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Bashir-Ali, Khadar. "The invisible minority the academic, linguistic, social, and cultural integration of refugee students in the public schools in Italy and the U.S.: a comparative study /." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086249790.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xiv, 356 p.; also includes graphics. Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 238-295).
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Abokor, Abdillahi H. "Somali Students' Experiences in a Major University: A Qualitative Case Study." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470859703.
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Ighodaro, Macdonald. "Experience of Somali students in Metro-Toronto school system." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ27354.pdf.
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Roxas, Kevin C. "Who really wants "The tired, the poor, and the huddled masses" anyway? a study of the socio-cultural factors that influence and constrain the academic success of Somali Bantu male high school students /." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (Ph. D.)--Michigan State University. Dept. of Curriculum, Teaching and Educational Policy, 2008.Title from PDF t.p. (viewed on July 6, 2009) Includes bibliographical references (p. 173-181). Also issued in print.
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Ruffin, Tiece M. "Limited English proficiency, immigrants, refugees, and disability : a Somali perspective /." View abstract, 2004. http://wwwlib.umi.com/dissertations/fullcit/3191717.
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Baker, Diana. "Many Voices at the Table: Collaboration between Families and Teachers of Somali Students with Autism." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3801.
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Thesis advisor: David ScanlonFamily member-educator collaboration is envisioned as the "cornerstone" of the educational decision-making process for students with disabilities (e.g., Harry, 2008; Olivos, Friend and Cook, 2007, Gallagher and Aguilar, 2010). In the case of immigrant and refugee families, however, the ideal of coequal collaboration is often elusive for a variety of reasons (e.g., language barriers, disparate ideas about what familial involvement should be in educational decisions) (e.g., Lo, 2012). This qualitative multiple case study design (Yin, 2009) relied on interviews with family members and educators as well as observations of IEP meetings to examine the educational decision-making process in the context of Somali-American families of boys with autism. Findings from the present study echo many conclusions of previous research in terms of factors that facilitate (e.g., thoughtfully designed IEP meetings, frequent family-educator communication) and impede (e.g., divergent beliefs about the cause and course of autism, language barriers) family-educator collaboration in special education decision-making. The results, meanwhile, extended and challenged other aspects of existing literature. Analysis revealed, for example, the each school has a unique institutional culture whose norms (e.g., norms of parent participation in school activities, from dances and races to PTA meetings and in-class volunteering) can profoundly influence the ways in which family members and educators interact and engage in educational decision-making. In addition, while existing literature emphasizes the importance of cultural sensitivity among special educators (e.g., Harry, 1992; Lo, 2013), the present study suggests that in some cases, over-emphasis on cultural sensitivity can cause educators to be overly deferential and reluctant to actively engage with family members, in turn, leading to diminished or inauthentic communication
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Hardt, Hillary Anne. "Values in the Negotiation of Educational Barriers: Somali College Students' Achievement as Investments in Community Success." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1394723242.
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Edlund, Rebekka. "Engelska för nyanlända somalisk- och arabisktalande elever : Hur upplever somalisk- och arabisktalande flyktingelever inlärningen av engelska på en högstadieskola i Sverige? En kvalitativ studie med fokus på underkända elever." Thesis, Högskolan Dalarna, Institutionen för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37754.
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Swedish schools start teaching English in second grade. Also, many children in Sweden practicea lot of English in their spare time, for example by watching films, or by playing computergames. During the last few years, Sweden has accepted many refugees from countries whereEnglish doesn’t play such a dominant role. By talking to refugee high-school students and theirparents, and asking them about their attitudes towards English as a language and as a subjecttaught in school, this study aims to make it easier for English teachers in Sweden to understandthe perspective of foreign-born students. The study is based on interviews and surveys withSomali- and Arabic-speaking students and parents, conducted in collaboration with Somali- andArabic-speaking translators. This group of students has a completely different starting point thanSwedish students, since they start learning English as a foreign language at the same time as theystart learning Swedish, and have a home language that is from a different language group. Themethod of research used has been focus group interviews with students, individual, structuredinterviews with parents, as well as surveys with students. Results show that students and parentswho participated think it’s important to learn English, that they don’t think it’s a particularlydifficult language, but that they need more time to practice, in school, and in their spare time.Engelska
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Bashir-Ali, Khadar. "The invisible minority: the academic, linguistic, social, and cultural integration of refugee students in the public schools in Italy and the U.S.: a comparative study." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086249790.
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Abdulkadir, Idil. "Somali Stories in Ivory Towers: Narratives of Becoming a University Student." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41507.
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This study employed narrative methods to explore how two Somali-Canadian women formed and understood their identities as first-generation university students. In conceptualizing identity, the study draws on sociological literature that frames identities as a collection of social roles that are performed. Within this framework, university student is a cultural object related to specific kinds of capital. The data are presented in narrative form, based in life history and life story approaches. Within their narratives, participants recounted the ways in which their attempts at developing a university student identity were complicated by their identities as Black, Muslim, economically marginalized individuals from refugee backgrounds. The tension at the heart of each participants’ narrative was not how to perform the university student role, but the cost of that performance on other parts of their identity. These findings reveal the narrow definition university student within the Canadian imagination and its consequence for the lives of marginalized communities.
