scholarly journals Students’ Perceptions Of The Realization Process Of Project And Performance Tasks Of Primary School Turkish Language Course (Case Of Malatya City)

2010 ◽  
Vol Volume 5 Issue 3 (5) ◽  
pp. 1320-1349
Author(s):  
Mehmet Nuri GÖMLEKSİZ
Keyword(s):  
Primary School ◽  
Performance Tasks ◽  
And Performance ◽  
Realization Process ◽  
Turkish Language

MENINGKATKAN KEMAMPUAN KOMUNIKASI MELALUI PEMBELAJARAN KOOPERATIF TIPE TARI BAMBU

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Idham Kholid ◽  
Dede Rohaniawati
Keyword(s):  
Cooperative Learning ◽  
Primary School ◽  
Communication Skill ◽  
Learning Model ◽  
Skill Assessment ◽  
Fifth Grade Students ◽  
Grade 5 ◽  
Teachers And Students ◽  
And Performance ◽  
Research Students

This research was conducted with the aim to know the application of cooperative learning model of bamboo dance type in learning social studies in every cycle and to know the improvement of student communication skill in every cycle. The method used in this research is classroom action research. Students who made the object of this study is the fifth-grade students of Islamic primary school AlMuawwanah in Subang District West Java Indonesia, which amounted to 30 consisted of 21 men and 9 women. The data collection techniques using teacher and student observation sheets and performance assessment sheets. The results of this study showed that the application of cooperative learning model of bamboo dance type can improve students' communication skills. The result of precycle student communication skill assessment is 42,83%. In the first cycle increased by 56.83% and more increased in cycle II reached 66.67%. The highest achievement occurred in the third cycle of 86.17%. This study shows that communication skill of grade 5 students of Islamic primary school in Al-Muawwanah has increased during the implementation of cooperative learning model of bamboo dance type in each cycle. The activities of teachers and students in the learning process also increased in every cyle.

The effect of mental practice on music memorization

2021 ◽  
pp. 030573562199523
Author(s):  
Claudia Iorio ◽  
Elvira Brattico ◽  
Frederik Munk Larsen ◽  
Peter Vuust ◽  
Leonardo Bonetti
Keyword(s):  
Memory Performance ◽  
Mental Practice ◽  
Physical Workload ◽  
Instrumental Performance ◽  
Musical Piece ◽  
Performance Tasks ◽  
Music Practice ◽  
And Performance ◽  
Music Memorization

Mental practice (MP) in music refers to the ability to rehearse music in the mind without any muscular movements or acoustic feedback. While previous studies have shown effects of the combination of MP and physical practice (PP) on instrumental performance, here we aimed to assess MP and PP effects on memory abilities. During a 1-week music practice protocol, classical guitarists were asked to practise a new musical piece using either a combination of MP and PP or PP alone. We asked participants to perform the piece and notate it at 3 different times: Day 1 and Day 7 of the 1-week practice protocol and 10 days after its completion (follow-up session). Results showed that the combination of MP and PP improves both notation and performance tasks compared with PP alone. Furthermore, we observed a clearer difference in memory performance in the follow-up session as compared with that in Day 7. Our results show that musicians can use both MP and PP to improve long-term retention and to reduce physical workload and playing-related overuse injuries. Therefore, we encourage music educators to teach MP in the classrooms rather than letting students discover it in a serendipitous way.

scholarly journals A Ten-Year Review of Primary School Flexible Learning Environments: Interior Design and IEQ Performance

Buildings ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. 183
Author(s):  
Diksha Vijapur ◽  
Christhina Candido ◽  
Özgür Göçer ◽  
Shirley Wyver
Keyword(s):  
Primary School ◽  
Learning Environments ◽  
Interior Design ◽  
High Energy ◽  
The Body ◽  
Learning Activities ◽  
Indoor Environmental Quality ◽  
Flexible Learning ◽  
Physical Infrastructure ◽  
And Performance

Flexible Learning Environments (FLEs) arose as enablers for implementation of student-centric pedagogical approaches. Interior design is the key to the success of FLEs, providing the physical infrastructure needed for students to engage on several learning activities, from individual to group work, which take place in a variety of zones ranging from low to high energy. Therefore, a harmonious synergy between the interior design and subsequent Indoor Environmental Quality (IEQ) performance of FLEs’ physical configuration and learning activities is needed. The objective of this paper is to systematically review (in accordance with the PRISMA method) existing literature related to FLEs within primary school settings, typically catering to children aged 5–12 years old, to understand the body of work investigating the design and performance of FLEs over the last decade (2010–2020). Key findings suggest that the proximity and acoustic and visual permeability of zones found in FLEs may give rise to inadequate IEQ conditions delivered to students. In addition, it could be inferred from the results of the literature review that interior design and IEQ have not been sufficiently investigated in an integrated manner.

