scholarly journals Integrity and Learning: Enhancing Workability and Student Performance Outcomes

2012 ◽  
Author(s):  
Steven C. Isberg ◽  
Tomas Thundiyil ◽  
Robert H. Owen
Keyword(s):  
Student Performance ◽  
Performance Outcomes

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.

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.

Effect of Community and Academic Surgical Rotation Sites on Medical Student Performance Outcomes and Career Choices

2019 ◽  
Vol 76 (4) ◽  
pp. 970-974 ◽  
Author(s):  
Meghan Garstka ◽  
Michelle Honda ◽  
Jason Crowther ◽  
Annie Hess ◽  
Rebecca Schroll ◽  
...  
Keyword(s):  
Medical Student ◽  
Student Performance ◽  
Career Choices ◽  
Performance Outcomes

A Description of Academic Work and Student Performance during a Middle School Volleyball Unit

1987 ◽  
Vol 7 (1) ◽  
pp. 22-37 ◽  
Author(s):  
Kathy C. Graham
Keyword(s):  
Student Performance ◽  
Motor Skill ◽  
Performance Outcomes ◽  
Teacher Education Programs ◽  
Physical Education Class ◽  
Skill Levels ◽  
Lesson Analysis ◽  
Task Practice ◽  
High Level

This article describes the movement tasks (Rink, 1985) in which students engaged during a 14-lesson volleyball unit in an eighth-grade physical education class, and the differential motor skill responses of high- and low-skilled target students during the practice of these tasks. Audio and videotaped records were made of each lesson. Analysis focused on the identification of the movement tasks that were verbally presented by the teacher during the lessons, the determination of students’ level of engagement in these tasks, and the frequency and rate of motor skill responses/successful motor skill responses during task practice for three high- and three low-skilled students. Thirteen major movement tasks were identified that formed a simple to complex progression of activities. A high level of consistent student engagement in tasks was observed, as well as differential performance outcomes for students of high/low skill levels. The results reveal the complexity of providing appropriate instruction for different skill levels in a class. Implications for research and teacher education programs are discussed.

STATISTICS STUDENT PERFORMANCE AND ANXIETY: COMPARISONS IN COURSE DELIVERY AND STUDENT CHARACTERISTICS

2017 ◽  
Vol 16 (1) ◽  
pp. 320-336
Author(s):  
SARAI HEDGES
Keyword(s):  
Student Performance ◽  
Student Persistence ◽  
Student Attitudes ◽  
Rating Scale ◽  
Statistics Education ◽  
Performance Outcomes ◽  
Course Delivery ◽  
Delivery Methods ◽  
Study Results ◽  
Programs Of Study

The statistics education community continues to explore the differences in performance outcomes and in student attitudes between online and face-to-face delivery methods of statistics courses. In this quasi-experimental study student persistence, exam, quiz, and homework scores were compared between delivery methods, class status, and programs of study for students enrolled in an undergraduate introductory statistics course. Student persistence and homework grades were significantly different for course delivery method. Anxiety levels, measured using the Statistical Anxiety Rating Scale (STARS), were compared between delivery methods, programs of study, and gender. One anxiety subscale—Test & Class Anxiety—was significantly different between delivery methods and genders. Implications and suggestions for further study are offered based on the study results. First published May 2017 at Statistics Education Research Journal Archives

Impact of intra-group coopetitive incentives on the performance outcomes of knowledge sharing: evidence from a randomized experiment

2020 ◽  
Vol 24 (2) ◽  
pp. 346-368 ◽  
Author(s):  
Fuzhen Liu ◽  
Jiang Wu ◽  
Xiao Huang ◽  
Patrick S.W. Fong
Keyword(s):  
Knowledge Sharing ◽  
Student Performance ◽  
Course Design ◽  
Group Performance ◽  
Performance Outcomes ◽  
Randomized Experiment ◽  
Content Type ◽  
Group Cooperation ◽  
Group Competition ◽  
Task Oriented

Purpose Knowledge sharing, as a kind of social behavior that incorporates collective intelligence to achieve a certain goal, has become a remarkable developing trend in recent years. Under the context of traditional teaching, this study aims to explore the manner in which students become effective in sharing knowledge to help optimize course design and improve our existing education. Design/methodology/approach Among 195 university students taking an elective, the effects of different incentives on group performance in completing tasks is explored on the basis of a randomized experiment. Findings Results show that intra-group cooperation can be helpful to student performance, whereas intra-group competition neither improves nor worsens student performance. The former is mainly driven by reciprocity, especially for that stimulated by inter-group competition, whereas the latter is stimulated by egoism. Thus, proper reciprocity can promote student behavior to increase voluntary contribution. In addition, intra-group differences do not interfere with group performance, especially task-oriented groups. Originality/value Certain suggestions are proposed to improve the curriculum design in large classrooms. Forming groups is the best way to strengthen student knowledge sharing. Within task-oriented groups, the incentives of inter-group competition can encourage students to deepen intra-group cooperation and thus effectively improve group performance under the conditions of external competition.

scholarly journals Academic Success Of Non-Traditional Students: Factors Affecting Performance In An Upper-Division Undergraduate Accounting Course

2006 ◽  
Vol 3 (12) ◽  
Author(s):  
Susan A. Lynn ◽  
Ida Robinson-Backmon
Keyword(s):  
Academic Success ◽  
Student Performance ◽  
Success Factors ◽  
Traditional Students ◽  
Performance Outcomes ◽  
Learning Goals ◽  
Student Body ◽  
Family Responsibilities ◽  
Academic Factors ◽  
Non Traditional Students

Many assessment activities are conducted within the context of AACSB International reaffirmation of business programs. Central to the AACSB evaluation process is assurance of learning standards. Learning goals vary among institutions because of differences in mission, faculty expectations, and student body composition. The objective of this research is to determine the factors that influence the academic performance of students in upper-level accounting courses and to assess student performance against course learning goals. The study explores the relative importance of both academic and non-academic factors in predicting performance outcomes. The results indicate that several academic factors (GPA, student’s diagnostic exam score, and student’s self-assessment of course learning objectives) are significant in predicting a student’s final numerical course average. The study also examines the association between student achievement of course learning goals and various non-academic demographic and student success factors. The results indicate that student course loads, employment status, marital status, and family responsibilities do not equally impact student learning outcomes. The study extends existing research by using non-traditional students at an upper-division university and a variety of approaches to assess the achievement of course learning goals. 

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