated.
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Weng, Hsin-Hui, and 翁新惠. "The Effects of Integrating Computer into the Radical-Group-Text Teaching on Word Recognition for Junior-high-school Students with Learning Disabilities." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/43397984452907738326.
Full textAbstract:
碩士國立臺北教育大學
教育傳播與科技研究所
96
This study aimed to investigate the effects of integrating computer into the radical-group-text teaching for junior-high-school students with learning disabilities. The multiple probe across-subjects design of single subject research was adopted in this study. Three subjects participated in this study. Eighteen courses were implemented for each subject. The controlling variable was the implementation of integrating computer into the radical-group-text curriculum. The CBM Chinese Characters Tests were implemented during the treatment. The Grade Chinese Characters Reading Test was administered as the pre- and post-tests in this study. The results of this study were as follows: 1. The “radical-group-text multimedia instruction system” was comprised with eight parts for facilitate students’ Chinese characters. 2. The CBM mean scores of three subjects were ranged from 20.89 to 24.83 during the intervention phase. Their performance were higher than those during the baseline phase (7 points). Students’ CBM scores were significantly improved during the intervention phase (p<.01). The CBM mean scores of three students during the maintenance phase were ranged from 24.63 to 27.88 which were higher than those during the intervention phase (3 points). 3. Three subjects gained higher scores on all subtests of the CBM Chinese Characters Tests during intervention phase and maintenance phase, particularly on the dictation and lexical usage subtests. The score of subject A’s on the lexical usage subtests was improved significantly (p<.01). The subject B and C’s scores on the dictation subtests were the most significant (p<.001). 4. After intervention, three students’ scores was improved on the Grade Chinese Characters Reading Test. Their Chinese characters abilities in terms of grade level were improved from 5.1~5.9 to 6.4~9.1. According to the above research results, some suggestions were also generated in this study.
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Huang, Kuan Ying, and 黃冠穎. "The study of the results of remedial instructions on Chinese Radical Recognition Instruction for low achieving second grade elementary students in Chinese." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/69067665887818509160.
Full textAbstract:
碩士國立花蓮師範學院
特殊教育教學碩士班
93
The study is to discuss the influence of remedial instructions on students of low achievement in Chinese at elementary school both in article-directing-word Chinese radical instruction and word-directing-article Chinese radical instruction. Seventeen second grade elementary school students in Taipei County were assigned randomly to three groups; the article-directing-word recognition group, the word-directing-article Chinese radical instruction group and a control group with no remedial instruction. Both experimental groups were involved in a nine-week experimental instruction. Tests on word recognition, reading comprehension, writing and Chinese radical recognition were carried out during the pre-experimental, post-experimental and the tracing stage to compare the growth of the language generalization ability among three groups, furthermore, teacher-made learning achievement test were conducted during the post-experimental instruction and the tracing stage to examine the learning results amongst these two experimental groups. Finally, the experimental subjects and homeroom teachers were asked to fill out questionnaires to understand their viewpoints on Chinese radical recognition instruction. The main results of this study are as follows: (1) Article-directing-word Chinese radical recognition instruction is more effective in improving the underachievers’ Chinese learning achievement than the word-directing-article Chinese radical instruction. But in reading comprehension and writing ability, there is no obvious difference. (2) Article-directing-word radical recognition instruction showed better results in increasing the word recognition, fluency in recitation, reading comprehension and Chinese radical recognition than the control group; but both showed no obvious effectiveness in promoting student’s writing ability. (3) The Chinese radical recognition and reading comprehension ability has shown moderate correlation in growth but there is no evident correlation in word recognition and writing ability. (4) The radical recognition ability of the experimental group has grown high and it’s the same for reading comprehension, word recognition and writing ability. On the other hand, the radical recognition ability of the control group has grown low and there is limited growth in their language ability. (5)The implementation of both Article-directing-word Chinese radical recognition instruction and word-directing-article Chinese radical instruction enhanced students’ language ability, but the reaction of growth is not congruent. (6) Over seventy percent of the experimental students’ homeroom teachers acknowledged the effectiveness of these instructions. And, about sixty percent of the experimental students think they have made much progress in their language ability; meanwhile, they held a preference and positive attitude and hope to take part constantly in future remedial instruction. (7) The radical word recognition remedial instruction conducted in this study can be used as a teaching intervention scheme before referral. Suggestions will be given on the implementation of word recognition remedial instruction to low achievers in Chinese and future researches according to the results and limitations of this study.
