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Relevant bibliographies by topics / And teacher performance

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Academic literature on the topic 'And teacher performance'

Author: Grafiati

Published: 5 June 2025

Last updated: 16 July 2025

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Journal articles on the topic "And teacher performance"

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Muhammad, Abidin, Suriansyah Ahmad, and Noorhapizah. "The Effect of Principal Management Performance and Working Climate on Teacher Performance through Work Motivation of Elementary School Teacher in Awayan District." International Journal of Social Science And Human Research 05, no. 12 (2022): 5341–48. https://doi.org/10.5281/zenodo.7390199.

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Teacher performance is the work accomplished by a teacher in the completion of the specified responsibilities. The purpose of this study was to examine the direct and indirect effects of principal management performance, work climate, and work motivation on the performance of elementary school teachers in the Awayan District. This study is quantitative correlation research. Using proportional random sampling technique, 112 respondents were selected as research samples from the population of 156 teachers. Data is collected by using a questionnaire instrument and it is analyzed by utilizing desc

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Nagera, Jetro James, and Melchor Espiritu. "Needs Analysis of Teachers Development on Selected Public Elementary Schools in Antipolo City: Basis for a Proposed Training Program." Psychology and Education: A Multidisciplinary Journal 28, no. 4 (2024): 323–31. https://doi.org/10.5281/zenodo.14237947.

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This study aimed to determine/analyze the teachers' development in the selected elementary schools in Antipolo City, which served as inputs for a proposed training program during the school year 2024-2025. Regarding the practices in promoting teachers' professional development, the teacher-respondents obtained a composite mean of 3.58, which was verbally interpreted as Very Strongly Agree. Regarding creating conditions for effective professional development,  such as opportunities and challenges, the teacher-respondents obtained a composite mean of 3.54 verbally interpreted as Very Strong

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Heryana, Masduki. "Kepemimpinan Transformasional, Motivasi Kerja Guru Dan Kompetensi Guru Terhadap Kinerja Guru Serta Implikasinya Pada Kompetensi Lulusan." Jurnal Ilmiah Manajemen Kontigensi 3, no. 1 (2015): 44–67. https://doi.org/10.5281/zenodo.3375480.

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<em>The purpose of this study was to analyze the effect of transformational leadership, motivation of teachers and teacher competence on teacher performance and the implications on the competence of senior high school graduates international in West Java Province. The research method </em><em>using</em><em> descriptive survey and explanatory survey methods. The unit of analysis in this study is consists of permanent and non-permanent teachers who </em><em>teaches</em><em> at the school of international standard in 25 regencies / cities </em><em>in</em><em> West Ja

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Baslini, Nur Sasongko Rambat, Kristiawan Muhammad, and Walid Ahmad. "Teacher Deliberative Policy on Learning Management in Realizing Teacher's Performance." Education Quarterly Reviews 4, no. 2 (2021): 69–73. https://doi.org/10.31014/aior.1993.04.02.197.

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The purpose of writing this article is to discuss the effect of implementing the subject teacher deliberation policy on the management of English learning in realizing the performance of English teachers in the subject teacher deliberation forum which is under the auspices of the South Sumatra Provincial Education Office. The method of analysis in the discussion of this main topic uses an effectual causal analysis model by reviewing the rational relationship that analyzes the causal relationship between the implementation of subject teacher deliberation policy, English language learning manage

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Romlah, Romlah. "Analisis Deskriptif Kinerja Guru." Acman: Accounting and Management Journal 1, no. 1 (2021): 18–24. https://doi.org/10.5281/zenodo.4586915.

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<em>This study aims to analyze the description of teacher performance. It uses descriptive analysis research methods to describe teacher performance, collecting data employing a survey on SMP Negeri teachers in Bandung Regency with the number of respondents as many as 32 teachers. The research result shows that the description of teacher performance is in the excellent category. The implication of the research results recommends that improve teacher performance, it is necessary to hold a school principal management workshop and to consider the aspirations of teachers, which are constructive as

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Ms., J. Josely, and Vandana Devi Mrs. "Relationship Between Teachers Motivation and Students Academic Performance." International Journal of Trend in Scientific Research and Development 2, no. 4 (2018): 2223–31. https://doi.org/10.31142/ijtsrd14422.

