The Study and Application of Middle School Teacher Evaluation System Based on Support Vector Machine

2014 ◽  
Vol 905 ◽  
pp. 721-724
Author(s):  
Bo Yang ◽  
Li Na Zhang
Keyword(s):  
Support Vector Machine ◽  
Teacher Evaluation ◽  
Secondary School ◽  
Evaluation System ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Evaluation Process ◽  
Support Vector ◽  
School Teachers ◽  
Teaching Management

In this paper, the Support Vector Machine (SVM) theory is applied to secondary school teachers evaluation systems. And the evaluation attributes of secondary school teachers are set in accordance with certain requirements. Through the use of sample data on the teacher evaluation system for a certain amount of training, we get a trained model, then evaluate and analyze the teachers data to be measured. This approach can make secondary school teachers assessment more accurate and reasonable, greatly reduce the workload of teaching management, and reduce the number of artificially errors in the evaluation process.

scholarly journals Knowledge Analysis of the Prospective Secondary School Teacher on a Key Concept in Sustainability: Waste

2019 ◽  
Vol 11 (4) ◽  
pp. 1173 ◽  
Author(s):  
Guadalupe Martínez-Borreguero ◽  
Jesús Maestre-Jiménez ◽  
Milagros Mateos-Núñez ◽  
Francisco Luis Naranjo-Correa
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Waste Management ◽  
Secondary School Teachers ◽  
Technological Development ◽  
School Teacher ◽  
Teacher Education Programs ◽  
Secondary School Teacher ◽  
School Teachers ◽  
Amount Of Knowledge

The framework of sustainable development encompasses a series of behaviours which include the proper management of the waste we produce. This concept should be addressed in classrooms to ensure proper waste management. The amount of knowledge of the teachers and the inclusion of these concepts in the education curricula are essential factors when providing proper teaching about waste and waste management. The general objective was to analyse the amount of knowledge about waste of teachers in training within the framework of sustainable development. The sample consisted of 72 secondary school teachers in training belonging to three scientific-technological areas (Physics & Chemistry, Biology & Geology, and Technology). The methodology used was exploratory and quantitative. As a measuring instrument, a questionnaire was elaborated based on the educational curricula and based on previous research, made up of five categories (Waste and Society, Regulations, Awareness, Technological Development, and Typology). The results of the study show that teachers in training lack knowledge regarding waste. Within teacher education programs, it is, therefore, necessary to address issues of sustainability including waste in order to prepare teachers that are competent and willing to teach such important topics.

Qualifications for Secondary School Teachers of Modern Foreign Languages

PMLA ◽  
1955 ◽  
Vol 70 (4-Part2) ◽  
pp. 46-49 ◽  
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Language Teachers ◽  
Foreign Languages ◽  
Secondary School Teacher ◽  
School Teachers ◽  
National Welfare

It is Vitally important that teachers of modern foreign languages be adequately prepared for a task which more and more Americans are declaring essential to the national welfare. Though a majority of the language teachers in our schools are well trained, many have been poorly or inadequately prepared, often through no fault of their own. The undersigned therefore present this statement of what they consider the minimal, good, and superior qualifications of a secondary school teacher of a modern foreign language.

scholarly journals The Gap between Primay and Secondary School Teacher Followership Styles at Adni Islamic School, Malaysia

2014 ◽  
Vol 2 (2) ◽  
pp. 59-83
Author(s):  
Ahmad Suhail Al-Anshory ◽  
Hairuddin Mohd Ali
Keyword(s):  
Secondary School ◽  
Organizational Performance ◽  
Secondary School Teachers ◽  
School Teacher ◽  
School Teachers ◽  
Islamic School ◽  
Significant Difference ◽  
Performance Suggestions ◽  
Questionnaire Surveys ◽  
Primary And Secondary School