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Messenger, Carla Lynn. "Anxiety Sensitivity and Panic among College Students: Cognition, Emotion, and Somatic Symptoms." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539626146.
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Chapman, Kate. "An Evaluation of the Reliability and Validity of the Somatoform Dissociation Questionnaire (SDQ-20) and Patient Health Questionnaire (PHQ-15) as Measures of Somatic Symptoms in a Student Population." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503629.
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Loi, Grahn Jesper. "Skolrelaterad stress och psykosomatiska besvär : En kvantitativ studie gjord bland gymnasieelever i årskurs tre i Västmanlands län." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-43537.
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Stress och psykosomatiska besvär har under de senaste åren varit ett växande hälsoproblem i samhället, där barn och unga självrapporterat att de mår sämre. Skolan är en arena där barn och unga befinner sig till stor del av sin vakna tid, vilket avser vikten till att förebygga den ökade stressnivån bland elever. Studier och rapporter visar att stress och psykosomatiska besvär har ökat inom skolan där eleverna möts av höga krav och prestationer. Om elever möter stressiga situationer som de kan hantera kan det öka deras prestationsförmåga, dock har en hög stressnivå tendensen till att sänka elevernas hanterbarhet av situationen, vilket kan orsaka ohälsa. Syftet i denna studie är att undersöka könsfördelningen och förekomsten av skolrelaterad stress samt att om det finns en koppling till psykosomatiska besvär bland gymnasieelever i årskurs tre på en gymnasieskola i Västmanlands län. För att besvara syftet användes en enkät som lämnades ut till fyra årskurs tre klasser på en gymnasieskola i Västerås, där 80 elever medverkade. Studiens resultat visar att förekomsten av skolrelaterad stress bland eleverna var relativt hög där två tredjedelar motsvarande (77,6%) av medverkande elever besvarade att de var pressade av skolarbetet. Resultatet visar också att det finns en koppling mellan skolrelaterad stress och psykosomatiska besvär. Det teoretiska perspektivet i denna studie tillämpades av teorin känsla av sammanhang, för att tolka sambandet mellan skolrelaterad stress och psykosomatiska besvär.Stress and somatic complaints have under the last decades grown and become a health problem in todays’ society, as children have reported to feel worse than in the past. School is an arena where children spends most of their time. Therefore, it is crucial to work preventive against increasing levels of stress among the students. Studies and reports show that stress and somatic complaints has increased among students that faces higher demands and accomplishment. If students face stressful situations that they can manage it might increase their accomplishment levels. However, if the levels of stress are high, it tends to lower the student’s manageability of situations, which could cause illness. The purpose of this study was to investigate gender differences and prevalence of school-related stress and if there was a relation between somatic complaints and school-related stress in students that attend a high-school in Västmanlands County. The author sent out a survey to four classes in the last year of high school and 80 students answered the survey. The results showed that the prevalence of school-related stress among the students where relatively high with over two thirds (77,6%) of the students answering that they were pressured by their schoolwork. The results also showed that there was a relation between school-related stress and somatic complains. The theory sense of coherence was used to explain the relation between school-related stress and somatic complaints.
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Baillès, Lázaro Eva. "Estudi longitudinal de l'estrès acadèmic i el malestar psicològic associat al llarg dels cinc cursos de Biologia de la Universitat Pompeu Fabra." Doctoral thesis, Universitat Pompeu Fabra, 2009. http://hdl.handle.net/10803/7164.
