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The aims of this paper are twofold: (1) to study the application of project-based learning ten-step process framework suggested by Alan and Stoller (2005) to boost English speaking ability of undergraduate students at the University of Da Nang, and (2) to investigate the levels of undergraduate students’ satisfaction. The subjects were 24 final year undergraduate engineering students at the university of Da Nang during the first semester of the 2019/2020 academic year. The instruments used in this experiment included lesson plans, a project evaluation form, a student’s self-assessment form, a satisfaction questionnaire and interviews
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Over the last several years, the United States has experienced a surge in bystander videos that have captured incidents of police brutality and prejudice directed largely at Black people. Public outrage surrounding police brutality persists as these incidents continue to reach the public eye. As public discourse around police brutality and racial inequality largely centers on specific events, there is a dearth of information about systemic racism and how race and racism pervade every single aspect of American life. How Black people are often treated by law enforcement is reflective of larger historical racial inequities and injustices that extend far beyond the criminal justice system and intersect with how Black people access housing, occupy public spaces, and are treated in American public schools.Imprisoned: Interlocking Oppression in Law Enforcement, Housing, and Public Educationfocuses on contemporary systemic racism as it relates to how the U.S. criminal justice system, housing system, and education system intersect to create a matrix of inequality for Black people. To illustrate the systemic nature of racism in American policing and communities, this book highlights contemporary policies and practices that intersect with residential segregation and public schooling that continue to affect Black people on a large-scale, structural level―demonstrating the extent to which the United States criminal justice system is tied to where people live and how they are treated and educated in public schools.
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The adapted physical educator (APE) at this high school has a tenth grader with epilepsy in his class. The student is assigned a paraprofessional to monitor and assist him. The APE plans an indoor soccer lesson, which allows for easier participation for another student in a wheelchair, as well as better monitoring for the student with epilepsy. With the lesson underway and the paraprofessional positioned nearby, the student has a seizure. Fortunately, the APE has had some training on recognizing seizures, and the paraprofessional is there to help. Wondering what would happen if they were not there when the student began having a seizure and how to explain it to the other students, the APE creates a seizure fact and protocol sheet.
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The physical education (PE) teacher at this high school learns how to integrate a high-tech assistive device into his class for a new student who is nonverbal and uses a walker or wheelchair. The school’s paraprofessional disagrees that the student should be permitted to use the device during PE because it could be broken. Even with ample accommodations for physical participation, the student still has difficulty communicating with her peers and becomes agitated. Upon consulting with the student’s special education teacher, the PE teacher learns about an app-based assistive technology that could be programmed so the student can prepare when and how to use the device safely throughout class. The student blossoms in PE, as well as socially, by being able to preprogram her device to communicate more closely to real time.
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This study investigated the impact of an adapted physical education training package on functional motor skill instruction of three special education teachers who instructed secondary students with low-incidence disabilities. The training package emphasized teachers' use of systematic prompting and specific reinforcement teaching strategies plus adapted physical education consultation. We used a multiple baseline design and collected data on the three teachers' use of systematic prompting and specific reinforcement plans during videotaped teaching trials. We also collected data on how teachers documented their instructional strategies, and we analyzed personal reflections that teachers wrote in the journals. Results indicated that with each of the three teachers, correctly implemented functional motor skill instructional performance improved after they completed the training package.
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Physical educators are discovering the benefits of using video analysis to support their instruction and assessment. Slow-motion playback, zoom, and voice-over narration are just some of the features built into increasingly affordable mobile devices and applications that can easily be used by teachers to support student learning. Additionally, with the use of video technology, teachers are finding creative ways to provide instant motor-performance feedback which can be easily documented for assessment purposes. Yet, with any novel technology tool, internal and external challenges exist that may prevent teachers from realizing the myriad of benefits. This article provides a background on mobile video analysis tools, along with strategies to help physical educators discover ways to effectively implement this engaging technology into their curriculum.
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