This work is based on a part of the first author's master's thesis from Yongin University. Objectives: The purpose of this study was to investigate the morphological awareness of 1st to 3rd grade students from multicultural families and non-multicultural families. Methods: The subjects of this study were 13 students from multicultural families and 13 students from non-multicultural families. The experiments consisted of morphological awareness, decoding, reading fluency, and reading comprehension ability tasks. Frequency of correct answers and frequency of incorrect answers were compared and analyzed for the respective groups. Results: The results of this study can be summarized as follows. First, there were significant differences in morphological awareness between the two groups, with students from multicultural families performing worse. Additionally, there were significant differences in the opaque type, derivation type, and combination type of morphological awareness tests, again with children from multicultural families performing below their peers. Second, there were significant differences in double use error types and nontransformation error types. The children from multicultural families showed errors more frequently than those from non-multicultural families. Third, there were significant correlations between morphological awareness and all other reading variables in the two groups. Conclusion: The results of the present study suggest that in spite of normal receptive vocabulary development and reading ability, children from multicultural families display lower mean values in morphological awareness than their peers from non-multicultural families.
PURPOSE: This study was conducted to explore the professional identity of elementary school health teachers.METHODS: In-depth interviews with fifteen elementary school health teachers were conducted from July 2010 to August 2012. Qualitative data collected by the researcher including transcription and field notes were analyzed through an adapted methodology based on the Grounded Theory of Strauss and Corbin.RESULTS: Fifteen categories, 35 sub-categories and 120 concepts were obtained. The key category that was consistently maintained in identity formation was 'keeping themselves being a teacher providing nursing' which has three styles, 'focusing on health education', 'combining nursing and education' and 'focusing on providing nursing care'.CONCLUSION: Results of this study will provide basic information for preparing manuals regarding the range of activities in school health teachers' jobs, improving promotion and merit payment systems for school health teachers, creating support programs for them, and contributing to the formation and establishment of their professional identity.
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