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L'objectiu de la investigació va ser estudiar l'estrès acadèmic, les seves fonts, i les conseqüències que podien tenir en la salut dels estudiants de biologia de la UPF al llarg dels anys de la carrera, recollint dades d'una mostra representativa d'alumnes. Per avaluar les fonts d'estrès es va utilitzar el Qüestionari d'Estrès Acadèmic (QEA). Per mesurar les conseqüències de l'estrès vam usar el "Cuestionario de Salud General" (G.H.Q-28) i el "Qüestionari d'Ansietat Estat-Tret" (STAI-E/R). Els nostres resultats coincideixen amb els obtinguts en estudis anteriors en quant a les principals fonts d'estrès acadèmic: la falta de temps per estudiar, l'excessiva quantitat de matèria per a l'estudi i la realització d'exàmens. A més aquestes es mantenien pràcticament estables al llarg dels estudis. Els nivells d'estrès acadèmic també es mantenien estables al llarg del temps amb puntuacions intermitges sense mostrar diferències significatives entre ells. Les puntuacions d'estrès acadèmic actual en els diferents cursos també mostraven certa estabilitat excepte per aquells cursos en els que hi va haver alguna disfunció en l'organització de la docència. En canvi, hi havia una disminució del malestar psicològic, observant-se que amb el pas del temps hi havia una adaptació a l'estrès acadèmic que produïa que la major part dels estudiants mostressin menys símptomes de malestar psicològic. Pel que fa a les diferències de gènere, les dones presentaven més estrès acadèmic en termes generals. En canvi, no hi ha diferències significatives entre gèneres en la majoria de les variables vinculades a repercussions en la salut. Pensem que les dades que s'aporten són d'extrema utilitat a l'hora de prevenir i planificar diferents dispositius d'atenció als estudiants.The aim of our investigation was to study the academic stress and its sources, along with the consequences that the academic stress could convey for the health of the Biology students of the UPF throughout the five years of their Biology studies by means of data collected from a representative sample of students. In order to evaluate the sources of stress, the "Qüestionari d'Estrès Acadèmic" (QEA) was applied. The consequences of the stress were measured with the "General Health Questionnaire" (GHQ-28) and the State/Trait Anxiety Inventory (STAI-S/T). Our results agree with those obtained in previous studies with respect to the main sources of academic stress: lack of time to study, excessive amount of academic subjects, and examinations themselves. Moreover, these stress sources were maintained essentially stable throughout the years. On the other hand, the levels of academic stress also maintained longitudinally stable, with intermediate scores and also were maintained stables. The scores of current academia stress obtained in every course also showed stable except for those courses where some organizational dysfunctions were observed. However, a reduction of distress between consecutive courses was found, showing a progressive adaptation to the academic stress and thus producing a lesser level of distress symptoms in the majority of students. With respect to gender differences, female students showed more academic stress. However, non-significant differences were observed in most of the variables related to therepercussions on health. We believe that the results of our research could aid the prevention of health problems in university students and could help designing the different levels of professional attention to their health.
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Ighodaro, MacDonald. "Experience of Somali students in Metro-Toronto school system." 1997. http://wwwlib.umi.com/cr/yorku/fullcit?pMQ27354.
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Thesis (M. Ed.)--York University, 1997. Graduate Programme in Education.Typescript. Includes bibliographical references (leaves 114-116). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL:http://wwwlib.umi.com/cr/yorku/fullcit?pMQ27354.
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Kosha, Jean Marie. ""Miss, Miss, I've Got a Story!": Exploring Identity Through a Micro-Ethnographic Analysis of Lunchtime Interactions with Four Somali Third Grade Students." 2013. https://scholarworks.umass.edu/open_access_dissertations/748.
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This study is an exploration of the ways in which four Somali students use language to express their identity and assert their views. The study explores the ways in which the Somali students' home culture and the school culture influence the development of their identity. Students participated in a lunchtime focus group on a regular basis over a period of several weeks. Using a micro-ethnographic approach to analysis, the students' interactions were reviewed while considering the ways in which knowledge was affirmed and contested, examples of intertextuality and intercontextuality were identified, and ideational notations or larger world view constructs were pinpointed. In this approach, specific events and interactions were linked to the broader contexts and connections that the participants were using in their communications. The result suggests a new and deeper understanding of the way in which these Somali learners use language to express their identity and negotiate the world. As a result of the examination of their interactions, educators can take from these participants' experiences some ideas about issues to consider when working with second language learners and their families. In this study students used language to assert their own identities as well as to position others in the group. These identities were continually negotiated by students and teachers alike. Students at times pushed back against ways in which they were identified. The Somali learners spoke of changing roles in the family as a result of learning English and being relied on to translate for parents who were non-English speakers. There were occasions where students used language in meaningful and contextually appropriate ways, but without understanding the power of the terms they used. Teachers have a significant role to play in shaping learners use of language and terms and guiding them to a more nuanced understanding of language. By examining children's language, it became apparent that teachers can provide critical information to help parents of second language learners negotiate the school and district resources. Students did express their Somali language and culture as they negotiated their school experience.
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Kosha, Jean. ""Miss, miss, I've got a story!": Exploring identity through a micro-ethnographic analysis of lunchtime interactions with four Somali third grade students." 2013. https://scholarworks.umass.edu/dissertations/AAI3589064.
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This study is an exploration of the ways in which four Somali students use language to express their identity and assert their views. The study explores the ways in which the Somali students' home culture and the school culture influence the development of their identity. Students participated in a lunchtime focus group on a regular basis over a period of several weeks. Using a micro-ethnographic approach to analysis, the students' interactions were reviewed while considering the ways in which knowledge was affirmed and contested, examples of intertextuality and intercontextuality were identified, and ideational notations or larger world view constructs were pinpointed. In this approach, specific events and interactions were linked to the broader contexts and connections that the participants were using in their communications. The result suggests a new and deeper understanding of the way in which these Somali learners use language to express their identity and negotiate the world. As a result of the examination of their interactions, educators can take from these participants' experiences some ideas about issues to consider when working with second language learners and their families. In this study students used language to assert their own identities as well as to position others in the group. These identities were continually negotiated by students and teachers alike. Students at times pushed back against ways in which they were identified. The Somali learners spoke of changing roles in the family as a result of learning English and being relied on to translate for parents who were non-English speakers. There were occasions where students used language in meaningful and contextually appropriate ways, but without understanding the power of the terms they used. Teachers have a significant role to play in shaping learners use of language and terms and guiding them to a more nuanced understanding of language. By examining children's language, it became apparent that teachers can provide critical information to help parents of second language learners negotiate the school and district resources. Students did express their Somali language and culture as they negotiated their school experience.