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閔宸毅. "The Effects of Game-based Chinese Radical Teaching on Word Recognition of Three Students with Word Recognition Difficulties in The Forth Grades." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/82098425084554194717.
Full textAbstract:
碩士國立新竹教育大學
特殊教育學系碩士班
104
Abstract The purpose of this study was to investigate the effects of the effects of game-based chinese radical teaching on word recognition of three students with word recognition difficulties in the forth grades. The single subject research design of the withdrawal design method (A-B-A) was applied in this study. There were three students with word recognition difficulties in the forth grades taught in the resource room for three weeks , three times a week, 40minutes each time. In quantitative research, researcher used the ‘‘literacy test designed by research’’as the reasearch tool to analyze the change of literacy quantity. The data-processing procedures adopted the visual analysis and the C statistic. In qualitative research, researcher analyzed the answers of the semistructured interviews to get to know the students’ response after the research.The major results of this study were summarized as fallows： 1. The effects of game-based chinese radical teaching had significantly immediate effects on improving the performance of word recognition for the three subjects. 2. The teaching method to the “reading by word cards” of word recognition of three participants showed reserved effects. 3. The teaching method to the “choosing answers by listening words” of word recognition of three participants showed reserved effects. 4. Only some maintenance effects were shown on the ‘‘make a word with the character’’subtest and the all three students’ overall performances test. According to the process of the experiment and results in the study, some suggestions about teaching and further researches were generated.
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TSAI, YU-CHEN, and 蔡玉珍. "Action Research on Word Recognition of Elementary School Students with Learning Disabilities to Combine an Intelligent Robot with Radical-Group-Text Teaching Method." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3q82x3.
Full textAbstract:
碩士南華大學
資訊管理學系
107
Because of dyslexia and the obstacles to writing ability, a 5th-grade student of elementary school students with learning disabilities met many difficulties in reading and pen tests. Teachers confronted difficulties in implementing individualized teaching too. This study aimed to improve the difficulties the student met through the participatory action research process. The authors adopt the assistant teaching mode of an intelligent robot to conduct an intelligent robot intervention, meanwhile, we also combine with radical-group-text teaching method and word recognition to form the action research team. In addition to exam the effects of an intelligent robot intervention, this study also explore the process of the intervention. The results include: First, the assistant teaching mode of an intelligent robot, combined with radical-group-text teaching method, can effectively enhance word recognition to carry out the intervention. Second, the intervention of an intelligent robot promotes learning motivation and learning performance of students with learning disabilities, the effects of which include: the willingness of active participation was improved, the ability of word recognition and self-confidence enhanced, the interaction with people was enhanced, the ability of self-behavior constraints was raised, and the positive motive and attitude toward learning was displayed. Third, the effects on the classmates were: the specific performance of service learning, the inclusion, and the respect of individual differentiation, and the existence of self-worth discover. Fourth, the effects on parents were: the understanding of the children' needs of learning, the responsibility of the child learning process of parent’s involvement. Fifth, the effects on teachers were: the enhancement of the reflection and growth of teaching, the acquirement of the support of teaching, and the mobility of the professional community of teachers enhanced.
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Huei-Chun, Pan, and 潘慧君. "Study of the impact of radical word-recognition remedial teaching on the word-recognition capability of four underprivileged grade-two students in Taitung County." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/3cj27j.
