The Impact of the Learning and Performance Network on the Practice of Teachers

2015 ◽  
pp. 111-132
Keyword(s):  
And Performance ◽  
The Impact ◽  
Learning And Performance

scholarly journals Self-regulated learning as a predictor of mathematics and reading performance: A picture of students in Grades 5 to 8

2019 ◽  
Vol 63 (1) ◽  
pp. 74-97 ◽  
Author(s):  
Susan-Marie Harding ◽  
Narelle English ◽  
Nives Nibali ◽  
Patrick Griffin ◽  
Lorraine Graham ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Performance ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Performance Differences ◽  
Age Related ◽  
Regulated Learning ◽  
And Performance ◽  
The Impact ◽  
Learning And Performance

Students who can regulate their own learning are proposed to gain the most out of education, yet research into the impact of self-regulated learning skills on performance shows mixed results. This study supports the link between self-regulated learning and performance, while providing evidence of grade- or age-related differences. Australian students from Grades 5 to 8 completed mathematics or reading comprehension assessments and self-regulated learning questionnaires, with each response ranked on a hierarchy of quality. All assessments were psychometrically analysed and validated. In each cohort and overall, higher performing students reported higher levels of self-regulated learning. Still, age-related differences outweighed performance differences, resulting in significantly lower reported usage of self-regulated learning skills in Grade 7 students compared to those in Grades 5, 6 and 8. These findings suggest that either age or school organisational differences mediate students’ self-regulated learning, counteracting ability-related associations.

Os efeitos da aprendizagem da esgrima sobre o controle executivo da memória

2021 ◽  
Author(s):  
Gabriel MenezesPaes Rodrigues ◽  
Nilo Terra Arêas Neto
Keyword(s):  
Executive Control ◽  
Learning Difficulties ◽  
Field Research ◽  
School Failure ◽  
Before And After ◽  
Brazilian Students ◽  
And Performance ◽  
The Impact ◽  
Dependent Samples ◽  
Learning And Performance

Treated as one of the biggest challenges in the Brazilian educational system, school failure, despite being multi-causal, is closely linked to learning difficulties associated with aspects of cognition, with special attention to the Executive Control of Memory, which in this study will be represented by the variables: Working Memory (MT), Concentrated Attention (AC) and Motor Reaction Time (TRM). Under neuropsychological aspects, the executive control of memory comprises closely linked phenomena and mechanisms and learning, such as: cognitive flexibility, decision making, attention mechanisms, inhibitory control, selection and integration of current information with information already memorized, in addition to planning and monitoring their own learning and performance. This form of cognitive ability is defined by renowned researchers in the “field” as being preponderant to human learning and performance. Dysfunctions in the executive control of memory are commonly a reflection of innate or non-innate psychopathological issues, may be associated with other comorbidities, and are determinants of school failure in a significant number of Brazilian students. Thus, the main objective of this research project is to verify the impact of the practice of the fighting modality Fencing on the executive control of the memory of students from the public school system, participants of this action research, included in psychopedagogical care for issues related to learning difficulties cognitive. The Field Research technique will be used in this study, with the process of testing the variables under study in moments before and after the intervention with fencing classes. The data obtained in the testing process will be treated in a descriptive statistical perspective. For the inference of the data obtained, the Student T Test for dependent samples will be used. To verify the distribution of data, the Shapiro-Wilk test will be used. As a result, research participants are expected to obtain statistically significant results in the studied variables.

scholarly journals Performers, Composers, Scores and Editions: Commentary on Huisman, Gingras, Dhondt, and Leman (2017)

2017 ◽  
Vol 12 (1-2) ◽  
pp. 72
Author(s):  
Dorottya Fabian
Keyword(s):  
Western Music ◽  
Short Paper ◽  
Music Notation ◽  
Performing Editions ◽  
Performance Errors ◽  
Historically Informed Performance ◽  
Compositional Styles ◽  
And Performance ◽  
The Impact ◽  
Learning And Performance

Reflecting on a study that examines the impact of various editions on the speed of learning and performance errors, this short paper notes the crudeness of western music notation and how musicians cope with deciphering the composer's musical intentions. Drawing on parallels with practitioners who specialize in historically informed performance and tend to favor playing from manuscripts and facsimiles, I argue that although performing editions are useful, proper education regarding the meaning of notation practices and compositional styles might better serve musicians. This enables each generation to construct its own understanding of the music, and of the contradictory and insufficiently specified demands of the score.

The United States Soccer Federation’s National Youth License (NYL): A Measure of Coaching Efficacy

2011 ◽  
Vol 4 (2) ◽  
pp. 100
Author(s):  
Ronald W. Quinn
Keyword(s):  
United States ◽  
The United States ◽  
Survey Instrument ◽  
Coaching Efficacy ◽  
Youth Soccer ◽  
Child Centered ◽  
And Performance ◽  
The Impact ◽  
Learning And Performance

The licensing of soccer coaches to coach at the teenage and adult levels have been in existence since the early 1970’s through the United States Soccer Federation (USSF) Coaching Schools. However, it has only been since 1995 that US Youth Soccer, an affiliate of the USSF created a child-centered curriculum to address the needs of children 12 and younger and the individuals who coach them, namely the parent-coach. To date over 5000 coaches have attended this five-day course. However, no such analysis has occurred to determine the impact and influence of this program on coaching efficacy. Coaching efficacy as defined by Feltz, Chase, Moritz, & Sullivan, (1999) “is the extent which coaches believe that they have the capacity to affect the learning and performance of their athletes.” The Coaching Efficacy Scale (CES) developed by Feltz, et al was used as the primary date survey instrument.

scholarly journals Goal setting in teams: The impact of learning and performance goals on process and performance

2013 ◽  
Vol 122 (1) ◽  
pp. 12-21 ◽  
Author(s):  
Jennifer D. Nahrgang ◽  
D. Scott DeRue ◽  
John R. Hollenbeck ◽  
Matthias Spitzmuller ◽  
Dustin K. Jundt ◽  
...  
Keyword(s):  
Goal Setting ◽  
Performance Goals ◽  
And Performance ◽  
The Impact ◽  
Learning And Performance
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