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SU-KUO-CHENG and 蘇國正. "The Study of Influences on Somatic Fitness through Somatic Movement Education for Forth Grade Elementary School Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/n8h2qx.
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碩士國立臺東大學
體育教學碩士在職專班
97
The purpose of this study was to investigate the improvement of the students’ somatic fitness after the somatic movement course, and to analyze their acceptances and learning reactions of this course. There were totally 55 fourth-grade students in researcher’s classes selected and divided into the experimental and control group. The former was engaged with the somatic movement course, which was 40-minutes-a-time, twice-a-week, and ten-week long. The latter, however, took the normal physical education course. All students had tests before and after the courses. Test items included flexibility (sit-and-reach), muscular endurance (60-seconds sit-ups), cardiorespiratory endurance (800m running), and coordination (distance of handball throwing). BAAI (Body Awareness Ability Inventory) was taken a week after the end of both courses, and then analyzed by using the t-test and one-way ANCOVA. The data with α greater than .05 was treated as the obvious result. Conclusions were listed below: 1. There were no evident differences in flexibility, strength, and muscular endurance between groups. However, the experimental group had a better result in cardiorespiratory endurance, while the control group performed better in coordination. It showed that the somatic movement education greatly increased the cardiorespiratory endurance. 2. The body awareness ability differed significantly between groups. The somatic movement course enhanced students’ perceptive abilities such as body control, unusual condition reaction, smoothness of breathing, muscle strength, and body usage. 3. Students prefered to the props-aided, self-expression activities and activities involving interactions with others. And nearly 80 percent of students learned well in the somatic movement course, however it was difficult for students to understand the explanation on human body and seldom used movements.
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Jueng, Jiang-Fa, and 江正發. "Somatic Movement Education Applied to Improving Dysmenorrhea of University Female Students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/2vyw7p.
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碩士國立臺東大學
體育學系碩士班
94
The main purpose of this study was to improve dysmenorrhea of university female students by implementing somatic movement education course. There were 37 female students with dysmenorrhea as subjects, who took 18 weeks somatic movement education course as their elective course. Their average age was in 19~22 years old. After learning the concept of body structure, and practicing the body usage and breathing method. Several data were collected, including the measurement of the angle in tilted pelvis, the body flexibility, the visual analogue pain scale, and the psychological stresses scale, in order to analyze and discuss the effect of improving dysmenorrhea. The results were as follows: 1. Somatic movement education was effective in reducing the pain index of dysmenorrhea, in changing the tilted pelvis and in improving the body flexibility (p<.05). 2. Somatic movement education was not significantly effective in reducing the index of the psychological stresses scale (p>.05). 3. Somatic movement education was helpful in increasing body awareness, and useful to release the tension of the body by breathing. It was useful to establish the proper concept of body structure, and the more efficient to control and adjust the body. It was effective in reducing the pain and the situation of dysmenorrheal in terms of self sensation.
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Mendes, Ana Sofia Tavares. "STICSA: psychometric analysis in a sample of Portuguese university students." Master's thesis, 2018. http://hdl.handle.net/10773/25865.
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The State-Trait Inventory for Cognitive and Somatic Anxiety (STICSA; Ree, French, MacLeod, & Locke, 2008) is a self-report instrument that assesses both cognitive and somatic dimensions, regarding trait and state anxiety. This integrated assessment expands and improves the comprehension of the symptoms and of the overall phenomenon of anxiety, both for research and clinical purposes, when compared with the mostly used scales, like State-Trait Anxiety Inventory (STAI). The aim of the present study was to adapt STICSA for the Portuguese context and provide the first evidence regarding its dimensionality, reliability and validity. The scale was administered to 487 higher education students. Results from a Principal Component Analysis support the two-dimension solution, both for trait and state conditions of anxiety. Some items did not perform well and were excluded due to low factor loadings. The reliability analysis showed good levels of internal consistency, with Cronbach alfas ranging from .769 till .903. The correlation analysis indicates that cognitive and somatic dimensions are associated but are relatively independent. The convergent and discriminant validity analysis confirm the suitability of STICSA to assess symptoms of anxiety, mainly in the somatic dimension. The results showed also that STICSA can be a more reliable measure to assess anxiety comparatively with one of the most used scales for the same effect, the STAIA State-Trait Inventory for Cognitive and Somatic Anxiety (STICSA; Ree, French, MacLeod, & Locke, 2008) é um instrumento de auto-resposta que avalia ambas as dimensões cognitivas e somáticas, para além da ansiedade estado e traço. Esta avaliação integrada expande e melhora a compreensão dos sintomas e o fenómeno de ansiedade como um todo, ambos para propósitos clínicos e de investigação, quando comparados com as escalas mais usadas, como o Inventário de Ansiedade Estado-Traço (STAI). O objetivo deste estudo foi adaptar a STICSA para o contexto português e fornecer a primeira evidência sobre a sua dimensionalidade, confiabilidade e validade. A escala foi administrada a 487 estudantes universitários. Resultados de uma análise de componentes principais apoiam a solução de duas dimensões, para ambas as condições de ansiedade estado e traço. Alguns itens não tiveram uma boa performance e foram excluídos devido à sua baixa carga fatorial. As análises de confiabilidade mostraram bons níveis de consistência interna, com alphas de Cronbach a variar de .769 até .903. As análises de correlações indicaram que as dimensões cognitivas e somáticas estão associadas, mas relativamente independentes. As análises da validade convergente e discriminante confirmam a adequabilidade da STICSA para avaliar sintomas de ansiedade, principalmente na dimensão somática. Os resultados mostraram também que a STICSA poderá ser uma medida mais confiável para medir ansiedade, comparativamente com uma das escalas mais usadas para o mesmo efeito, o STAI
Mestrado em Psicologia da Saúde e Reabilitação Neuropsicológica
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Huang, Jung-chiang, and 黃仲強. "Stressors、Coping Behaviors and Psychological and Somatic Status among Army engineering school students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/17955918682838195355.
