Time Use, Rehearsal Activity, and Student Off-Task Behavior during the Initial Minutes of High School Choral Rehearsals

1996 ◽  
Vol 44 (1) ◽  
pp. 6-14 ◽  
Author(s):  
Janna K. Brendell
Keyword(s):  
High School ◽  
Time Use ◽  
Interobserver Agreement ◽  
Sight Reading ◽  
Literature Instruction ◽  
Warm Up ◽  
Task Behavior ◽  
Time Usage ◽  
Verbal Statement ◽  
Trained Observers

In this study, the use of rehearsal time during the initial minutes (i.e., the warm-up time) of 33 high school choral rehearsals was examined. Student attentiveness was also investigated during initial rehearsal activities. Trained observers used interval observation techniques in collecting attentiveness, rehearsal activity, and time usage data. Interobserver agreement averaged .93 for off-task, .88 for activity coding, and .85 for rehearsal timing. Conductors averaged 43.45 elapsed seconds prior to the first verbal statement to begin and 14 minutes 19 seconds prior to rehearsal of literature. Time allotted to rehearsal activities was the following: sight-reading, 22.23%; vocal warm-up, 9.63%; getting ready, 6.75%; physical warm-up, 3.37%; literature instruction, 1.84%; and other activity, 1.46%. Off-task percentages were: getting ready, 26.14%; physical warm-up, 18.48%; other, 16.53%; literature instruction, 16.27%; vocal warm-up, 15.07%; and sight-reading, 9.22%. Results indicated that the highest percentages of off-task behavior occurred during activities requiring less singing and active participation. Off-task behavior seemed to be a function of the nature of the activity.

Time Usage of Middle and High School Band Directors in Sight-Reading Adjudication

2007 ◽  
Vol 25 (2) ◽  
pp. 36-46 ◽  
Author(s):  
Evelyn K. Orman ◽  
Cornelia Yarbrough ◽  
Sheri Neill ◽  
Jennifer A. Whitaker
Keyword(s):  
High School ◽  
Band Directors ◽  
Sight Reading ◽  
High School Band ◽  
Time Usage ◽  
School Band

scholarly journals DUKUNGAN PERILAKU POSITIF OLEH GURU UNTUK MENGURANGI PERILAKU MENGABAIKAN TUGAS PADA SISWA SMA NEGERI 3 BANJARMASIN

2013 ◽  
Vol 1 (1) ◽  
pp. 75
Author(s):  
Hellya Agustina
Keyword(s):  
High School ◽  
Qualitative Analysis ◽  
Visual Analysis ◽  
Senior High School ◽  
Second Grade ◽  
Behavioral Support ◽  
Positive Behavioral Support ◽  
Task Behavior ◽  
Time Period ◽  
Before And After

This research aimed to examine positive behavioral support by teacher had been trained to reduce off-task behavior students. The participants of students was second grade of senior high school at Banjarmasin. The reason for using this design was to identifiying behavior target repeatedly with a certain time period. The instruments was be used to take data from observation form positive behavioral support and off-task behavior. The result ofanalysis data was by using visual analysis and qualitative analysis. From two of analysis indicated that there was different between before and after positive behavioral support implemented by teacher and off-task behavior of two students were reduced into lower frequency.

scholarly journals Effective ways for the Classroom Management

2018 ◽  
Vol 214 (2) ◽  
pp. 67-84
Author(s):  
Mohammed Mizel Tahir
Keyword(s):  
High School ◽  
Classroom Management ◽  
High School Teachers ◽  
English Language ◽  
Central Question ◽  
School Teachers ◽  
Effective Learning ◽  
Task Behavior ◽  
Management Techniques ◽  
Difficult Part

       This study was conducted in order to determine the effective techniques of classroom management that can be used to minimize classroom misbehavior and maximize effective learning. Classroom management is probably the most difficult part of teaching .High school teachers in Iraq, like in all countries, face instances of misbehavior in the form of off-task behavior or more serious disruptions. When a teacher is forced to deal with constant disruptions or a teacher cannot control his or her classroom then learning is not taking place. Thus, the objective of this study is to determine what methods of classroom management are available for teachers. This study used different methods to gather information on the best ways of classroom management. There have been many studies that serve to support universal classroom methods of classroom management techniques. Throughout my humble experience as teacher in college of police I found many Iraqi universities professors and high school teachers are still sticking with traditional (outdated) ways and techniques of teaching English regardless of their learner's needs and motivations. Thus the teachers have to think with the central question being “what do these students need and how can I meet those needs.” The significance of this study is that Iraqi and Arab teachers (who use English language as a second language as a means of communication) who are having problems coping with misbehavior in their classroom can use the techniques recommended by this study in order to improve their classroom management. This study found that there are varieties of techniques taken from the classroom management theories that aid in improving classroom management.

The Effect of Pitch and Rhythm Difficulty on High School String Sight-Reading Performance

2015 ◽  
Vol 6 (1) ◽  
pp. 71-85 ◽  
Author(s):  
Michael L. Alexander ◽  
Michele L. Henry
Keyword(s):  
High School ◽  
Reading Performance ◽  
Sight Reading

scholarly journals EFFECTS OF NEUROMUSCULAR TRAINING ON BIOMECHANICAL EFFICIENCY IN HIGH SCHOOL ATHLETES

2020 ◽  
Vol 8 (4_suppl3) ◽  
pp. 2325967120S0014
Author(s):  
Joseph J. Janosky ◽  
Brandon Schneider ◽  
Daphne Ling ◽  
James Russomano ◽  
Naomi Roselaar ◽  
...  
Keyword(s):  
High School ◽  
Lower Extremity ◽  
Performance Feedback ◽  
Sports Medicine ◽  
Intervention Group ◽  
Control Group ◽  
High School Athletes ◽  
Warm Up ◽  
Left Lower Extremity ◽  
And Performance