Repeated Assessment of Stress, Mood and Performance Changes Resulting from Exposure to Vessel Motions at Sea

1979 ◽  
Vol 23 (1) ◽  
pp. 549-553 ◽  
Author(s):  
Ross L. Pepper ◽  
Steven F. Wiker
Keyword(s):  
Visual Search ◽  
Motion Sickness ◽  
Affective State ◽  
Coast Guard ◽  
Potential Contribution ◽  
Physiological Measures ◽  
Repeated Testing ◽  
Performance Tasks ◽  
And Performance ◽  
Auditory Monitoring

A preliminary study was conducted with six experienced male Coast Guardsmen and a small monohull vessel (95' Coast Guard Patrol Boat) to evaluate the feasibility of a proposed experimental paradigm as well as the sensitivity of an array of performance, physiological and affective state measures to vessel motions and motion sickness. Performance measures (e.g. Navigation Plotting, Critical Tracking, Visual Search, Complex Auditory Monitoring, Grammatical Reasoning, etc.), physiological measures (e.g., motion sickness severity, stress hormone excretion, urine output and specific gravity), and affective state measures (e.g., mood dimensions) were sampled continuously for eight hours each day for three consecutive days. All variables were compared between control (dockside, engines running) and steaming conditions (four-hour octagonal steaming patterns were repeated twice each eight hour day). Results show all physiological measures examined to be sensitive to the Influence of vessel motions or motion sickness. Motion sickness severity was found to rise and fall depending upon the encounter direction of the vessel to the movement of the primary swell; steaming courses with head or bow seas produced significantly greater degrees of illness than did courses possessing stern or quartering seas. Vessel motions led to significant increases in crew fatigue and changes in concentration. Some performance tasks (e.g. Navigation Plotting and Visual Search) were degraded at sea despite the potential contribution of practice effects, habituation to stress and motivation to perform. The Implications of such factors are discussed In terms of past, current and future performance assessment paradigms utilizing repeated testing.

Primary school principals in Ethiopia: Selection and preparation

2019 ◽  
Vol 48 (4) ◽  
pp. 651-681
Author(s):  
Tesfaye Gemechu Gurmu
Keyword(s):  
Primary School ◽  
School Leadership ◽  
School Principals ◽  
Group Discussion ◽  
Teaching Experience ◽  
Structured Interview ◽  
Grade Point ◽  
Primary School Principals ◽  
And Performance ◽  
And Training

The study is an explanatory qualitative research that seeks to investigate the processes of Ethiopian primary school principals’ selection and training for professionalising principals. The participants are seven faculty members, 11 school principals and five education officials. Data are collected through semi-structured interview, focus group discussion and document analysis that are analysed thematically. Findings of the study show that the denial of principalship to professional graduates and political affiliation lens are scenarios that inform principals’ selection for leadership positions. Selection criteria that give emphasis to university degree Grade Point Average (GPA), teaching experience and performance are deciding who is selected for postgraduate diploma in school leadership (PGDSL) training. These indicate the gap the selection processes have in selecting competent leaders for the training. The study also shows that the duration of the primary school principals’ training is short. Its curriculum lacks depth and breadth. Albeit the training helps trainees to be familiarised with school leading, it is deficient in informing principalship professionalisation. The Ministry of Education, therefore, needs to revisit the selection and training processes so that proper criteria and procedures, inform the selection and training of competent professionals needed in the area.

scholarly journals Chewing Gum: Cognitive Performance, Mood, Well-Being, and Associated Physiology

2015 ◽  
Vol 2015 ◽  
pp. 1-16 ◽  
Author(s):  
Andrew P. Allen ◽  
Andrew P. Smith
Keyword(s):  
Heart Rate ◽  
Cognitive Performance ◽  
Work Performance ◽  
Well Being ◽  
Acute Effect ◽  
Chewing Gum ◽  
Performance Study ◽  
Experimental Conditions ◽  
Performance Tasks ◽  
And Performance

Recent evidence has indicated that chewing gum can enhance attention, as well as promoting well-being and work performance. Four studies (two experiments and two intervention studies) examined the robustness of and mechanisms for these effects. Study 1 investigated the acute effect of gum on mood in the absence of task performance. Study 2 examined the effect of rate and force of chewing on mood and attention performance. Study 3 assessed the effects of chewing gum during one working day on well-being and performance, as well as postwork mood and cognitive performance. In Study 4, performance and well-being were reported throughout the workday and at the end of the day, and heart rate and cortisol were measured. Under experimental conditions, gum was associated with higher alertness regardless of whether performance tasks were completed and altered sustained attention. Rate of chewing and subjective force of chewing did not alter mood but had some limited effects on attention. Chewing gum during the workday was associated with higher productivity and fewer cognitive problems, raised cortisol levels in the morning, and did not affect heart rate. The results emphasise that chewing gum can attenuate reductions in alertness, suggesting that chewing gum enhances worker performance.

Effects of Tone-Quality Conditions on Perception and Performance of Pitch among Selected Wind Instrumentalists

2000 ◽  
Vol 48 (3) ◽  
pp. 222-236 ◽  
Author(s):  
Michael D. Worthy
Keyword(s):  
High School ◽  
Paired Comparisons ◽  
Performance Task ◽  
Performance Tasks ◽  
Perception Task ◽  
Wind Instrumentalists ◽  
Tone Quality ◽  
Comparison Results ◽  
And Performance ◽  
A Performance

The purpose of this study was to assess the effects of changes in tone quality on the perception of pitch and to determine the extent to which the same tone-quality conditions would affect the performance of pitch. The experiment was conducted in two segments: a perception task that involved judgments of paired comparisons of tones, and a performance task that involved tone matching. High school and university wind instrumentalists participated in perception and performance tasks that were similar to provide a basis for comparison. Results indicated that tone-quality conditions had significant effects on the perception and performance of pitch. Subjects judged “bright” tones “brighter” in tone quality and sharper in pitch than reference tones and performed sharp when matching “bright” stimuli. Subjects judged “dark” tones “darker” in tone quality and flatter in pitch than reference tones and performed flat when matching “dark ” stimuli.

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