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碩士義守大學
管理研究所碩士班
93
This research is an attempt to understand the pressure source, its effects on behaviors, and personal physical and mental conditions of the soldiers in duty (including voluntary service) during training at Schools of Armed Forces. The goal of the research targets soldiers who were sent to the Army Engineer from the recruit trainee camps, the first phase, and graduates from the military academy (including officer, and sergeant classes) and graduates from public and private universities. Through the use of questionnaires, this paper tries to identify the basics on counseling for our target group, as a guide for future managements. According to the results of the analysis, we used the “Pressure Table” and “Effect Table” by Professor Sun (2000) on our target groups, and rendered it with the characteristics of Schools of Armed Forces, the “Behavior Table” by Mr. Chen, and demographic statistics for the purpose of this research. From the effective statistics, voluntary soldiers take up 29.56% (60 personnel) and mandatory soldiers take up 70.44% (143 personnel). There are three female out of a total of two hundred and three in the poll. From the outcome matrix of the questions analyzed, most of the samples are passive and runs away from the problems when faced with pressure. This outcome should remind officers to cultivate the ability to face the issues with a positive spirit, and not just attempting to reduce pressure. After all, a moderate pressure can bring out good results. Mental and physical reactions like depressed, afraid, physically unfit, and pressure sources like adaptability and emotional life are all related. This research identifies the sources and how they are related for counseling and management reference in the military environment.
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Pei-Chi, Chen, and 陳佩祺. "Research on the Influence of Somatic Education on Body Awareness for Elementary School Dance Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/94940584564952177761.
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碩士國立臺灣藝術大學
舞蹈學系
99
In the professional art of dance, dancers hold to a very rigorous standard of training. The main model used in the training of dancers up to present times has been an objective model based on visual observation, directly imitating what you observe. The aim of this research is to explore the affect of somatic education on body awareness of child dance class students. This research utilized the pretest-posttest quasi-experimental design. Research instruments included (1) Cao Wen Fang’s (2007) Body Awareness Ability Inventory (BAAI) (2) Teaching journal (3) Student’s learning chart。The collected data were analyzed by using one-way ANOVA. The Somatic Education Curriculum was taught the experimental group over a 10 week period,the control group dance students being taught by traditional dance education curriculum. The conclusions of this study are as follows:(1) after the experimental group finished the 10 week somatic education training, results on the Body Awareness Ability Inventory (BAAI) showed superior and significant difference to the control group. (2) Somatic Education Curriculum can be a positive supplement to the folk dance education movement. (3) Somatic Education Curriculum can help strengthen elementary student’s concept of their own body and body awareness ability resulting in an increased ability to express oneself physically.
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Weng, Shin-Chung, and 翁世中. "The Research of the Somatic Eye-Protecting Exercise Applied on the Primary School Fifth Grade Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/9xj8n8.
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碩士國立臺東大學
進修部暑期體育碩士班
97
The purpose of this study was to develop the somatic eye-protecting exercise for the primary school students and to investigate their eyesight protection effect, learning feedback, acceptance as well as the instructors
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Chou, Ying-Chaio, and 周英嬌. "A Study of Improving Taekwondo Students’ Body Awareness and their Core Muscles by Applying Somatic Movement Education." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/47h7r7.