Background: Anterior cruciate ligament (ACL) injuries are among the most common and devastating sports-related knee injuries. Neuromuscular training (NMT) has demonstrated efficacy as a preventive intervention for ACL injury and has been associated with improvements in measures of sports performance, but the specific physiologic mechanisms that serve as protective factors and contribute to improved performance haven not been well-defined. Hypothesis/Purpose: The purpose of this study is to investigate the association between NMT and biomechanical efficiency among high school athletes. We hypothesized that the performance of NMT is associated with improved biomechanical efficiency during the performance of fundamental movements and agility tests when compared to a group of untrained control subjects. Methods: Eight high school soccer and basketball teams (111 athletes, 53.1% male, mean age 15.6 years) were recruited and assigned to either an intervention or control group. The intervention group performed NMT as part of their warm-up prior to each practice and competition for 12 weeks. NMT was administered by experienced sports medicine clinicians who provided exercise instruction, technique cues, and performance feedback throughout each training session. The control group performed their customary warm-up under the direction of the team’s coaches. Biomechanical efficiency was assessed through performance of static and dynamic tests using an FDA-approved wireless sensor system. Agility was assessed using a timed three-cone agility test. All tests were administered immediately prior to and following each competitive sports season. Results: Matched pre-/post-season data was collected from 74 athletes (67%). Significant improvements [point estimate (95% CI) p-value] were observed in the intervention group for left lower extremity [0.25 (0.06,0.45) p = 0.01] and right lower extremity [0.21 (0.05,0.37) p = 0.01] loading/landing speed ratios during a single leg hop test, left lower extremity [-136.34 (-225.74,-46.95) p = 0.003] and right lower extremity [-110 (-211.36,-8.64) p = 0.03] ground reaction force, left lower extremity [-1.03, (-.189,-0.18) p = 0.02] and right lower extremity [-0.94 (-1.73,-0.14) p = 0.02] initial peak acceleration, and cadence [-12.12 (-21.60,-2.65) p = 0.01] during a straight-line running acceleration/deceleration test, and time [0.51 (0.24,0.78) p = 0.0003] during a three-cone agility test. Conclusion: Results demonstrate that season-long, sport-specific, age-appropriate NMT administered by sports medicine clinicians can significantly improve biomechanical efficiency during the performance of fundamental movements and agility tests by high school athletes. To achieve similar results, sports coaches should be trained to provide exercise instruction, technique cues, and performance feedback when administering NMT in real-world settings. [Table: see text][Table: see text]

Nonperformance Time Use in Middle and Junior High School Choral Rehearsals

1993 ◽  
Vol 11 (2) ◽  
pp. 4-7 ◽  
Author(s):  
Rosemary C. Watkins
Keyword(s):  
High School ◽  
Junior High School ◽  
Time Use ◽  
Junior High

What is Effective Literature Instruction? a Study of Experienced High School English Teachers in Differing Grade- and Ability-Level Classes

2000 ◽  
Vol 32 (3) ◽  
pp. 303-348 ◽  
Author(s):  
Jane Agee
Keyword(s):  
High School ◽  
English Teachers ◽  
Ability Level ◽  
Student Needs ◽  
Literature Instruction ◽  
High School English ◽  
Student Centered ◽  
Literature Curriculum ◽  
Teacher Centered

This study examined how experienced high school English teachers defined and gauged effective literature instruction as well as how their perspectives affected their students' experiences with literature. The research focused on 3 questions: (a) How did these teachers define effective literature instruction? (b) What kinds of evidence did they look for to gauge their effectiveness? and (c) How did their perceptions of effective literature instruction inform their decisions about texts and ways of reading them with students in different grade- and ability-level classes? Profiles of 5 teachers showed that they used differing models for literature instruction against which they gauged their effectiveness. Flexible, student-centered models allowed teachers to address differences among students. Inflexible, teacher-centered models often limited teachers' ability to address student needs effectively. The kinds of models the teachers used determined whether or not they were willing to listen to feedback from students and to use it to make changes in their literature curriculum.

Effects of Self-Recording on High-School Students' on-Task Behavior

1987 ◽  
Vol 10 (3) ◽  
pp. 203-213 ◽  
Author(s):  
Deborah W. Blick ◽  
David W. Test
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Disabled ◽  
Behavior Changes ◽  
School Students ◽  
Self Monitoring ◽  
Baseline Design ◽  
Emotionally Handicapped ◽  
Task Behavior ◽  
On Task Behavior

Twelve mildly handicapped (9 learning disabled, 2 educable mentally handicapped, and 1 emotionally handicapped) high-school students served as subjects in a study conducted to determine the effects of self-monitoring and recording on student on-task performance. Although only four students from three classes were targeted for data collection, all students in each class were taught how to self-monitor and record —first in the presence of audible cues and later independently as audible cues were faded. A multiple-baseline design across groups revealed a functional relationship between the intervention and increased on-task behavior. Changes were maintained as audible cues were faded. In addition, student accuracy data showed a relationship between increased on-task behavior and accurate self-recording. Anecdotal data indicated that students' academic performance improved in both training and nontraining settings.

Time Use and Mathematics Achievement among American, Chinese, and Japanese High School Students

1995 ◽  
Vol 66 (3) ◽  
pp. 830 ◽  
Author(s):  
Andrew J. Fuligni ◽  
Harold W. Stevenson
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Achievement ◽  
Time Use ◽  
School Students ◽  
And Mathematics
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