Examining the Good Judge in a Round-Robin Group Setting

2006 ◽  
Author(s):  
Jon E. Grahe ◽  
Ryne A. Sherman
Keyword(s):  
Author(s):  
Ashley Pozzolo Coote ◽  
Jane Pimentel

Purpose: Development of valid and reliable outcome tools to document social approaches to aphasia therapy and to determine best practice is imperative. The aim of this study is to determine whether the Conversational Interaction Coding Form (CICF; Pimentel & Algeo, 2009) can be applied reliably to the natural conversation of individuals with aphasia in a group setting. Method: Eleven graduate students participated in this study. During a 90-minute training session, participants reviewed and practiced coding with the CICF. Then participants independently completed the CICF using video recordings of individuals with non-fluent and fluent aphasia participating in an aphasia group. Interobserver reliability was computed using matrices representative of the point-to-point agreement or disagreement between each participant's coding and the authors' coding for each measure. Interobserver reliability was defined as 80% or better agreement for each measure. Results: On the whole, the CICF was not applied reliably to the natural conversation of individuals with aphasia in a group setting. Conclusion: In an extensive review of the turns that had high disagreement across participants, the poor reliability was attributed to inadequate rules and definitions and inexperienced coders. Further research is needed to improve the reliability of this potentially useful clinical tool.


Author(s):  
Diyan Pertiwi

This study is a class action that aims to improve learning outcomes in subjects PPKn sixth grade students of SDN 002 Ukui Dua. This research is motivated by the low activity and low teacher and student learning outcomes in subjects PPKn. The problem of this study is whether the implementation of a strategy to answer alternately patterned circle round robin can improve student learning outcomes in subjects PPKn in the sixth grade SDN 002 Ukui Dua? This PPKn was conducted over two cycles. Data collection techniques in this research using collection observation techniques, achievement test, and documentation. Techniques of analysis in this study is an analysis of the activities of teachers and students and learning outcomes in subjects PPKn sixth grade students SDN 02 Ukui Dua Kecamatant Ukui. The result showed that the activity of teachers has increased. At the first meeting of the first cycle of 41% was obtained with Simply Perfect category and the second meeting reached 55% with the category Fairly Perfect. In the second cycle 3 meeting to reach 75% by the Perfect category and the 4th meeting of the second cycle reaches 85% with the Perfect category. While the activity of students has increased. At the first meeting of the first cycle reaches 51% with the category Fairly Perfect and the second meeting with the percentage of 66% to the category Perfect. After the second cycle of the third meeting with a percentage of 75% with the Perfect category while in attendance for-4 with the percentage of 94% to the category of Most Perfect. Learning outcomes of students also increased from the previous students who achieve KKM only 8 votes with a percentage (45%) after the first cycle an increase in students worth over KKM which reached 14 people with a percentage of 70%. Cycle II students who achieve KKM 17 (85%).


1960 ◽  
Vol 21 (3) ◽  
pp. 424-431 ◽  
Author(s):  
Ernest C. Miller ◽  
B. Anthony Dvorak ◽  
Don W. Turner
Keyword(s):  

2010 ◽  
Vol 39 (1) ◽  
pp. 12-17
Author(s):  
Rebekka King

My ethnographic project constitutes two years of participant observation at five churches that have self-identified as progressives and which regularly study popular texts that challenge traditional theological assertions. The research in which I am engaged most closely locates itself within the division of the anthropology of Christianity that focuses upon the language or ideology through which the Christian subject is constructed, maintained, and legitimized (Stromberg 1993; Harding 2000; Keane 2007). More specifically I look at study and discussion groups featuring popular theological texts and seek to delineate the identity constructed through the interplay between the texts and their readers in a group setting.


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