A Comparison of the Effects of Teacher and Peer Supervision on Work Performance and On-Task Behavior

1983 ◽  
Vol 8 (4) ◽  
pp. 41-48 ◽  
Author(s):  
Dennis R. Knapczyk ◽  
William A. Johnson ◽  
Gregory McDermott
Keyword(s):  
Work Performance ◽  
Opportunity To Learn ◽  
Teacher Supervision ◽  
Instructional Time ◽  
Peer Supervision ◽  
Assembly Task ◽  
Work Related ◽  
Task Behavior ◽  
Close Supervision ◽  
On Task Behavior

This study evaluated the effectiveness of teacher and peer supervision in increasing levels of on-task behavior and work performance in a prevocational setting. Six severely retarded individuals served as subjects and were assigned an assembly task. Results indicated that close supervision by either a teacher or peer was superior to the baseline condition. In addition, results showed that peer supervision produced higher levels of on-task behavior among subjects than did teacher supervision. It was suggested that delegating some student supervisory responsibilities permits a teacher to use instructional time more efficiently and affords the supervising peer an opportunity to learn valuable work-related skills.

The Effects of Three Teacher Supervision Patterns on Student On-Task and Skill Performance in Secondary Physical Education

1995 ◽  
Vol 14 (2) ◽  
pp. 179-197 ◽  
Author(s):  
Mary Jo Sariscsany ◽  
Paul W. Darst ◽  
Hans van der Mars
Keyword(s):  
Physical Education ◽  
Junior High School ◽  
Teacher Supervision ◽  
Alternating Treatments Design ◽  
Task Behavior ◽  
Skill Performance ◽  
Specific Skill ◽  
Practice Trials ◽  
On Task Behavior ◽  
High School Males

This study sought to determine the effects of three teacher supervision patterns on student on-task and practice skill behavior. Three experienced physical education instructors and 3 off-task junior high school males served as subjects. An alternating treatments design was used to study the on-task behavior, total practice trials and appropriate practice trials under three supervision patterns: (a) close with feedback, (b) distant with feedback, and (c) distant with no feedback. Under the active supervision patterns (with feedback), teachers issued specific skill feedback to target students at a minimum of 0.5 per minute. Findings indicated that when the treatments were successfully implemented, (a) the percentage of on-task behavior was significantly higher during active supervision for two target students and (b) mixed results were produced for total practice trials and appropriate practice trials across all three treatments.

scholarly journals O2B.3 Work related stress for new zealand workers in high risk sectors: what can we learn from a demographic analysis?

2019 ◽  
Vol 76 (Suppl 1) ◽  
pp. A15.1-A15
Author(s):  
Kirsten Lovelock ◽  
Trang Khieu
Keyword(s):  
New Zealand ◽  
High Risk ◽  
Work Performance ◽  
Health Behaviours ◽  
Psychosocial Health ◽  
Work Related Stress ◽  
Safety Attitudes ◽  
Work Related ◽  
High Staff Turnover ◽  
Related Stress

The physical and psychological outcomes of work related stress place a burden on individuals, their families, workplaces and communities. Work related stress is a health and socio-economic and political problem. It reduces work performance; drives higher rates of absenteeism or sick leave; can increase rates of injury; prompt high staff turnover; and, can prompt poor health behaviours such as excessive drinking or taking of drugs. The research record focussing on work related stress in New Zealand (NZ) is small and uneven, but growing. The aim of this study was to explore the prevalence of work-related stress among workers by a set of demographic characteristics. The study used data from the Health and Safety Attitudes and Behaviour Survey (HSABS) 2016. A total of 2190 workers in the four high risk industries (agriculture, forestry, construction and manufacturing) were interviewed about their perceptions towards work-related stress. Weighting was conducted to control inherent biases. Differences between workers were examined by age, sex, ethnicity, qualifications and migrant factors (e.g. being born in NZ or arriving in NZ within five years). Overall, 11% of workers responded that they had experienced with work-related stress in the last 12 months. Work-related stress was more statistically prevalent among people from 25 to 34 years of age or those having a bachelor’s degree. Also, people being females or Maori or not born in NZ or first arrived in NZ in the last five years were more likely to have work-related stress. Findings from the study could allow better targeted and informed psychosocial health interventions to be implemented at workplace.

Self-Recording during Group Instruction: Effects on Attention to Task

1981 ◽  
Vol 4 (4) ◽  
pp. 407-413 ◽  
Author(s):  
Daniel P. Hallahan ◽  
Kathleen J. Marshall ◽  
John Wills Lloyd
Keyword(s):  
Small Group ◽  
Oral Reading ◽  
Learning Disabled ◽  
Small Group Instruction ◽  
Group Instruction ◽  
Self Monitoring ◽  
Task Behavior ◽  
On Task Behavior ◽  
Procedural Components ◽  
Attention To Task

The effects of self-monitoring on attention to task during small-group instruction were investigated. Three learning disabled (LD) boys with severe attentional problems were taught to self-monitor their on-task behavior while participating in oral reading tasks. A reversal design demonstrated marked increases in attention to task for all three students. The higher levels of on-task behavior were maintained during two subsequent phases in which external components of the self-monitoring procedure were withdrawn. The results indicate that self-monitoring procedures can be effectively employed during oral, small-group instruction, and that positive behavioral changes can be maintained over a period of time following the gradual fading of external, procedural components.

Validatie van de Nederlandstalige Core Self-evaluations vragenlijst

2007 ◽  
Vol 20 (1) ◽  
Author(s):  
Irene E. de Pater ◽  
Sonja Schinkel ◽  
Bernard A. Nijstad
Keyword(s):  
Work Performance ◽  
Reliability And Validity ◽  
Psychological Research ◽  
Work Outcomes ◽  
Important Work ◽  
Dutch Version ◽  
Total N ◽  
Work Related ◽  
Convergent And Divergent Validity ◽  
Core Self

Validation of the Dutch Core Self-evaluations Scale Validation of the Dutch Core Self-evaluations Scale I.E. de Pater, S. Schinkel & B.A. Nijstad, Gedrag & Organisatie, volume 20, maart 2007, nr. 1, pp. 82-100 In this article we investigated the reliability and validity of the Dutch version of the Core Self-evaluations scale (CSES, Judge, Erez, Bono & Thoresen, 2003). Research into the English version has shown that CSE is a valid construct, consistently correlating with important work related criteria such as work satisfaction and work performance. Because of the relevance of these findings, we developed a Dutch version of this scale (NCSES). Results from four different studies (total N = 1389) showed that the NCSES is internally consistent, has a high test-retest reliability and has the predicted factor structure. Additionally, the convergent and divergent validity of the NCSES are high, and the NCSES correlates with important work outcomes, such job characteristics, job performance, and affective outcomes. It can be concluded that the NCSES is a valuable and effective instrument for applied psychological research.

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