The Use of Trade-Off Analysis in Analyzing the Implementation of New Students Admissions Selection Policy in Bandung State Middle School

2020 ◽

Vol 2 (1) ◽

pp. 34-48

Author(s):

Mardani Mardani ◽

Mohamad Jaenudin ◽

Amie Primarni

Keyword(s):

Middle School ◽

Student Achievement ◽

Principal Leadership ◽

Parental Support ◽

School Principal ◽

Teacher Competence ◽

Correlation And Regression Analysis ◽

New Students ◽

Relationship Of ◽

The Relationship

ABSTRACT Student achievement is one indicator of graduate quality or student quality as well as school credibility. Often the quality of graduates and student achievement is one of the references or references for prospective new students to register at the school. But what influences student achievement is not solely the internal factors of students who are easy or difficult to get proper education. Other factors also support or hinder student achievement, including Principal Leadership, availability of educational facilities and infrastructure, availability of learning media, teacher competence, parental support, curriculum, and so on. The purpose of this study was to determine the effect of Principal Leadership and the fulfillment of infrastructure standards on student achievement in Al Qudwah Islamic Middle School, Cibinong, Bogor. The research method used in this study is a quantitative method. This research is correlational because the research seeks to investigate the influence of School Principal Leadership, Fulfillment of Infrastructure Facilities, on Student Achievement at Al Qudwah Islamic Middle School, Cibinong, Bogor. Data collection techniques using the study of literature, documentation, observation, and questionnaires. Data analysis techniques using correlation and regression analysis. The results showed that (a) the Principal's Leadership contributed very significantly and influenced rather high and the direction of a positive relationship to student achievement in Al Qudwah Islamic Middle School, Cibinong, Bogor Regency (b) Fulfillment of Infrastructure Standards contributes very significantly and influences high and the direction of the relationship positive towards student achievement at Al Qudwah Islamic Middle School, Cibinong, Bogor Regency. Correlation coefficient Variable Fulfillment of Infrastructure to Student Achievement, and (c) The relationship of Principal Leadership and Fulfillment of Infrastructure Facilities is strong to student achievement in Al Qudwah Islamic Middle School, Cibinong, Bogor Regency. Keyword: Leadership, Infrastructure, Student Achievement

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Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00085 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1327-1336

Author(s):

Tiffany R. Cobb ◽

Derek E. Daniels ◽

James Panico

Keyword(s):

High School ◽

Middle School ◽

Peer Relationships ◽

Speech Therapy ◽

School Setting ◽

Image Data ◽

School Experiences ◽

Adolescent Students ◽

Therapy Decision ◽

Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-voia-18-0001 ◽

2019 ◽

Vol 50 (4) ◽

pp. 562-578 ◽

Cited By ~ 3

Author(s):

Dawna Duff

Keyword(s):

Middle School ◽

Reading Comprehension ◽

Text Comprehension ◽

Classroom Instruction ◽

Vocabulary Instruction ◽

Clinical Intervention ◽

Vocabulary Knowledge ◽

Vocabulary Intervention ◽

The Mean ◽

The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

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Most Middle School Teachers Show High Levels of Stress, Indicates Study

Leader Mag Digital Object Group ◽

10.1044/leader.rib2.25052020.15 ◽

2020 ◽

Keyword(s):

Middle School ◽

Middle School Teachers ◽

School Teachers

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A Flow-Preserving Algorithm for the Time-Cost Trade-Off Problem

IIE Transactions ◽

10.1080/05695558208974589 ◽

1982 ◽

Vol 14 (2) ◽

pp. 109-113 ◽

Cited By ~ 4

Author(s):

Suleyman Tufekci

Keyword(s):

Time Cost ◽

Trade Off

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Test Anxiety and Standardized Achievement Test Performance in the Middle School Years

Measurement and Evaluation in Counseling and Development ◽

10.1080/07481756.1988.12022865 ◽

1988 ◽

Vol 20 (4) ◽

pp. 149-157 ◽

Cited By ~ 12

Author(s):

Linda Crocker ◽

Alicia Schmitt ◽

Linda Tang

Keyword(s):

Middle School ◽

Test Anxiety ◽

Test Performance ◽

Achievement Test

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Dual Goals for Speed and Accuracy on the Same Performance Task

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000063 ◽

2012 ◽

Vol 11 (3) ◽

pp. 118-126 ◽

Cited By ~ 3

Author(s):

Olive Emil Wetter ◽

Jürgen Wegge ◽

Klaus Jonas ◽

Klaus-Helmut Schmidt

Keyword(s):

Memory Scanning ◽

Performance Task ◽

Performance Tasks ◽

Trade Off ◽

Test Experiment ◽

Trade Offs ◽

New Finding ◽

Sternberg Paradigm ◽

Speed Accuracy ◽

Speed And Accuracy

In most work contexts, several performance goals coexist, and conflicts between them and trade-offs can occur. Our paper is the first to contrast a dual goal for speed and accuracy with a single goal for speed on the same task. The Sternberg paradigm (Experiment 1, n = 57) and the d2 test (Experiment 2, n = 19) were used as performance tasks. Speed measures and errors revealed in both experiments that dual as well as single goals increase performance by enhancing memory scanning. However, the single speed goal triggered a speed-accuracy trade-off, favoring speed over accuracy, whereas this was not the case with the dual goal. In difficult trials, dual goals slowed down scanning processes again so that errors could be prevented. This new finding is particularly relevant for security domains, where both aspects have to be managed simultaneously.

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