Full textAbstract:
碩士國立臺東大學
幼兒教育學系碩士班
98
The researcher teaches in an elementary school in Taitung County. Due to seeing the importance of “word-recognition teaching” for grade 1 and 2 elementary school students, and the current status of Taiwan elementary school’s word-recognition teaching being distributed, in view of the distributed word-recognition teaching environment stresses on the text-based learning method, which lacks structural and systematic learning for students’ word-recognition teaching. Therefore, the underprivileged students who have lower accomplishments in language learning cannot effectively master the principle and concept of word composition, and their word-recognition increasing volume is slower. The radical word-recognition teaching is therefore applied to assist in the word-recognition capability for the class’ underprivileged students. The purpose of this study is to explore the impact of radical word-recognition remedial teaching on underprivileged elementary school students’ word-recognition learning. The study adopts A-B-A withdrawal design, a single subject experimental design. The study subjects are the four underprivileged grade 2 students with lower accomplishment in language capability in Taitung County. The vocabulary learning progress for the first semester language field of grade 2 refers to the related radical recognition learning content from the teacher’ manual in the Chinese field, Han-Lin version, and Jian Shu-Jhen’s (2007) word –recognition report of reading learning and teaching material in assisting underprivileged kindergarten children and Wang Zhi-Cheng’s (2002) Fun radicals. The implementation of the domestic “Cooperation program-After class assistance” and systematic word-recognition teaching radical classification will allow students to effectively learn more frequently used Chinese words. The study’s major result findings are as follows: 1. After the intervention of radical word-recognition remedial teaching, there is an immediate enhancement and reservation effect for underprivileged students in the performance of “dictation” test learning efficiency. 2. After the intervention of radical word-recognition remedial teaching, there is an immediate enhancement and reservation effect for underprivileged students in the performance of “shape and radical matching” test learning efficiency. 3. After the intervention of radical word-recognition remedial teaching, there is an immediate enhancement and reservation effect for underprivileged students in the performance of “phonics” test learning efficiency. 4. After the intervention of radical word-recognition remedial teaching, there is an immediate enhancement and reservation effect for underprivileged students in the performance of “building phrases with words” test learning efficiency. Finally, the researcher summarized the study result, analyzed the study restriction, and proposed recommendations for the future studies.
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Singh, Amit Kumar. "Perception of Indian Students on Conflict between Freedom of Expression and Religious intolerance – A Case study of Master degree students in Varanasi: In the context of radical Islam and extremist Hinduism in Multicultural India." Master's thesis, 2018. http://hdl.handle.net/10316/47411.
Full text
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Tsai, Yu-Yun, and 蔡侑芸. "The Effects on Word Recognition of Radical-Group-Text Teaching Method Combined with Visualizing Vocabulary on Junior High School Students with Moderate to Severe Intellectual Disabilities." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/21519690406708097950.
Full textAbstract:
碩士國立臺東大學
特殊教育學系碩士在職專班
103
The study aimed to investigate the immediate and maintaining effects on word recognition of radical-group-text teaching method combined with visualizing vocabulary on three students with moderate to severe intellectual disabilities. The study also investigated the satisfactions of participants and their regular class teachers on the teaching method. This study used multiple probe across-participants designs of single-subject research. The participants were three junior high school students with moderate to severe intellectual disabilities. The participants took a 10-week experimental course that meets 2 classes per week, for a total of 20 classes. The teaching results of experimental courses were analyzed by visual analysis. And then used the questionnaire of effects on word recognition in the participators and their regular class teachers to understand their satisfactions of experimental results and the effects after the courses. The findings indicated that: 1.There were immediate effects of the three participants by using “radical-group-text teaching method combined with visualizing vocabulary” in “assessment of word recognition”. 2.There were maintaining effects of the three participants by using “radical-group-text teaching method combined with visualizing vocabulary” in “assessment of word recognition”. 3.“Radical-group-text teaching method combined with visualizing vocabulary” received positive feedback from the participants and their regular class teachers.
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Robins, Daniel. "Melbourne's Maoists : the rise of the Monash University Labor Club, 1965-1967." Thesis, 2005. https://vuir.vu.edu.au/30211/.
