scholarly journals POSITIVE EFFECTS OF PERIODIC SELF-REFLECTION USING "DAIFUKU-CHO" ON IMPROVEMENT OF STUDENTS'COMPETENCY

2020 ◽  
Vol 15 (1) ◽  
pp. 74-84
Author(s):  
Yosuke Tohata ◽  
Akiko Takahashi ◽  
Hideyuki Kobayashi ◽  
Yoshiaki Rikitake ◽  
Yoshikatsu Kubota
Keyword(s):  
Test Scores ◽  
Student Interaction ◽  
Self Assessment ◽  
Knowledge And Skills ◽  
Self Reflection ◽  
Positive Effects ◽  
The Relationship

KOSENs not only try to increase students’ engineering abilities and literacy, which is the ability to use knowledge and skills, but also their competency, which we consider is the ability to apply knowledge and skills to any problem that might arise outside the walls of school. So the present study analyzes the relationship between a teacher’s evaluation of students’ self-assessment by “Daifuku-cho,” which is used for teacher-and-student interaction in PE class, and their competency improvement using PROG test scores. The result confirmed that students’ daily self-reflection and teachers’ feedback on them are important, and the outcome of their daily self-reflection can quantitatively show the growth in their competency. In particular, we report that the interaction between students and their teacher through the use of “Daifuku-cho” enhanced their learning and also that by comparing what the students wrote in “Daifukucho,” their grades and the results of PROG test, we suggest that the better students reflected themselves using “Daifuku-cho,” the more their competency developed.

scholarly journals School testing culture and teacher satisfaction

2020 ◽  
Author(s):  
William C. Smith ◽  
Jessica Holloway
Keyword(s):  
Student Performance ◽  
Test Scores ◽  
Teaching And Learning ◽  
Teacher Satisfaction ◽  
Past Research ◽  
Pool Data ◽  
Positive Effects ◽  
Using Data ◽  
Indirect Relationship ◽  
The Relationship

Abstract Teachers, as frontline providers of education, are increasingly targets of accountability reforms. Such reforms often narrowly define ‘teacher quality’ around performative terms. Past research suggests holding teachers to account for student performance measures (i.e. test scores) damages their job satisfaction, including increasing stress and burnout. This article examines whether the relationship between test-based accountability and teacher satisfaction can be, in part, explained by the emphasis of student test scores in teacher appraisals. Although historically used for formative purposes, recent research demonstrates that across a large range of countries, nearly all teachers work in a system where their appraisal is based, in part, on students’ test scores. Using data from the 2013 Teaching and Learning International Survey, we pool data from 33 countries to evaluate the direct and indirect effect of school testing culture on teacher satisfaction. Results suggest that there is a direct relationship between the intensity of the testing culture and the satisfaction of teachers, as well as an indirect relationship with test score emphasis in teacher appraisals suppressing potential positive effects of appraisals on teacher satisfaction.

scholarly journals Using students' reflection in the university educational process - a qualitative approach

Educatia 21 ◽  
2021 ◽  
pp. 48-61
Author(s):  
Carmen Maria Țîru ◽  
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Educational Process ◽  
Self Assessment ◽  
Knowledge And Skills ◽  
Reflective Journal ◽  
Self Reflection ◽  
Qualitative Interpretation ◽  
The University

The university learning process must be self-planned, self-directed, self-initiated, and frequently individually completed. To be able to achieve these goals, the students must have certain knowledge and skills. One of these is the reflective ability, developed through different modalities and using different tools. This article presents a qualitative interpretation of the students' responses written in a reflective journal, at the end of a semester, as a tool for self-assessment and self-reflection and feedback on the educational activities in which they were involved. We present, anonymously, the dominant answers for each item grouped in reflective dimensions about the teaching and learning process. Based on these responses, we tried to identify characteristics and/or difficulties in the teaching and learning process, not only to summarize and analyze but to value and/or optimize them in the future university educational process.

scholarly journals Relationship between Collaboration in Work Support and Knowledge and Skills in Providing Support for Individuals with Disabilities

2021 ◽  
Vol 9 (6) ◽  
pp. 585-591
Author(s):  
Kazuaki Maebara ◽  
Jun Yaeda
Keyword(s):  
Japanese Version ◽  
Self Assessment ◽  
Persons With Disabilities ◽  
Knowledge And Skills ◽  
Work Support ◽  
Low Degrees ◽  
High Degree ◽  
The Relationship ◽  
Postal Mail

Background: There has been growing hope for initiatives supporting the transition of persons with disabilities from employment-related welfare services to employees in companies. This is against the backdrop of a significant increase in employment among persons with disabilities in Japan. Objective: To improve the quality of this transition, this study examined the relationship between the collaboration of the Work Support Centers for Continuous Employment Type B (WSC-B) with vocational rehabilitation organizations (VROs) and knowledge and skills related to employment support. Methods: A survey including all 122 WSC-B in L-Prefecture was conducted by postal mail. The respondents were asked to rate items on the following six levels concerning collaboration with VROs and understanding of VROs. We used the Japanese version of the Self-Assessment for Students or Counselors (SASC-J) to assess knowledge and skills related to work support. Results: The t-test conducted on knowledge and skills status between WSC-B with a high degree of cooperation with VROs and those with low degrees confirmed significant differences among the various subsystems in VROs. Conclusion: Based on our results, we suggest that maximizing the use of collaboration in work support will enhance the support provided by WSC-B and promote transition support for people with disabilities.