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碩士國立臺東大學
健康促進與休閒管理碩士在職專班
98
The purpose of this study was to explore the application of Somatic Movement Education to enhance Taekwondo students’ body awareness and their core muscles. The subjects were 25 elementary students--15 boys and 10 girls, and the average age was 10. The experiment lasted 10 weeks implementing 20 courses of Somatic Movement Education (60 minutes each course), which was executed twice a week. An action research methodology was applied. The course contents mainly were body mapping, breathing awareness, body use, core muscle training, and body control. The Perceived Competence Scale was used respectively right before and after the course. In addition, the data like course feedback sheets, teaching reflection log, and observer reports were then gathered to be transformed and encrypted for inducing the results according to all levels of the body perceived ability. The results showed： 1. Through the Somatic Movement Education, the Taekwondo students’post-test score of The Perceived Competence Scale was significantly better than on pre-test one (p<.001), that is, 85.6% of the Taekwondo students had advanced their core muscle effectiveness and improved their capability of sport performance. 2. The Taekwondo students’ favor to Somatic Movement Education went up to 91.74%. 3. The researcher found that the understanding of the body sturcture and the development of perceived ability were very important to Taekwondo learners. In addition, she had made a progress on program design, the benefits of new teaching materials found, and personal teaching capability, such as the change of the use of speech guidance, the speech rate and volume, and developing interesting training courses, increasing the employment of diverse teaching equipments, etc. Last but not the least, the researcher also provided some specific suggestions as references for all educators. Key words：Somatic Movement Education, Taekwondo, body awareness, core muscles.
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Lee, Shyh-Yang, and 李世陽. "The Study of Using Somatic Movement Education Program to Improve the Deviant Behavior for Sixth Grade Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/pk3j27.
Full textAbstract:
碩士國立臺東大學
身心整合與運動休閒產業學系
100
This research objective was to design a suitable education programs with somatic movement concepts to improve the deviant behavior of sixth graders students. With the implementation of the programs, it was to enhance the abilities of students’ body-mind awareness, and to understand the acceptance of programs for children, moreover, it was to discuss the effort of improvement in deviant behavior, and researcher’s teaching reflection and professional growth. In this research, the subjects were 12 boys and 3 girls, a total of 15 children in sixth grade from T elementary school in Taitung County. Launching a teaching activity by action research method in 10 weeks, about 80 minutes every Friday for flexible course, there was an arranged 40 minutes for somatic movement education course. Finally, through after-course feedback questionnaires, interview table, observed record written by observer, teaching reflection and photos, the results showed as follows: 1. This course was designed to meet management-oriented of deviant behavior for children, in particular, it was obvious to promote in the interpersonal relationship. 2. This somatic movement education was accepted and liked by most students, especially in the aspect of playful games and interaction with people. 3. Most students agreed that it had a positive effect to improve deviant behavior for sixth grade student with the somatic movement education. 4. The teacher, who taught somatic movement education for the first time, not only enhanced his abilities in course design, but also changed the interaction relationship with students, in particular, had different idea about teaching movement. Keywords: deviant behavior, somatic movement education, action research
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nan, guo siang, and 郭湘南. "Somatic Movement Education Applied to Basketball Shooting Curriculum With Elementary School Senior Students in An Action Research." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/7gn66b.
Full textAbstract:
碩士國立臺東大學
體育教學碩士在職專班
97
Somatic Movement Education Applied to Basketball Shooting Curriculum With Elementary School Senior Students in An Action Research Abstract The purpose of this study was to investigate the possibility that somatic movement Education could be applied to basketball shooting curriculum with elementary school senior students. According to somatic movement education, the curriculum would combine the skill of basketball shooting learning and the learning of movement education. The method of this study was based on action research. The researcher who was the teacher taught sixth grade in A elementary school. The participants of this study were the students in 六年忠班. The study was carried out over the period of ten weeks. The collected data for the study were video-taping of the teacher’s teaching, teacher’s reflective journals, students’ feedback, interview record, and observer record.The research results were as followed: 1. The curriculum of somatic movement education could intergrate into shooting basketball skill in the elementary school, but the curriculum of design and administration needed to make more effort. 2. The results revealed that most students could accept shooting basketball curriculum and somatic movement education. But it was hard for few students and they didn’t like it. Most students could obtain the inspiration of relative knowledge from the curriculum. 3. Data revealed that students’ shooting skills on students had positive improvement through shooting basketball learning and somatic movement education. 4. Through action research, the inspiration was gained in teaching skills, controlling the teaching procedures precisely, being familiar with teaching materials, strengthening teaching attitude, and getting more professional knowledge of shooting basketball learning and somatic movement education. Keywords:Somatics,somatic movement education, basketball shooting skill
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Lin, Fang-Ju, and 林芳如. "An Action Research of Applying Somatic Movement Education into Warming Up for the Student Choir." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/94eh79.
Full textAbstract:
碩士國立臺東大學
進修部運動休閒管理碩(假日)
99
Abstract The purpose of this study was to develop a curriculum, based on the concept of somatic movement education, in order to apply to the warm up of a singing activity. This curriculum was designed based on the following components: body mapping, exploration of breathing, body awareness, sound exploration, and singing warm up exercises. It was also used to investigate how the somatic movement education helps team members improve their singing abilities. The object of this study were the thirty-two choir members of G Elementary School in Pingtung County. The course of this study was during the twenty class meetings, which were held twice a week at forty minute intervals over a ten week period. The results of this study were gathered through qualitative analysis which were based on student
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Chung, Hui-Ying, and 鐘惠英. "An Action Research of Applying Somatic Movement Education Concept to Life Education Curriculum for Elementary School Senior Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/3j2z6k.
Full textAbstract:
碩士國立臺東大學
健康促進與休閒管理碩士在職專班
97
The purpose of this study was to develop a set of life education course according to the somatic movement education concept to explore the elementary school senior students’ receptivity and learning situation for this course and to understand if the result accorded with the efficiency of the somatic movement education and if it met the competency indictors of life education course. In addition, the instructor could acquire professional growth by teaching reflection during the process of the research. This research combined somatic movement education with teaching activities as the course by comparing the basic ideas of Somatics with the five themes of life education and analyzing the competency indictors and examined the feasibility of this course with testing the process of it. The course lasted ten weeks and 40 elementary school senior students were as the research subjects. With action research, the course was corrected and as a basis for the investigation according to the data such as teaching reflection journals, students’ feedback sheet, observer’s report, and the record of the students’ interviews. The results of this study were as follows: 1. This course was designed in accordance with the basic content of life education and met the competency indictors. 2. The course increased pupils’ learning interest for life education curriculum. 3. This course could develop student’s ability of self-awareness by body movements and learn how to ease their emotions. 4. The pupils could be aware of the surroundings and the changing of the natural life and know how to cherish their lives, respect others and then value the surrounding environments. 5. This course promoted the instructor’s teaching experience and professional growth.
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Chia-Yu, Lin, and 林佳郁. "The Study of body image and learning motivation of female students participating in somatic courses in Taipei community colleges." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/89179364967010583828.
Full textAbstract:
碩士國立臺灣師範大學
社會教育研究所
92
Abstract The purpose of this study is to explore the body image and learning motivation of female students participating in somatic courses in Taipei community colleges. The samples (n=284) are selected by purpose sampling. Data are collected through self-administered questionnaires. And the statistic methods include T test,Pearson product-moment correlation and Chi-square Test. The research conclusions are as following: 1. The body images of females differ from the different experiences of somatic courses. The research reveals that females having the experiences of somatic courses have stronger body images than those having no experiences of somatic courses. Meanwhile, the difference reaches the significant level. 2. The learning motivations of females differ from the different experiences of somatic courses and the difference reaches the significant level. The research finds that females having somatic course experiences keep stronger learning motivations. Besides, those having somatic course experiences have stronger social relationship motivations. On the contrast, those who have no somatic course experiences have stronger interests in knowledge. 3. Females from various backgrounds have significant differences between their body images. The research concludes that females of ages have significant differences between body images. The body images of those in age of 23 to 40 are stronger than those in age of 41 to 60. Furthermore, females obtaining different education degrees have significant differences between body images. Finally, females involving in different occupations also have significant differences between body images. Key words: Body image, Learning motivation, Somatic courses
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Wang, Bo-Xiang, and 王柏翔. "The Research on the Effects of Somatic Eye-Protecting Curriculum Applied on the Primary School Fifth Grade Students’ Eyesight." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/q833nk.
Full textAbstract:
碩士國立臺東大學
健康促進與休閒管理碩士在職專班
97
The Research on the Effects of Somatic Eye-Protecting Curriculum Applied on the Primary School Fifth Grade Students’ Eyesight 英文摘要 M. Ed. Thesis, 2009 Graduate: Bo-Xiang Wang Advisor: Mei-Chu Liu, Ph. D. Abstract The purpose of this study was to develop the somatic eye-protecting curriculum for the primary school students and to investigate their eyesight effect, learning feedback, acceptance as well as the instructor’s self-growth and reflection. The study was based on quantitative and qualitative methodologies. The objects of study were fifth grade students in the J primary school. The 34 fifth graders were selected as subjects in the experimental group for 8 weeks somatic eye-protecting curriculum, and the other 35 in the control group. The t-test was used in order to assess different scoring on students’ eyesight test before/after the curriculum, and the data from teacher’s reflection, journal analysis, class observation, feedback questionnaires and video analysis were collected for this research. The major findings included as follows: 1. The experimental group had no diversity in the both eyesight (p<.05), but the control group had significant diversity. 2. The outcome of the both eyesight in experimental obviously surpassed the control group. 3. The experimental group thought that the exercise was simple and easy. 4. The instructor had to accept various suggestions, and enrich himself for refining his teaching skills. Key words: somatic eye-protecting curriculum, sight, eye-protecting exercise
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Chen, An-Ting, and 陳安婷. "A Case Study of the Implementation of Somatic Movement Education to Affect Perceptual Moter Ability on the Mental Retardation Students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/37ag6a.
Full textAbstract:
碩士國立臺東大學
體育學系碩士班
96
The mental retardation students usually have perceptual-motor dysfunction, such as action dilatoriness, poor coordination and unbalance. Perceptual motor abilities, including visual perceptual motor ability, auditory perceptual motor ability and kinesthetic perceptual ability, deeply influence the motor development of children. The purpose of the study was to evaluate the affection of somatic movement education on the perceptual motor abilities of the mental retardation students. This research adopted the case study method and selected four elementary school students for further investigation. The four students with mild metal retardation took part in a 12-week somatic movement education course.The data was collected and analyzed through the students
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JUNG, WU TAI, and 吳泰榕. "An Action Research on the Application of Somatic Movement Education for the 6 Grade Students in Elementary School at Taitung Fishing Village." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/h3gdaj.
