東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Physical Education for Language Acqu...

Winstead, Anna Arlart.

Linked to FindBook

Google Book

Amazon

博客來

Physical Education for Language Acquisition in Middle School ELLs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Physical Education for Language Acquisition in Middle School ELLs./
Author:	Winstead, Anna Arlart.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	60 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Physical education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27961561
ISBN:	9798672156156

Physical Education for Language Acquisition in Middle School ELLs.
Winstead, Anna Arlart.

Physical Education for Language Acquisition in Middle School ELLs. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 60 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ed.D.)--The University of North Carolina at Greensboro, 2020.

This item must not be sold to any third party vendors.

English language learners (ELL) are a growing population in U.S. schools. ELL students are expected to meet the same learning standards as their native English-speaking peers. The progress of ELL students has been poor and evidence suggests that teachers are not prepared to help these students. Many best practices in teaching ELL students are similar to best practices for teaching physical education (PE).The purpose of this study was to determine the effectiveness of a four week "PE Plus" intervention designed to incorporate Greek and Latin stems into the PE classroom. A curriculum was designed including warm-up activities which incorporated Greek and Latin stems that were previously taught in the students' English Language Arts (ELA) class. Students participated in three to four stem warm-up activities per week, for four weeks, as part of their regular PE instruction. Pre and post-tests on student knowledge of these stems were given in the ELA class and compared over time as well as with a control group who did not participate in the warm-up activities. After four weeks, the control group received the intervention, and the original experimental group served as the control. Following each "PE Plus" lesson, students were asked to complete a five-question survey about the effect of the warm-ups on their knowledge of stems and enjoyment of the activities.Although changes in stem test scores were not significant, the qualitative data analysis of the field notes, students responses, and reflections indicated that the "PE Plus" warm-ups were enjoyable, students were engaged in the activities, and students felt that participation helped them learn their Greek and Latin stems.

ISBN: 9798672156156Subjects--Topical Terms:

635343
Physical education.
Subjects--Index Terms:

Adolescents

Physical Education for Language Acquisition in Middle School ELLs.
LDR:02887nmm a2200373 4500 001 2279054
005 20210730131529.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798672156156
035 $a (MiAaPQ)AAI27961561
035 $a AAI27961561
040 $a MiAaPQ $c MiAaPQ
100 1 $a Winstead, Anna Arlart. $3 3557466
245 1 0 $a Physical Education for Language Acquisition in Middle School ELLs.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 60 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
500 $a Advisor: Gill, Diane L.
502 $a Thesis (Ed.D.)--The University of North Carolina at Greensboro, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a English language learners (ELL) are a growing population in U.S. schools. ELL students are expected to meet the same learning standards as their native English-speaking peers. The progress of ELL students has been poor and evidence suggests that teachers are not prepared to help these students. Many best practices in teaching ELL students are similar to best practices for teaching physical education (PE).The purpose of this study was to determine the effectiveness of a four week "PE Plus" intervention designed to incorporate Greek and Latin stems into the PE classroom. A curriculum was designed including warm-up activities which incorporated Greek and Latin stems that were previously taught in the students' English Language Arts (ELA) class. Students participated in three to four stem warm-up activities per week, for four weeks, as part of their regular PE instruction. Pre and post-tests on student knowledge of these stems were given in the ELA class and compared over time as well as with a control group who did not participate in the warm-up activities. After four weeks, the control group received the intervention, and the original experimental group served as the control. Following each "PE Plus" lesson, students were asked to complete a five-question survey about the effect of the warm-ups on their knowledge of stems and enjoyment of the activities.Although changes in stem test scores were not significant, the qualitative data analysis of the field notes, students responses, and reflections indicated that the "PE Plus" warm-ups were enjoyable, students were engaged in the activities, and students felt that participation helped them learn their Greek and Latin stems.
590 $a School code: 0154.
650 4 $a Physical education. $3 635343
650 4 $a Middle school education. $3 969762
650 4 $a English as a second language--ESL. $3 3423990
653 $a Adolescents
653 $a English language learning
653 $a Greek and Latin Stems
653 $a Physical education
653 $a Language acquisition
690 $a 0523
690 $a 0441
690 $a 0450
710 2 $a The University of North Carolina at Greensboro. $b School of Health and Human Sciences: Kinesiology. $3 3175033
773 0 $t Dissertations Abstracts International $g 82-04A.
790 $a 0154
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27961561