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This paper examined the impact of teacher motivation on academic performance of students. It proceeded by defining teacher motivation as a general term applying to the entire class of drives, desires, needs, wishes and similar forces initiated for teachers, in order to induce them to act in desireable academically productive manner. On the other hands, it considered academic performance as the outcome of education it constitute the extent to which a student, teacher or institution has achieved their educational goals. Determinants of teacher learner interactions for better students academic pe

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Nurul, Hidayah, Saleh M., and Suhaimi. "The Effect of Principal Academic Supervision, Teacher Self-Efficacy and Teacher Discipline on Teacher Performance at SDN Kecamatan Martapura Kabupaten Banjar." International Journal of Social Science and Human Research 05, no. 06 (2022): 2714–22. https://doi.org/10.5281/zenodo.6778426.

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The purpose of this study is to determine the effect of the principal academic supervision on performance; the principal academic supervision of the teacher work discipline; the teacher self-efficacy of performance; self-efficacy of teachers towards teacher work discipline; teacher work discipline towards performance; academic supervision of the principal through the discipline of the teacher work towards performance; academic supervision of the principal through the discipline of the teacher work towards teacher performance; academic supervision of the principal through work discipline. The r

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Florinda, Tarusha, and Kristo Ema. "New Approaches to Evaluating Teacher Performance." Beder Journal of Educational Sciences Volume 26(1), Special Issue (2023): 144–66. https://doi.org/10.5281/zenodo.8159272.

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<strong>Abstract</strong> In recent years, in the framework of educational reform, the reform of the teaching profession has been undertaken. Education reform has focused on four areas: legal, administrative, curricular, teaching technology and human resources. Human resource reform aims to improve the quality of education sector staff, in particular improving the quality of teachers. The competency-based approach developed within the professional training of teachers has led to a significant modification of the assessment system. Education continues to face issues such as evaluation of teache

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Tuasikal, Muhammad Abduh, Lantip Diat Prasojo, and Muhyadi Muhyadi. "Role Of Managerial Principles And Teaching Supervision In Improving Teacher Performance At The Islamic Education Center For Kids." Journal of Social Science (JoSS) 3, no. 1 (2024): 1210–20. http://dx.doi.org/10.57185/joss.v3i1.269.

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The Islamic Educational Center for Kids (IECFK) is an important institution that teaches children about Islam and Al-Qur'an. However, many IECFKs need more competent teachers. Therefore, more research is needed to identify ways to improve teacher performance in IECFKs. This study aims to improve the teaching performance of IECFK teachers by enhancing their managerial principles and teaching supervision. Cluster random sampling was used to gather data and electronic questionnaires were sent to 288 IECFK administrators out of 995 IECFKs in Gunungkidul, Yogyakarta. The questionnaires were filled

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Nita, Kanya, Bima Fathoni Aryo, and Ramdani Zulmi. "Factors affecting teacher performance." International Journal of Evaluation and Research in Education (IJERE) 10, no. 4 (2021): 1462–68. https://doi.org/10.11591/ijere.v10i4.21693.

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This study aimed to see whether there is an influence of school principal leadership, organizational culture, and teacher competence on teacher performance. Another aim was to see how much influence these factors have on teacher performance either partially or simultaneously. The research used a quantitative approach with survey methods. Analysis of the data used was multiple regression. Participants involved in the study were 385 teachers in Bandung high school by using proportional stratified random sampling. The results of the study showed that there was a significant influence on the schoo

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Dissertations / Theses on the topic "And teacher performance"

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Graves, Nora Annette. "Structuring teacher knowledge to optimize teacher performance." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000073.

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Hua, Yi. "Teacher Perceptions of Teacher Performance Pay and Performance Evaluation in Yunnan Province, China." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1530192444.

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In China, teacher performance pay has been implemented for eight years, but teachers’ perceptions regarding its implementation have been examined seldomly. Exploring teachers’ perceptions is a path to hear teachers’ voices, inspect implementation practice, and evaluate impacts. This mixed-method study explored teachers’ perceptions toward performance pay in Panda School District of Kunming City, Yunnan Province, China through surveys, interviews, and artifacts. A total of 333 valid responses to the survey were collected and 14 teachers participated in follow-up semi-structured interviews. The

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Risen, D. Michael Riegle Rodney P. "Teacher incentive programs an analysis of terms, metaphors, and policy concerns /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918622.