Full textAbstract:
The rise of the Monash University Labor Club to the most prominent radical student
group in Australia by 1967 was the result of those radicalising events and ideologies
that had been emerging internationally, nationally and locally during 1965-67. Events
such as the escalation of the Vietnam War and the emergence of the Cultural
Revolution in China were particularly influential upon the student movement in
Australia during this period. Arguably the most influential ideological force upon the
Monash Labor Club during this period was the idea of Marxism-Leninism, or
Maoism, articulated by the Chairman of the Chinese Communist Party, Mao TseTung.
It is this radicalising role of Maoism upon the 1960's student movement in
Melbourne that will be the core concern of this thesis. Past studies concerned with the
Monash Labor Club in 1965-67 have tended to downplay the role of Maoist ideas at
Monash during this period. However, this thesis will attempt to show that it was the
Maoist ideas of Labor Club leaders like Albert Langer that allowed the club to rise to
such prominence in 1967. Furthermore this thesis will show how the connections
achieved by Langer with the Communist Party of Australia (Marxist-Leninist), and
certain Maoist-led Unions in Melbourne, played a significant role in the successful
aims, actions and campaigns carried out by the Labor Club in 1967.
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Lee, An-Shih, and 李安世. "The Study of Chinese Radicals Teaching to Second Grade Students with Problem of Copying." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/09786965034746078879.
Full textAbstract:
碩士國立臺南大學
特殊教育學系碩士班
95
ABSTRACT The purpose of the study is to discuss 1) the influence of the Chinese radicals teaching to second grade students with problem of copying; 2) the influence of the Chinese radicals teaching to second grade students with problem of copying from “near and far side”; 3) the Chinese radicals teaching to second grade students with problem of copying from “far side “when taking standard test; 4) the influence of the Chinese radicals teaching to second grade students with problem of copying performance. The object of the study is second grade students from two elementary schools of Kaohsiung County through “copying from far side”, “reading test”, “reading words and making phrases test” out of the “complex test of reading and writing”. From the selection test we found out 30 students with obvious problem of copying but non-obvious problem of reading ability. 15 students of experiment group receive Chinese radicals teaching and 15 students of control group regular teaching for 12 weeks. Through 2 (different groups) x 2 (measuring step) 2 variants evaluate the interaction of kids with problem on Chinese characters, phrases and short paragraphs copying from near and far side.The t-test was administered to determine the differences of copying performance.The findings are as followed：－－ 1.Chinese radicals teaching can increase the correctness of characters, phrases and short paragraph copying within limited or unlimited time for students with problem of copying. 2.Chinese radicals teaching can increase the speed of characters and phrases copying within limited or unlimited time for students with problem of copying, and can improve short paragraph copying speed within unlimited time for them, but it can not show any obvious improvement for paragraph copying speed within limited time for them. 3.Chinese radicals teaching can improve the copying achievement and speed in general within limited and unlimited time for students with problem of copying. 4.Chinese radicals teaching can improve the copying ability from near and far side within limited and unlimited time for students with problem of copying. 5.Chinese radicals teaching can improve the copying ability from copying performance within limited and unlimited time for students with problem of copying. Finally, the researcher discusses the result of the findings and brings out the limits of the study and the suggestions for the future study and teaching.
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Chin-Hsuan, Lin, and 林璟瑄. "The Effect of Word Recognition Teaching by Radicals for Elementary School Students with Learning Disabilities." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/62867186793593835082.
