9,454 research outputs found

    National Curriculum for English Key Stages 1 and 2 – draft : National Curriculum review

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    National Curriculum for English key stages 1 and 2 : draft : National Curriculum review

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    The Application of the Lamaze Method in the Management of Acute Pain: A Comparison of Non-pharmacological Pain Management Techniques

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    Pain is a primary concern in health care. Considering the limitations of pharmacological interventions, identifying the effectiveness of alternative pain management is crucial. Utilizing a pre-post design, different psychological approaches to acute pain management were tested. Participants included 85 college females who were randomly assigned to one of four conditions (Long Lamaze, Brief Lamaze, Acceptance of pain, and a Control group). Participants first underwent an Algometer pain task, then received training or control interactions once a week for four weeks, and were tested again on the pain task. Amount of time participants were able to withstand the pain administered in the Algometer tasks revealed significant differences in pain management across groups from pre to post testing. There was a significant main effect for Group as well as a significant interaction between Time and Group showing that change scores were greater in the Lamaze group than in the Control group. These findings and methodologies may help direct future research toward the application of alternative pain management techniques

    No More Games: A Pronunciation Guidebook for New EFL Teachers Working in Asian Countries

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    Many cram schools in Asia and online TESOL certificate programs often do not include training focused on pronunciation instruction. Consequently, teachers lack confidence and skills to teach pronunciation. The area of instruction is commonly ignored, and a need exists for instructional materials designed for new EFL teachers to support their students. This guidebook is a tool for inexperienced pre-service or in-service EFL teachers who plan to teach abroad. The overall purpose of the project was to raise the level of pronunciation training for inexperienced teachers, give them confidence to include it as a part of their curriculum, and to instill a desire for them to become self- learners of pronunciation features in English and across languages. The materials were developed based on communicative teaching strategies and include suggestions for assessing, monitoring, and providing feedback to learn

    The Effects of Morpheme and Prosody Instruction on Middle School Spelling

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    A single case design was used to investigate the impact of two types of instruction on middle school students’ spelling. Phase 1 emphasized morphology awareness instruction (MAI) and phase 2 employed the addition of prosody awareness instruction (PAI). In order to compare the effects of MAI and PAI, spelling scores were gathered from eight students over a 12-week period. The children attended two 30-minute sessions each week. Two of the participants were high performing students, three were typical learners, and three students were experiencing pronounced difficulties in all areas of literacy. The scores of seven out of eight participants indicated a positive response to both phases with the majority of high scores falling in the prosody phase. The effect size (ES) of the overall improvement across the eight students was measured using Tau-U. The ES for morphology the morphology condition compared to baseline was .793, p \u3c .001. The ES for prosody compared to morphology was for prosody compared to morphology was .810, p \u3c .001. Instruction in prosody awareness seems to hold promise as one avenue for rapidly building spelling consciousness in students with diverse learning profiles
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