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

Knowledge and Skills for Evaluation of Velopharyngeal Physiology for Speech

2014 ◽  
Vol 24 (2) ◽  
pp. 67-76 ◽  
Author(s):  
Thomas Watterson ◽  
Lynn Marty Grames
Keyword(s):  
Visual Evaluation ◽  
Swallowing Function ◽  
Knowledge And Skills ◽  
Speech Language Pathologist ◽  
Speech Evaluation ◽  
The Relationship

The American Speech-Language-Hearing Association (ASHA) has developed Knowledge and Skills (KAS) recommendations for evaluation of the larynx and swallowing function but the evaluation of velopharyngeal (VP) function has never been addressed. This article will review previous documents that have addressed general endoscopic knowledge and skills and develop a case for a new KAS that specifically addresses visualization and evaluation of the VP mechanism. The new KAS document will delineate and explain the relationship between speech evaluation and visual evaluation of VP physiology. The unique skills required of the speech-language pathologist for this kind of evaluation will be discussed.

The Relationship of Compliance with Coping Strategies and Self-Esteem

2003 ◽  
Vol 19 (2) ◽  
pp. 117-123 ◽  
Author(s):  
Gisli H. Gudjonsson ◽  
Jon Fridrik Sigurdsson
Keyword(s):  
Sex Differences ◽  
Coping Strategies ◽  
Multiple Regression ◽  
Sex Difference ◽  
Test Scores ◽  
Self Esteem ◽  
Stressful Situation ◽  
Men And Women ◽  
Relationship Of ◽  
The Relationship

Summary: The Gudjonsson Compliance Scale (GCS), the COPE Scale, and the Rosenberg Self-Esteem Scale were administered to 212 men and 212 women. Multiple regression of the test scores showed that low self-esteem and denial coping were the best predictors of compliance in both men and women. Significant sex differences emerged on all three scales, with women having lower self-esteem than men, being more compliant, and using different coping strategies when confronted with a stressful situation. The sex difference in compliance was mediated by differences in self-esteem between men and women.

Barriers of physical activity (kinesiophobia) in patients subjected to cardiac rehabilitation

2014 ◽  
Vol 6 (4) ◽  
Author(s):  
Janusz Kocjan ◽  
Andrzej Knapik
Keyword(s):  
Physical Activity ◽  
Cardiac Rehabilitation ◽  
Short Form ◽  
Social Activity ◽  
Self Assessment ◽  
Rehabilitation Process ◽  
Sf 36 ◽  
Polish Version ◽  
High Level ◽  
The Relationship

AbstractBackground: Comprehensive cardiac rehabilitation (CR) is a process designed to restore full physical, psychological and social activity and to reduce cardiovascular risk factors. Fear of movement may contribute to the occurrence and intensification of hypokinesia, and consequently affect the effectiveness of therapy. The aim of the study was to determine the level of barriers of physical activity in patients undergoing cardiac rehabilitation. The relationship between selected determinants (age and health selfassessment) and the kinesiophobia level were also examined.Material/Methods: 115 people aged 40-84 years were examined: 50 females (x = 63.46; SD = 11.19) and 65 males (x = 64.65; SD = 10.59) - patients undergoing cardiac rehabilitation at the Upper-Silesian Medical Centre in Katowice. In the present study, the Polish version of questionnaires: Kinesiophobia Causes Scale (KCS) and Short Form Health Survey (SF-36) were used. Questionnaires were supplemented by authors’ short survey.Results: The patients presented an elevated level of kinesiophobia, both in general as well as in individual components. In women, the kinesiophobia level was higher than in men. The psychological domain was a greater barrier of physical activity than the biological one. Strong, negative correlations of psychological and biological domains of kinesiophobia to physical functioning (SF-36) were noted in women. In the case of men, correlations were weaker, but also statistically significant.Conclusions: 1. Sex differentiates patients in their kinesiophobia level 2. Poor self-assessment of health is associated with a greater intensification of kinesiophobia 3. A high level of kinesiophobia may negatively affect cardiac rehabilitation process

Sign in / Sign up

Export Citation Format

Share Document