scholarly journals Relationship between Student Achievement and Performance Task Scores in Math

2020 ◽  
Vol 8 (8) ◽  
pp. 3643-3647
Author(s):  
Jarrent R. Tayag ◽  
Marycris B. Lenon ◽  
Joseph R. Bacanay ◽  
Angelie M. Sotto
Keyword(s):  
Student Achievement ◽  
Performance Task ◽  
And Performance

Narcissism personality trait and performance: task-oriented leadership and authoritarian styles as mediators

2020 ◽  
Vol 41 (2) ◽  
pp. 280-293
Author(s):  
Kiran Sakkar Sudha ◽  
M. Ghazi Shahnawaz
Keyword(s):  
Leadership Styles ◽  
Task Performance ◽  
Leadership Style ◽  
Personality Trait ◽  
Performance Task ◽  
Content Type ◽  
Authoritarian Leadership ◽  
And Performance ◽  
Measure Of Performance ◽  
Task Oriented

PurposeThe present study explored the direct as well as indirect relationships between narcissism personality trait and performance. Two leadership styles (task oriented and authoritarian styles) were identified as possible mediators.Design/methodology/approachNarcissism was measured by using Narcissistic Personality Inventory (Ames et al., 2006), performance was measured by performance scale (Greene-Shortridge, 2008). Sinha's leadership scale (Sinha, 2008) was used to measure task-oriented and authoritarian leadership styles. 273 senior-level managers of a big public sector Indian organization participated in the study. SPSS 22 and SmartPLS 2.0 were used to analyze the data.FindingsCorrelation result shows that narcissism personality trait was positively related to authoritarian leadership style and negatively to task-oriented leadership style, task performance and teamwork dimensions of performance. Task-oriented leadership style mediated the relationship between narcissism and task performance and teamwork more than the authoritarian leadership style.Originality/valueThe study attempts to empirically test the behavioral manifestation of narcissism personality trait as positive or negative and has considered the whole measure of performance which has not been previously explored. Practical implications were also highlighted beside the theoretical concerns.

Effects of Timbre on College Woodwind Players' Intonational Performance and Perception

1992 ◽  
Vol 40 (2) ◽  
pp. 158-167 ◽  
Author(s):  
Mark C. Ely
Keyword(s):  
Ohio State University ◽  
Performance Data ◽  
State University ◽  
Performance Task ◽  
School Of Music ◽  
Low Correlation ◽  
Significant Difference ◽  
The Ohio State University ◽  
And Performance ◽  
The Relationship

The purpose of this study was to investigate the effects of timbre on musicians' intonational acuities during a listening and a performance task. Nine saxophonists, nine clarinetists, and nine flutists from The Ohio State University School of Music participated in the listening and performance segments of this experiment. The performance data consisted of subjects' intonational deviations from recorded examples, and the listening data consisted of subjects' correct and incorrect responses to in-tune or out-of-tune tone pairs. The relationship between subjects' abilities to perform in tune and detect intonation problems, and the effects of timbre on subjects' abilities to perform in tune and detect intonation problems were assessed. Results revealed a low correlation between subjects abilities to play in tune and their abilities to detect intonation problems. Results also indicated that timbre had a significant effect on subjects' abilities to detect intonation problems, but not on their abilities to play in tune. Although there was no significant difference between instrument groups' abilities to detect intonation problems, a significant difference was found between these groups' abilities to play in tune across all timbres. Subjects played significantly more flat than sharp when matching other instrument timbres.

Effects of Tone-Quality Conditions on Perception and Performance of Pitch among Selected Wind Instrumentalists

2000 ◽  
Vol 48 (3) ◽  
pp. 222-236 ◽  
Author(s):  
Michael D. Worthy
Keyword(s):  
High School ◽  
Paired Comparisons ◽  
Performance Task ◽  
Performance Tasks ◽  
Perception Task ◽  
Wind Instrumentalists ◽  
Tone Quality ◽  
Comparison Results ◽  
And Performance ◽  
A Performance

The purpose of this study was to assess the effects of changes in tone quality on the perception of pitch and to determine the extent to which the same tone-quality conditions would affect the performance of pitch. The experiment was conducted in two segments: a perception task that involved judgments of paired comparisons of tones, and a performance task that involved tone matching. High school and university wind instrumentalists participated in perception and performance tasks that were similar to provide a basis for comparison. Results indicated that tone-quality conditions had significant effects on the perception and performance of pitch. Subjects judged “bright” tones “brighter” in tone quality and sharper in pitch than reference tones and performed sharp when matching “bright” stimuli. Subjects judged “dark” tones “darker” in tone quality and flatter in pitch than reference tones and performed flat when matching “dark ” stimuli.