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Thesis (Ph. D.)--Illinois State University, 1989.<br>Title from title page screen, viewed October 10, 2005. Dissertation Committee: Rodney P. Riegle (chair), Mary Ann Lynn, Ronald Laymon, Chris Eisele, Thomas Nelson. Includes bibliographical references (leaves 185-196) and abstract. Also available in print.

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Piveral, Joyce A. Wake. "Quality and impact of a performance based teacher evaluation pilot program /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974670.

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Marlin, Thomas William. "An Analysis of Teacher Performance Evaluation Policies and Criteria in Texas Public Schools." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331221/.

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The purposes of this study were to identify the procedures and criteria used for conducting teacher performance evaluation in Texas public schools, to determine the degree to which teacher performance evaluation procedures and instruments reflect the stated evaluation policies of Texas public schools, and to determine the degree to which teacher performance evaluation instruments used in Texas public schools reflect presage criteria (teacher characteristics) as opposed to process criteria (teacher behavior) as opposed to product criteria (student change or gain) as opposed to general job perfo

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Argotsinger, Jamie A. "Components of performance-based teacher evaluation systems related to teacher growth : a case study /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060087.

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Almon, Holly C. "The Effects of Workshop Training and Coaching on the Acquisition and Generalization of Teaching Skills." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4442/.

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The purpose of this study was threefold: (a) to examine the separate effects of increased accuracy on multiple-choice/rank-order written tests and coaching on the teaching performance of participants; (b) to compare generalization across tasks produced by the workshop and coaching; and (c) to assess maintenance of teaching performance. Following baseline, two adults received a lecture on discrete trial teaching procedures. A written test measured verbal performance on workshop material periodically throughout this phase. During the next phase, each adult then experienced further training via i

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Flitcroft, Deborah. "Impact of teachers' behaviours on student motivation and exam performance." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/impact-of-teachers-behaviours-on-student-motivation-and-exam-performance(e54d6885-e78a-43ee-aaf7-89050a153daf).html.

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Student motivation is a significant concept as school teachers need to be able to mobilise students to work towards success in examinations. This thesis investigated the impact of teachers' behaviours on students' motivation and examination performance and how these behaviours could be adapted to suit the needs of students. A systematic review of the literature examined how secondary school teachers use motivational strategies in respect of student academic assessment, performance and attainment. Six studies were included in the review and showed both the positive and negative impacts of teach

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Hoelzle, Joseph T. "A causal comparative study of performance pay for teachers in Ohio: Does performance pay affect student and teacher performance?" Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530190387268275.

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Sugden, Norma A. "Teacher Workload: A Formula for Maximizing Teacher Performance and Well-Being." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/563.

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Research has shown that teacher workload is intensifying and teachers are increasingly leaving the profession prior to having taught for 35 years. The purpose of this mixed method, sequential, phenomenological study was to determine (a) how workload intensification impacts teacher performance and well-being, (b) whether or not workload intensification was a primary factor in teachers’ choosing to leave the profession early, and (c) a formula for maximizing teacher performance and well-being. Apple’s workload intensification thesis was the theoretical framework for this study. Quantitative d

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Books on the topic "And teacher performance"

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Florida. Dept. of Education., ed. Conferring with teachers about teacher performance. Florida Dept. of Education, 1987.

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1952-, Castle Sharon, and Shaklee Beverly D. 1950-, eds. Assessing teacher performance: Performance-based assessment in teacher education. Rowman & Littlefield Education, 2006.

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Glewwe, Paul. Teacher incentives. National Bureau of Economic Research, 2003.

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Cassandra, Rowand, Farris Elizabeth, and National Center for Education Statistics, eds. Public elementary teachers' views on teacher performance evaluations. National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1994.

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Cassandra, Rowand, Farris Elizabeth, Carpenter Judith M, United States. Office of Educational Research and Improvement., and National Center for Education Statistics., eds. Public elementary teachers' views on teacher performance evaluations. U.S. Dept. of Education, Office of Educational Research and Improvement, 1994.

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American Association for Vocational Instructional Materials. and Ohio State University. Centre for Vocational Education., eds. Performance-based teacher education modules. American Association for Vocational Instructional Materials, 1987.

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Trethowan, David. Improving the unsatisfactory teacher performance. Industrial Society Press, 1991.

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Phi Delta Kappa. Center on Evaluation, Development, and Research., ed. Improving teacher performance: Formative evaluation. