Improving Student Performance Outcomes and Graduation Rates Through Institutional Partnerships

2014 ◽  
Vol 2014 (165) ◽  
pp. 25-35 ◽  
Author(s):  
Michael J. Roggow
Keyword(s):  
Student Performance ◽  
Graduation Rates ◽  
Performance Outcomes ◽  
Improving Student Performance

Improving student performance through loss aversion.

2019 ◽  
Vol 5 (4) ◽  
pp. 278-288
Author(s):  
Ben O. Smith ◽  
Rebekah Shrader ◽  
Dustin R. White ◽  
Jadrian Wooten ◽  
John Dogbey ◽  
...  
Keyword(s):  
Student Performance ◽  
Loss Aversion ◽  
Improving Student Performance

Alternative Assessment for Music Students with Significant Disabilities

2019 ◽  
pp. 224-241
Author(s):  
Donald DeVito ◽  
Megan M. Sheridan ◽  
Jian-Jun Chen-Edmund ◽  
David Edmund ◽  
Steven Bingham
Keyword(s):  
Public School ◽  
Music Education ◽  
Students With Disabilities ◽  
Student Performance ◽  
Alternative Assessment ◽  
Performance Outcomes ◽  
General Music ◽  
Significant Disabilities ◽  
School Music ◽  
K 12

How is it possible to move beyond assessment for the purposes of evaluating teacher proficiency and student performance outcomes and instead to consider assessment for understanding student musical experiences and preferences for the purpose of promoting lifelong musical engagement? This chapter includes and examines three distinct music education approaches that have been taken at the K–12 Sidney Lanier Center School for students with varying exceptionalities in Gainesville, Florida. Megan Sheridan illustrates inclusion and assessment using the Kodály approach. David Edmund and Jian-Jun Chen-Edmund examine creative lessons developed for exceptional learners in a general music setting. Steven Bingham and Donald DeVito illustrate adaptive jazz inclusion and performance for public school and university students with disabilities. This collaborative development in qualitative music assessment has taken place through (1) developing methods of communicating recognition of student engagement and affective responses during inclusive engagement in public school music education settings, specifically in Kodaly-based music instruction, K–12 general music classes, and secondary jazz ensembles; (2) using students’ interest and engagement as a means of curriculum development and assessment in inclusive public school music settings; and (3) building collaborative relationships with parents and the community for post-school lifelong music learning.

scholarly journals STEM-Oriented activities for improving student performance in Chu Van An secondary school, Thai Nguyen province, Vietnam

2021 ◽  
Vol 1835 (1) ◽  
pp. 012053
Author(s):  
Thanh-Tung Nguyen ◽  
Dieu-Linh Hoang ◽  
Hoang-Thuy Linh Nguyen ◽  
Thanh-Binh Nguyen
Keyword(s):  
Secondary School ◽  
Student Performance ◽  
Improving Student Performance

A Survey of Faculty Advisers at Student-Run Agencies: Can Organizational Theory Help to Guide Future Research?

2021 ◽  
Vol 25 (1) ◽  
pp. 37-53
Author(s):  
Brooke Borgognoni ◽  
Jan LeBlanc Wicks
Keyword(s):  
Student Performance ◽  
Organizational Theory ◽  
Past Research ◽  
Performance Outcomes ◽  
Future Research ◽  
Faculty Advisers

This survey of faculty advisers examined major variables and findings of past research on student-run agencies using organizational theory. Larger agencies appeared to offer training in more formalized business procedures among a more diverse client base, found in previous research to be helpful to student-run agency graduates now on the job. Hopefully, results will help future researchers identify which factors may best facilitate specific student performance outcomes at agencies of all types and sizes.

scholarly journals Automated Data-Driven Generation of Personalized Pedagogical Interventions in Intelligent Tutoring Systems

2021 ◽  
Author(s):  
Ekaterina Kochmar ◽  
Dung Do Vu ◽  
Robert Belfer ◽  
Varun Gupta ◽  
Iulian Vlad Serban ◽  
...  
Keyword(s):  
Machine Learning ◽  
Student Performance ◽  
Language Processing ◽  
Intelligent Tutoring Systems ◽  
Large Scale ◽  
Intelligent Tutoring ◽  
Performance Outcomes ◽  
Data Driven ◽  
Personalized Feedback ◽  
Tutoring Systems

AbstractIntelligent tutoring systems (ITS) have been shown to be highly effective at promoting learning as compared to other computer-based instructional approaches. However, many ITS rely heavily on expert design and hand-crafted rules. This makes them difficult to build and transfer across domains and limits their potential efficacy. In this paper, we investigate how feedback in a large-scale ITS can be automatically generated in a data-driven way, and more specifically how personalization of feedback can lead to improvements in student performance outcomes. First, in this paper we propose a machine learning approach to generate personalized feedback in an automated way, which takes individual needs of students into account, while alleviating the need of expert intervention and design of hand-crafted rules. We leverage state-of-the-art machine learning and natural language processing techniques to provide students with personalized feedback using hints and Wikipedia-based explanations. Second, we demonstrate that personalized feedback leads to improved success rates at solving exercises in practice: our personalized feedback model is used in , a large-scale dialogue-based ITS with around 20,000 students launched in 2019. We present the results of experiments with students and show that the automated, data-driven, personalized feedback leads to a significant overall improvement of 22.95% in student performance outcomes and substantial improvements in the subjective evaluation of the feedback.

scholarly journals Computer Aided Instruction For Preschoolers In Mathematics

2014 ◽  
Vol 1 (1) ◽  
pp. 37-44 ◽  
Author(s):  
Marylene Saldon Eder ◽  
Paul Rojas ◽  
Mary Grace Empasis ◽  
Love Jhoye Raboy
Keyword(s):  
Student Performance ◽  
Computer Technology ◽  
Learning Performance ◽  
Professional Lives ◽  
Multimedia Instruction ◽  
Computer Aided Instruction ◽  
Quality Of Teaching ◽  
Improving Student Performance ◽  
Multimedia In Education

Computers are increasingly a part of pre-schoolers to professional lives. The use of multimedia in education has significantly changed people’s learning processes. Computer technology holds promise for improving student performance and the quality of teaching education programs at all levels. Today, development has been rapid and technology has been acknowledged as an additional teaching tool. Results from a number of research studies indicate that appropriately designed multimedia instruction enhances students’ learning performance in mathematics, and literacy. The purpose of the present paper was to discuss research avenues employing computers as a learning tool and to analyze the results obtained by this method at the pre-schoolers learning level.

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