Full textAbstract:
碩士國立臺東大學
體育教學碩士在職專班
97
The purpose of the study was to develop a health-oriented physical education course based on the concept of the somatic movement education. Furthermore, the receptivity of the course among the students in Taitung fishing village was taken under consideration in order to explain whether the result was in accordance with the efficiency of the somatic movement education and whether the course was suitable for school instruction. In addition to this, the tutor had the possibility to gain practical experience in teaching. This research not only compared the basic ideas of Somatics with the theme topics of Health and Physical Education, but also incorporated Health and Physical Education courses with Somatic Movement Education according to competence indicators from Taiwan Ministry of Education. The course had the duration of ten weeks with 31 sixth grade students as target group. The teaching contents had been constantly improved by means of the methods of action research with the collected data, such as the daily notes of self-introspection, practice program, observer’s report and stdents’ interview. The results were as following: 1) This course was suitable for the sixth grade students of Taitung Fishing Village, included breathing exploring, exploring the function of the body, natural movement, fascial movement, and the space of the body. 2) The course had been well received by the students. 3) The result was in accordance with the fuction of the somatic movement education and the goal of competence indicators in Health and Physical Education. 4) Understanding the importance of proper teaching, efficient management of the classroom, and the suitable way of encouragement, the researcher was able to gain lots of practical experience in teaching.
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Kuntsai, Chen, and 陳崑財. "The Application of Somatic Movement Education into Solving the Elementary School Students’ Unconscious Shoulder Shrug Problem- Using the Computer as the Example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/ze7754.
Full textAbstract:
碩士國立臺東大學
體育教學碩士在職專班
97
The purpose of this study was to explore the effect of somatic movement education course on solving students’ unconscious shoulder shrug problem when they operated the computer. The research objects were the 24 students who studied in grade 6 class 2 in Pingtung county Y elementary school. The male and female students respectively were divided into five groups according to their height. Each group of students, according to pretest of operating the computer, were selected one male and one female student who had larger shoulder shrug angle from each group as the observed objects. The somatic movement education course was designed for 10 weeks, with twice a week, and 40 minutes for each time. The pretest and posttest design was adopted and there were 4 times in total for taking photos and measuring their shoulder shrug angle while using computer. Those tests were happened before the course, after the 10th class, after the last class, and also three weeks after the end of the course, in order to understand the effect and the retentive effect of somatic movement education course on solving the students’ unconscious shoulder shrug problem while operating the computer. Findings of this research were as follows: 1. After executing the course, the ratio of the tests all reached conspicuous effect (p<.05), which showed the application of somatic movement education truly could solve the problem of students’ unconscious shoulder shrug from using computer. The result also presented that the retentive effect after three weeks was still kept quite obviously. 2. The researcher’s professional ability in teaching somatic movement education course, was promoted by way of implementing the course process, especially in contents arrangement, verbal cuing, classroom control, students’ responses, interaction between teacher and students, and also the design of the props.
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Liao, Ruei-Zih, and 廖瑞姿. "A Study on the Impact of Body Awareness Ability of Aboriginal Student Troupe by the Approach of Somatic Movement Education." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/11730724977571770168.
Full textAbstract:
碩士國立臺東大學
身心整合與運動休閒產業學系
101
The purpose of the study was to understand the development of body awareness ability on Somatic Movement Education. Therefore, it was to promote the progress and reflection in practical physical education programs. The subject group of this research was the eighth grade students of Aboriginal Student Dance Troupe of Kuanshang Vocational High School. After 20 classes of ten-week course by adopting the methods of Action Research, the data were collected by study survey, teaching diary, data sheet of observer, answer sheet of the students and interview of focused group. By collecting and analying these data, to understand the impact of students’ body awareness ability and to promote the modification of the curriculum.The follings were the results of this study: 1.The course of Somatic Movement was well suited to dance activity of the aboriginal students. 2.Most students of the troupe were accepted to the course. The progress and reflection of the class were refined, especially in the programs of body-relaxation and body-painting. 3.There were several positive improvements in body awareness ability for the students, such as breathing awareness, physical movement, muscle flexibility, ability of body-controlling, the awareness ability of physical fatigue and body soreness. Among these promotion, the breathing awareness was the best of all. 4.There were practical benefits in the use of teaching aids and design of content on the Somatic Movement course throughout the progress of this research. Conclusion: The somatic movement education program was suitable for the Aboriginal Students Dance Troupe. And there were positive improvements in body awareness ability.
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Molloy, Felicity. "Dancing into the classroom = Te kanikaniki roto i te ruma [i.e. Te kanikani ki roto i te ruma] : the student and teacher experiences of somatic practices in a New Zealand intermediate school. A thesis submitted for the degree of Master of Education at Unitec, Auckland, New Zealand /." Diss., 2009. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1021&context=unitec_educ_di.
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