Full textAbstract:
碩士國立臺東大學
特殊教育學系碩士在職專班
102
The purpose of the study was to explore the immediate effect, retaining effect and satisfaction of the word recognition teaching by radicals toward two elementary school students with learning disabilities. The withdrawal design of single subject research was adopted in this research. The independent variable was word recognition teaching by radicals. The dependent variable were the effects of word recognition after subjects of the research take "Word Recognition”Test design by investigator and satisfaction of the word recognition teaching. Fifth grade students with learning Disabilities participated a total of sixteen periods in eight unit lessons of teaching experiments. In the study, visual analysis, C statistical validity and questionnaire analysis were used to explain the results and the learning effects. The results and the study were summarized as followings： 1. The word recognition teaching by radicals had immediate effects on improving the performance of word-reading, dictation test, vocabulary shape recognition and word choice test toward both of the subjects. 2. The word recognition teaching by radicals had retaining effects on improving the performance of word-reading, dictation test, vocabulary shape recognition and word choice test toward both of the subjects. 3. Both of the subjects were satisfied with the instruction. In the conclusion, some suggestions for word-recognition and future study were made by researcher, based on the results and limitations of the study.
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LUO, MINCHEN, and 羅敏誠. "A Study on Chinese Teaching Radicals and Components for College Student of Thailand." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/40258954342335675603.
Full textAbstract:
碩士國立臺灣師範大學
華語文教學研究所
99
The study focuses on Chinese radical and character component concepts. The second language learners in Thailand acquire Chinese characters without Chinese culture background. It’s difficult to them to understand the relationship between Character itself and radicals, also called Chinese Character Components. In the thesis will discuss visual recognition of Character structure, such us Chinese radicals、component position and meaning. Chinese radicals teaching is one of character teaching methods effectively to help writing problems to the second language learner. It improves errors to writing and missing strokes, also assisting memorize characters. The study goal is researching the writing condition of both teachers and learners in order to set a level curriculum for Thai second language learners. Chinese character acquisition is one of important skills for learning “Huayu”, one kind of Chinese language, also named Mandarin. This language has been spoken and written more than three thousand years by Chinese people , now it’s going to popular to the world under the global economic policy. Many countries language policy just encourage their nationals to study Huayu, included Thailand and other Asia countries. The situation makes Chinese characters must be quickly memorized and comprehend by learnrs.However, to the Second language learner that’s a very complicated work to them cause of character structure, also a challenge to the language teachers. Teachers have to develop more effective teaching methods to the Second language learn with radical cognition. The study set up three research methods: Documentary Analysis、Content Analysis Research、Survey Research. Two research objects in this study, one is Mandarin language teacher experience with international school and college, the other is the student of Thailand College. The research process discusses the education environment to Chinese language learner, especially in writing needs. Researches filed are First language and Second Language. The result points out several learning issues to the Thailand students, such as language transfer、memorizing skills、radical cognition、and Chinese character writing errors . The study and curriculum plan suffer a model to who wants to take part in teaching Chinese as Second Language.
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Lunn, Helen. "Hippies, radicals and sounds of silence : cultural dialectics at two South African universities, 1966-1976." Thesis, 2010. http://hdl.handle.net/10413/2662.
Full textAbstract:
This study explores the impact of the counter culture on students at two Anglophone universities in the 1960s and 70s. It focuses on the social and historical differences that predisposed English speaking youth to metropolitan based cultures. It explores this in the context of a lack of identity with the dominant culture of apartheid. The study examines the method of transmission, absorption, translation and incorporation of the counterculture and the New Left. The factors that highlighted the differences between South African students and their counterparts abroad are seen not only in their access to technology but also in the nature of their relationship to power both political and educational. The importance of understanding what bred different responses to similar stimuli assists in understanding the process in which the global became local.
It is argued here that the attraction of the counterculture lay in the broader cultural scope it gave to expressions of difference and resistance as a response to the rigid and continuous expansion of punitive measures by the apartheid government. The persistence through the 1960s of a liberal framework is examined in the context of a response to these measures as well as a failure to move beyond the racial foregrounding of the political system. The influences of events in the USA, UK and France in 1968 are seen in the context of their importance in South Africa as a catalyst to practical and theoretical change. The significance of individuals as translators of the discourses of the New Left is paralleled in examinations of South African musicians whose lyrics and compositions carried both the ideas of the counter culture as well as expressed responses and issues shared by their audiences.