Preparing Preservice Teachers to Become Self-Reflective of Their Technology Integration Practices

TPACK ◽  
2019 ◽  
pp. 68-95
Author(s):  
Julie M. Amador ◽  
Royce Kimmons ◽  
Brant G. Miller ◽  
Christopher David Desjardins ◽  
Cassidy Hall
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Performance Task ◽  
Reflection Data ◽  
And Performance ◽  
Selection Of

The purpose of this chapter is to further understand how preservice teachers critically think about technology and their competence in technology integration. A mixed methods research design was employed to gather survey and performance task reflection data from preservice teachers. Data were analyzed using a categorization process based on preservice teachers' conceptualizations of technology as replacement, amplification, and transformation. Results revealed a significant overall effect of the selection of performance task upon whether it was applied in a transformative manner, but that no such overall effect existed for amplification and replacement. Descriptive analyses indicate preservice teachers were self-reflective about the extent to which technology influences students' learning. Conclusions indicate that teacher education programs should consider how they support preservice teachers to become self-reflective consumers of technology.

Policy Impact on Teacher Induction

2016 ◽  
pp. 595-617
Author(s):  
Amanda R. Bozack
Keyword(s):  
Student Achievement ◽  
Teacher Induction ◽  
Teacher Development ◽  
Leading Edge ◽  
Induction Programs ◽  
Induction Program ◽  
Teachers And Students ◽  
Improve Student Achievement ◽  
Induction Practices ◽  
And Performance

During the 1980s Connecticut was on the leading edge of national educational reform, developing performance standards for teachers and students, creating a tiered licensure structure, and implementing a state-wide comprehensive, multi-year teacher induction program tied to teacher certification. Since then, many states and districts have begun to implement induction programs as a way to enhance teacher retention and performance and improve student achievement. However, the literature base on successful implementation is limited, as is the research on the effectiveness of specific induction practices as related to teacher development and student achievement. This chapter focuses on informing policy makers and educational administrators about the broad landscape of induction in the United States and explores how Connecticut's rich history with induction can serve other states considering adoption of a comprehensive induction policy. Research concerns are also explored.

Child Abuse and Performance Task Assessments of Executive Functions in Boys

2001 ◽  
Vol 42 (8) ◽  
pp. 1041-1048 ◽  
Author(s):  
Enrico Mezzacappa ◽  
Dan Kindlon ◽  
Felton Earls
Keyword(s):  
Child Abuse ◽  
Executive Functions ◽  
Performance Task ◽  
And Performance

scholarly journals Small Discussion Method: Peningkatan Kompetensi Guru Madrasah Tsanawiyah Binaan Kota Yogyakarta dalam Menerapkan Model Cooperative Learning

2020 ◽  
Vol 4 (2) ◽  
pp. 181-189
Author(s):  
Murtinah Murtinah
Keyword(s):  
Student Achievement ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Model ◽  
Teacher Competence ◽  
Learning Models ◽  
Teaching Materials ◽  
First Semester ◽  
And Performance ◽  
Improve Student Learning

The weak teacher's competence in understanding learning models is an early cause of student achievement in the mastery of teaching materials. A weak symptom of the teacher's understanding of the learning model at MTs Muhammadiyah Karangkajen in understanding the learning model was found after the academic supervision of one semester in the first semester of lesson 2019/2020. This research aims to determine the extent to which the professional improvement of teachers through small discussion in understanding and implementing cooperative learning models in order to improve student learning achievement. This research using the method of study of Madrasah (PTS) is conducted in 2 cycles. Improved teacher competence in understanding and implementing cooperative learning models achieve satisfactory results. From a pre 41.43% cycle, it becomes 71.43% on the I cycle, and can increase to 80.33% in the II cycle. The results of this study show that coaching through academic supervision through small discussion can improve the professionalism and performance of teachers in understanding cooperative learning models with a 80% compensation.

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