This study investigated the gap between primary and secondary school teachers’ followership styles at a private Islamic school in Malaysia. Questionnaire surveys were completed by 92 teachers from both respective schools. The findings of this research show that all of Kelley’s Followership Styles (exemplary, alienated, pragmatist, conformist and passive) were represented in the followership styles of primary and secondary school teachers at AIS. The most common followership style is the exemplary style which was practiced by 39 (42.3%) of the teachers. Furthermore, the findings show that there was a significant difference in followership styles between the male primary and secondary school teachers of AIS. However, there was no significant difference in followership styles between the female primary and secondary school teachers of AIS. In general, there was no significant difference of followership styles between both schools. Based on the findings of this study, it is recommended that the exemplary followership style be adopted, since it is especially suited to helping followers achieve exemplary levels that can help promote higher standards of organizational performance. Suggestions concerning further research on the subject of followership are also presented.   Abstrak:     Tujuan kajian kuantitatif ini adalah untuk menyiasat jurang antara guru sekolah rendah dan sekolah menengah dalam gaya kepengikutan di sebuah sekolah swasta Islam di Malaysia. Soal selidik telah dijawab oleh 92 orang guru dari kedua-dua peringkat sekolah. Dapatan kajian ini menunjukkan bahawa semua gaya kepengikutan Kelley (teladan, terasing, pragmatis, konformis dan pasif) diwakili dalam gaya kepengikutan guru-guru sekolah rendah dan menengah di AIS. Gaya kepengikutan yang paling biasa adalah gaya teladan yang telah diamalkan oleh 39 orang guru (42.3%). Selain itu, dapatan kajian menunjukkan bahawa wujud perbezaan yang signifikan dalam gaya kepengikutan antara guru lelaki sekolah rendah dan guru lelaki sekolah menengah AIS. Walau bagaimanapun, adalah tiada perbezaan yang signifikan dalam gaya kepengikutan antara guru perempuan sekolah rendah dan guru perempuan sekolah menengah AIS. Secara umum, tiada perbezaan yang signifikan dalam gaya kepengikutan antara kedua-dua buah sekolah rendah dan menengah. Berdasarkan dapatan kajian ini, adalah disyorkan supaya gaya kepengikutan teladan diterima pakai, kerana ia adalah sangat sesuai untuk membantu pengikut-pengikut mencapai tahap teladan yang membantu meningkatkan tahap prestasi organisasi. Cadangan berkaitan penyelidikan lanjutan pada subjek kepengikutan juga turut dipersembahkan.

CHALLENGES FACED BY SECONDARY SCHOOL TEACHERS IN CARRYING OUT CONTINUOUS COMPREHENSIVE EVALUATION (CCE)

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
Rajwinder Kaur ◽  
Arshdeep Kaur
Keyword(s):  
Secondary School ◽  
Private School ◽  
Evaluation System ◽  
Secondary School Teachers ◽  
Comprehensive Evaluation ◽  
Sampling Technique ◽  
Indian Education ◽  
School Teachers ◽  
Implementation Time ◽  
The Mind

School is an institution where talents are nurtured. Therefore it becomes very important to continuously revise and introduce such measures and schemes which will impact the mind, character and physical ability of the learner. Indian education is moving from summative to a continuous evaluation system. This study is an attempt to find out the challenges faced by secondary school teachers in carrying out CCE. The sample consisted of 100 government and private school teachers and random sampling technique was used for the collection of data. The results of the study revealed regarding the challenges. The teachers are not adequately prepared for the effective execution of CCE in schools. Further the study revealed that the major challenges faced by the school teachers in the execution of CCE were increased volume of work, disturbance in classes, difficult in implementation, time consuming, financial difficulties, lack of adequate infrastructure and teaching materials.

scholarly journals COMPARISON OF PUBLIC AND PRIVATE SECONDARY SCHOOL TEACHERS’ PERCEPTIONS ABOUT CREATIVITY AS A CULTIVATED SKILL IN THE CLASS ROOM PRACTICES