The importance of the coalescing of both the New Left and the counterculture are evident in the early 1970s. Students adopted a Marxist framework within which to analyse South Africa, and the methods of the New Left in France in seeking alliances with workers. This practical approach was an example of the global becoming local and introduced those with access to privileged white education into a reexamination of the role of education in changing society. The counterculture expressed itself in the adoption of both cultural and educational methods of focusing on change as a response both to students relationship to power as well as to the emphasis of the 1960s on a broader more individually expressed ability to embrace change and new values.
The study concludes that the framework of the New Left when employed in redefining South African history was central to a process of both economic and cultural change within the country. The absence of a strongly expressed identity suggests the widespread appeal of the central values of the counterculture which emphasized distance and disaffiliation from the dominant culture. The opportunity offered by this position is seen as a response to the political expressions of a racially defined student body against a less obvious but significant change in the definition and role of tertiary education and cultural institutions.Theses (Ph.D)-University of KwaZulu Natal, Durban, 2010.
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Chun-Wei, Lien, and 連君瑋. "A Comparison of the Effect on Chinese Word Recognition of Stem-Deriving Combining Pictographic Radicals and Meanings of Radicals for Students with Mild Intellectual Disabilities." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/38847685926471021770.
Full textAbstract:
碩士臺北市立教育大學
特殊教育學系身心障礙教育教學碩士學位班(夜)
101
The purpose of this study was to compare the effect of Chinese Stem-Deriving combine pictographic radicals and Chinese Stem-Deriving combine Meanings of Radicals on Word Recognition by two elementary school students with Mild Intellectual Disability. The methodology was alternating treatment design of single subject research. The independent variables were Chinese Stem-Deriving combine pictographic radicals and Chinese Stem-Deriving combine meanings of radicals. The dependent variables were consisted of listening word recognition, word-phonia, Chinese character components combination, and the whole scores in the instant, cumulative, and maintenance phase. The experimental teaching involved 12 sessions which lasted for 6 weeks. The results of this study indicated : 1. These two teachings had instant effect, but the Chinese Stem-Deriving combine pictographic radicals was more steady in the initial stage. 2. These two teachings had obvious discrepancies in cumulative phase, and the Chinese Stem-Deriving combine pictographic radicals had more advancement than combine meanings of radicals. 3. These two teachings had discrepancies in maintenance phase, the Chinese Stem-Deriving Combine pictographic radicals had better effect. But, the two students in the maintenance phase regress, because they forgot the content ever learned and mistook the similar words when they were mixed. 4.After the intervention of the teaching, these two students’ learning motivation and Self-confidence were significantly improved.
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LIAO, SHUI-TZU, and 廖水滋. "The Teaching Effects of Meaningful Radical Recognition Strategy on Word Recognition for A Student with Learning Disability." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2q3qa9.
Full textAbstract:
碩士國立臺中教育大學
語文教育學系碩博士班
105
The purpose of this study was to investigate the effects of meaningful radical recognition strategy on word recognition for an elementary school student with learning disability.The study was conducted by using an A-B-A’ withdrawal design of the single subject. One fifth-grader with learning disability was taught for eight consecutive weeks with two teaching periods (each for 40 minutes) each week. Learning effectiveness tests designed by the researcher were administered during the baseline phase, the intervention phase, and the maintenance phase respectively. Then the data, including the total scores of learning effectiveness test and four scores from “listen to write”, “read to pronounce” , “choose to fill”, and “cloze test” sections, was analyzed by using visual analysis. Also, in the end of the study, the subject himself, his mother and teacher were interviewed to explore their attitudes toward and viewpoints on the effectiveness of meaningful radical recognition strategy. The results of this study were summarized as follows: 1. The meaningful radical teaching strategy had significantly immediate effects on improving the student’s overall word recognition performance, especially on the “listen to write”, “read to pronounce” , “choose to fill”, and “cloze test” sections. 2. The maintenance effects of meaningful radical teaching strategy were also found on the student’s overall word recognition performance and the four sections mentioned above. 3. To the student himself, his mother and teacher, meaningful radical teaching strategy was helpful in improving the student’s word recognition performances. Finally, based on the findings of the present study, suggestions for future research and several pedagogical implications were provided.
