All About the Classroom!

Within the university setting, the classroom is the point of origin for many diversity narratives. Lessons may focus on topics such as cultural history, but students also learn from communication patterns that occur during the time of instruction, which may include subtle or overt acts of racial bias. It is therefore important to incorporate cultural competency in the classroom to model healthy interactive learning practices. This involves setting ground rules for diversity discussions and utilizing icebreakers, self-awareness exercises, and activities such as role plays to promote collaborative learning and change through social justice initiatives. This chapter explores practices and activities that enhance diversity understanding.

Comparison of MySQL, MSSQL, PostgreSQL, Oracle databases performance, including virtualization

Oracle, MSSQL, MySQL and PostgreSQL are four of the most popular relational databases. They are often used in internet applications. This paper aims to compare the efficiency of these technologies in terms of speed using virtualization with Docker. No publications that include virtualization were found among previous papers. After review of the literature, it was hypothesized that the Oracle engine would be the fastest. During the research, a series of experiments was carried out using the application, in which tests for measuring the time of instruction execution were implemented. Each query was measured 100 times and the first measurement was rejected. The obtained results confirmed the hypothesis about the superiority of the Oracle database. As in previous studies, it proved to be the fastest, also using virtualization.

Improving Speaker’s Use of Segmental and Suprasegmental Features of L2 Speech

Unlike L1 acquisition, which is based on automatic acquisition, L2 adult learners’ acquisition of English phonology is based on mental reflection and processing of information. There is a limited investigation of L2 phonology research exploring the contribution of the cognitive/theoretical part of pronunciation training. The study reports on the use of online collaborative reflection for improving students’ use of English segmental and suprasegmental features of L2 speech. Ninety participants at the tertiary level at Tabuk university in the kingdom of Saudi Arabia were divided into two groups which used an online instruction. The only difference between the instruction of the experimental group and the control group is that the experimental group spent part of the time of instruction on collaborative reflection, while the control group spent this time on routine activities without using collaborative reflection (but all other activities were the same). The results showed that the online collaborative reflection improved the pronunciation of the experimental group. The learners learned the pronunciation of the major segmentals (e.g., vowels, consonants, diphthongs), minor segmentals (e.g., the way of articulation), and the suprasegmental features (e.g., intonation, stress). The results also showed that students perceived the online collaborative reflection as a helpful means in improving their use of L2 English phonology features. The findings have important implications and contribute to our theoretical knowledge of second language acquisition and L2 phonetics instruction research.

Foreign Language (FL) Teaching and Learning in Primary Schools in Europe: Beliefs and Realities

ince 2001, theCommon European Reference Framework for Languages(CEFR) is the main reference for teachers of foreign languages in Europe. However, difficulties of applying the CEFR and attaining the expected learning outcomes in the FL have been witnessed among teachers, especially as regards young learners. This paper aims at examining the underpinnings that lie behind the policy of foreign languages for young learners in the European Union. Focus will be on primary schools, starting ages and time of instruction. An illustration of the “unrealistic” expectations of learning outcomes with the CEFR will be given, considering empirical research evidence on learning a FL in preschool and primary schools. Some possible pedagogical solutions, such as CLIL (Content and Language Integrated Learning), teacher involvement and technology-mediated TBLT (Task-based Language Teaching) will also be discussed.

Comportamiento del Profesor, Intensidad y Tiempo Efectivo de las Clases de Educación Física en una escuela pública: Un acercamiento a la realidad (Teacher’s Behavior, Intensity and Effective Time of Physical Education Classes in a Public School: An Appro

Actualmente se recomienda que los estudiantes participen en Actividad Física Moderada a Vigorosa (AFMV) al menos el 50% del tiempo empleado en la clase de Educación Física (EF). Por tal motivo el objetivo fue identificar el nivel de Actividad Física (AF), comportamiento del Profesor y tiempo efectivo de las clases de EF, en una escuela pública de Chile. Durante dos meses, se observaron 14 clases de EF y a tres profesores (2 hombres y 1 mujer), los alumnos, presentaban edades entre 6 a 10 años. La observación se realizó considerando solo las clases que tuvieran una duración de 90 minutos y que fueran realizadas en un día sin climas extremos como lluvia, calor intenso o contaminación ambiental. Se evaluó 1) el porcentaje de tiempo de actividad física del estudiante 2) los contenidos de la clase 3) la participación del profesor. Mediante el sistema de observación del tiempo de instrucción de condición física. Como principales resultados encontramos que el tiempo dedicado a una AFMV fue de un 32% de la clase de EF. Además, el 68% fue destinado a la práctica libre y el 90.6% el profesor no promovió el esfuerzo. Como conclusión, los resultados de la investigación indican que la AFMV fue más baja que la recomendada y el mayor tiempo de la clase de EF no se promueve el esfuerzo dentro de los escolares. Abstract. It is recommended that students are engaged at least 50% of their Physical Education (PE) classes in moderate to vigorous physical activity (MVPA). Thus, the objective was to identify the physical activity (PA) level, professor’s behavior and effective time of PE classes in a public school in Chile. Through two months, 14 PE classes and three teachers were observed. Observed students were between 6 and 10 years old. Only the classes that lasted 90 minutes and were not run in extreme conditions like rain, intense heat or environmental contamination were analyzed. We evaluated 1) student’s PA in percentage of time 2) class contents 3) teacher's participation. Everything was assessed through the system of observation of the time of instruction of the physical condition. The time dedicated to MVPA was 32% of the class. 68% was destined to the free practice. 90.6% the teacher did not promote the effort. The results indicate that the PA was significantly lower than the recommendation and in majority of time the PE teacher did not promote the students’ effort.

Instructional Strategies in Mathematics Education

The Search for the perfect teaching method has persisted for many years, In the meantime, many effective strategies have been identified. A strategy is defined, here, as a plan of relatively structured procedures by which specific objectives are achieved. Although many plans have been developed, no one strategy has been shown effective under all conditions. The most promising direction toward effective mathematics teaching at this time appears to be the use of a variety of strategies tailored to the objectives of the lesson and student needs at the time of instruction.