Guiding Online Graduate Special Education Candidates Through E-Performance Assessments and edTPA

As online teacher preparation programs continue to grow, guiding the process for edTPA candidates can pose varying challenges. As such, teacher preparation programs must be equipped to provide guidance to online candidates as they complete the actionable items required for edTPA. Provided from the field supervisors' perspective, this chapter outlines the current process Western Carolina University has in place to provide effective clinical and teacher candidate experiences for students in their online program. The purpose of this chapter provides guided structure for graduate special education teachers pursing initial licensure through an online masters' program. This chapter will include 1) the challenges of guiding online students through the e-portfolio process, 2) an exploration of the provided structure for the teacher candidates to fulfill the requirements of edTPA, as well as 3) recommendations for teacher preparation programs and teacher candidate readiness in the practice and application of e-performance assessments and edTPA.

Vietnamese English teachers’ views on formative assessment management and suggestions to improve student motivation

Student performance assessments play an important role in the training process. They reflect how well students performed their learning activities. The goals of assessment are multiple according to their functions. Among assessment forms currently applied at higher education institutions, the formative assessment shows its strength over others by offering great contributions to the innovation of teaching and learning activities. Appropriate use of this form of assessment leads to a successful teaching and learning process, and a much better result and quality of training. This paper focuses on the view of formative assessment management from teachers’ lenses in order to help adjust teaching/learning methods and curriculums. To learn more about the reality of formative assessment for English majors and how it is managed by various stakeholders, a questionnaire and interviews were used. The investigation's findings reveal a substantial lack of teacher knowledge of the nature and strengths of formative assessment. These findings also point to new ways to increase student motivation through the use of formative assessment.

The Influence of Noise in the Neurofeedback Training Sessions in Student Athletes

Considering that athletes constantly practice and compete in noisy environments, the aim was to investigate if performing neurofeedback training in these conditions would yield better results in performance than in silent ones. A total of forty-five student athletes aged from 18 to 35 years old and divided equally into three groups participated in the experiment (mean ± SD for age: 22.02 ± 3.05 years). The total neurofeedback session time for each subject was 300 min and were performed twice a week. The environment in which the neurofeedback sessions were conducted did not seem to have a significant impact on the training’s success in terms of alpha relative amplitude changes (0.04 ± 0.08 for silent room versus 0.07 ± 0.28 for noisy room, p = 0.740). However, the group exposed to intermittent noise appears to have favourable results in all performance assessments (p = 0.005 for working memory and p = 0.003 for reaction time). The results of the study suggested that performing neurofeedback training in an environment with intermittent noise can be interesting to athletes. Nevertheless, it is imperative to perform a replicated crossover design.

THE EFFECT OF EDUCATION SUPERVISION BY THE PRINCIPAL OF MTS NU AL HAMIDIYAH LANGKAPLANCAR PANGANDARAN TEACHER PERFORMANCE IN SCHOOL

This journal conducts research, which aims to find out and clarify how the effect of the implementation of educational supervision by the principal on the performance of teachers in schools. Conducting research using one approach, namely quantitative approach and expost facto type. Teachers in schools became the subject of research by taking a sample of 180 teachers, using proportional random sampling technique, and using a questionnaire about the implementation of educational supervision by the principal and data on the results of teacher performance assessments owned by the school. And from the research and assessment, it can be seen that the implementation of educational supervision by the principal does not have a positive effect on teacher performance and the implementation of educational supervision by the principal has a weak or even very weak effect on the performance of teachers in schools.

Comparisons and Intercorrelations of Physical Performance Variables of Operational Preparedness in Special Operations Forces

ABSTRACT Introduction Marine Forces Special Operations Command (MARSOC) deploys teams of operators (OP) and enablers (EN) to accomplish special operations missions. OP and EN are required to train and deploy together to accomplish these missions; however, they have different training and selection pipelines. Advanced strength and conditioning training strategies are applied to both OP and EN to enhance physical preparedness; however, it is unclear how the selection pipeline of these two personnel types affects overall physical preparedness and the relationships between performance variables. The purpose of this study is to gain a greater understanding of the relationships of a wide array of physical preparedness variables in OP and EN in an effort to streamline testing and training strategies. Materials and Methods For this study, 155 male (82 OP, 73 EN) MARSOC personnel (age: 29.5 ± 4.9 years, mass: 87.9 ± 11.1 kg, height: 1.79 ± 0.07 m) completed a physical preparedness assessment that included a DEXA assessment of body composition (BF%), 27.4 m sprint (30 yd), countermovement jump (VJ), 5–10–5 pro-agility (Agility), medicine ball toss (UBP), isometric mid-thigh pull (IMTP), and a 30 second (AnC) and 5 minute (AC) non-motorized treadmill run. Independent samples t tests, Mann–Whitney U tests, and Spearman’s Rank correlations were used to compare variables between OP and EN. Results OP demonstrated greater VJ, UBP, IMTP, AnC, and AC (P < 0.05); and significantly lower BF% and agility time (P < 0.05). Measurements of mass, height, body mass index, and 30 yd were not significantly different (P > 0.05). Weak to moderate correlations were seen between anthropometric and performance variables. OP and EN demonstrated similar correlations for most performance and anthropometric variables. Conclusions These results suggest that MARSOC OP demonstrate better physical preparedness over EN, while similar trends are observed between performance variables. Tests with moderate to high correlations may be removed from the protocol to account for testing time constraints. Height, weight, and BF% variables are poorly correlated with performance, particularly in OP, questioning their value in physical performance assessments in this population.

Comparing Genomic Prediction Models by Means of Cross Validation

In the two decades of continuous development of genomic selection, a great variety of models have been proposed to make predictions from the information available in dense marker panels. Besides deciding which particular model to use, practitioners also need to make many minor choices for those parameters in the model which are not typically estimated by the data (so called “hyper-parameters”). When the focus is placed on predictions, most of these decisions are made in a direction sought to optimize predictive accuracy. Here we discuss and illustrate using publicly available crop datasets the use of cross validation to make many such decisions. In particular, we emphasize the importance of paired comparisons to achieve high power in the comparison between candidate models, as well as the need to define notions of relevance in the difference between their performances. Regarding the latter, we borrow the idea of equivalence margins from clinical research and introduce new statistical tests. We conclude that most hyper-parameters can be learnt from the data by either minimizing REML or by using weakly-informative priors, with good predictive results. In particular, the default options in a popular software are generally competitive with the optimal values. With regard to the performance assessments themselves, we conclude that the paired k-fold cross validation is a generally applicable and statistically powerful methodology to assess differences in model accuracies. Coupled with the definition of equivalence margins based on expected genetic gain, it becomes a useful tool for breeders.