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TU, CHIU-WEI, and 塗秋薇. "The Effect of Word Recognition Teaching by Radicals for Elementary School Students With Word Recognition Difficulties." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/36130320377190579372.
Full textAbstract:
碩士臺北市立教育大學
身心障礙教育研究所
94
Abstract The purpose of this study was to examine and compare the effects of traditional word recognition teaching and word recognition teaching by radicals. There were two second graders and one first grader who had difficulties in character recognition participating in this three-week experimental instruction with alternating-treatments design. Students’ learning effects were measured by the correctness of word recognition (i.e., pronunciation, dictation, meaning, and word making) and the use of analogy to character recognition by the same radicals. The results of this study were as follows: 1. In immediate effect, all three students’ overall performances were better in character recognition teaching by radicals than traditional character recognition teaching, especially best for student C. 2. In the four sub-areas of character recognition measures, all three students’ performances were better in character recognition teaching by radicals than traditional character recognition teaching, especially best for the selection of character meaning. 3. In the short-term and long-term effects, all three students’ overall performances were better in character recognition teaching by radicals than traditional character recognition teaching. 4. Under the condition of character recognition teaching by radicals, student A had stable and good retention in character pronunciation, and students B and C had better performances in the selection of character meaning. 5. In the use of analogy to character recognition by the same radicals, all three students improved their performances after both treatments, however, the progress was larger for character recognition teaching by radicals than traditional character recognition teaching. 6. All three students, particularly student C, got most help in understanding character meanings through character recognition teaching by radicals. In the conclusion, some suggestions for reading remedial instruction and future study were made, based on the results and limitations of this study.
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Wood, Kip. "Effect of using multiple representations on student success in solving rational, radical, and absolute value equations and inequalities." Thesis, 2006. http://hdl.handle.net/1828/1926.
Full textAbstract:
Because of an emerging body of research and a wealth of classroom experiences, the National Council of Teachers of Mathematics adopted representation as a process standard in 2000 to add to the four previously adopted (1989) process standards - problem solving, reasoning and proof, connections, and communication. The purpose of this study was to determine the effect of using multiple representations on learning to solve equations at the grade 11 level. The sources of data included three unit test scores for two different groups over a seven-week period prior to the treatment and a test score for the two groups after the treatment.
Because of small class sizes (23 and 26), the statistical results need to be verified in future studies with larger groups. However, the results of this study indicate that students benefit from a multi-representational approach to equation solving. Students in the experimental group chose the graphing method of solving equations more often than the algebraic method and had more success with graphing compared to the algebraic approach. However, on some questions, students in the experimental group scored lower with the graphical method than the algebraic method. These results indicate that teachers need to weigh the benefits of teaching mathematical concepts with more than one representation against the costs of the learning demands placed on the student.
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楊佩瑜. "Effectiveness of Different Chinese Radicals Teaching on Word Recognition for Students with Intellectual Disabilities in Elementary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/51250854225268142210.
Full textAbstract:
碩士臺北市立大學
特殊教育學系
103
The main purpose of this study was to compare the effects of two different Chinese radicals teaching on elementary school students with intellectual disabilities in elementary school. The methodology adopted in this study was alternating treatment design of single subject experimental, including initial baseline, alternating and the follow-up phase. In intervention, two different method of teaching instruction were conducted alternately. The experiment teaching was proceeded for 6 weeks. The participants of this experiment were elementary school students with intellectual disabilities. The effectiveness of intervention was immediately, and one week later assessed. The data were analyzed by the method of visual analysis. The major findings of this study were listed as follows: 1. As for the immediate effects, three students performed better in providing the pre-coursework study before the class. 2. As for the maintenance effects, three students performed better in providing the pre-coursework study before the class. 3. Both pre-coursework study and Chinese radicals teaching can enhance the immediate effects and effects on elementary school students with intellectual disabilities. Finally, based on the results and limitations of this study, the researcher proposed some suggestions for future research.