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Afsar Sultana, Anjum Bano Kazimi
Keyword(s):  
Secondary School ◽  
Private School ◽  
Secondary School Teachers ◽  
School Teacher ◽  
School Teachers ◽  
Public And Private ◽  
Psychological Model ◽  
Teachers Perceptions ◽  
Depth Interview ◽  
Class Room

The research examines and compares public and private secondary school teachers’ perceptions about creativity as a skill that can be cultivated in their class room practices. The researcher adopted PBA, a psychological model of professional behavior analysis for analyzing professionals’ perception. Any professional expert’s positive perception is essential regarding the strategies, to handle the task properly and achieve its maximum objectives. In the present study secondary school teachers of Malir district were taken as population of the study and were divided into two clusters; public and private. For selecting the sample of 560 sizes, each sub group of the sample remained equal by using probability technique. All the clusters were collected randomly. Mixed Method was the adopted research method; quantitative analysis contributes 80% and qualitative analysis contributes 20%. Survey was the research design to collect the data. Close ended questionnaire was developed for collecting quantitative data. In-depth Interview was developed for collecting qualitative data. Independent sample t-test was used to compare the groups quantitatively and thematic analysis for qualitatively. The data triangulation determined the degree of strength of their perceptions. Obtained findings depict that private school teachers’ perceptions are stronger than public school teacher regarding the issue

The New Handbook of Teacher Evaluation: Assessing Elementary and Secondary School Teachers

1992 ◽  
Vol 76 (1) ◽  
pp. 81
Author(s):  
Audrey L. Heining-Boynton ◽  
Jason Millman ◽  
Linda Darling-Hammond
Keyword(s):  
Teacher Evaluation ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers

scholarly journals Digital Competence of Future Secondary School Teachers: Differences According to Gender, Age, and Branch of Knowledge

2020 ◽  
Vol 12 (22) ◽  
pp. 9473
Author(s):  
David Jiménez-Hernández ◽  
Víctor González-Calatayud ◽  
Ana Torres-Soto ◽  
Asunción Martínez Mayoral ◽  
Javier Morales
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Evaluation System ◽  
Secondary School Teachers ◽  
Digital Content ◽  
Digital Competence ◽  
School Teachers ◽  
Knowledge Age ◽  
The One ◽  
Digital Training

The development of related technological skills in secondary students is perceived as unachievable if the teachers do not have enough technological expertise to guide their students. This study was based on investigating digital competence on the population of graduate students undertaking a Master’s degree in Education to train as teachers for the secondary educational level. The study made it possible to conclude, on the one hand, the homogeneity of university degrees within the scope of the Bologna Plan, with respect to mean levels of digital training. On the other hand, more exhaustively, differences have come to light concerning specific training on the different digital competence areas in the DigComp evaluation system, related to gender, branch of knowledge, age, and by considering the self-perception of individuals on their own capabilities in everyday technological issues. Consequently, the need for incorporating an ICT syllabus into the subjects covered by a Master’s in education has been highlighted, as well as promoting females, older people, and nontechnological degrees. Digital training on critical competence areas for teaching, such as the creation of digital content, suffers from major shortcomings and should also be promoted.

Research on the Evaluation of Students’ Development Based on Support Vector Machine

2014 ◽  
Vol 651-653 ◽  
pp. 2502-2505
Author(s):  
Li Na Zhang ◽  
Bo Yang
Keyword(s):  
Support Vector Machine ◽  
Student Development ◽  
Evaluation System ◽  
Evaluation Process ◽  
Point Of View ◽  
Evaluation Index System ◽  
Evaluation Index ◽  
Support Vector ◽  
Development System ◽  
Sample Data

This paper applies SVM theory to the evaluation of student development system, and study on the content of students’ development contains, at the same time establish the evaluation index system of students’ development. Through the use of sample data on the evaluation system for a certain amount of training, we get a trained model, then evaluate and analyze the students’ data to be measured. This approach can make students’ assessment more accurate and reasonable, and evaluation results can be used in scientific. It can be seen from the development point of view, evaluation of all aspects of students' quality, and reduce the error caused by subjective on evaluation process.

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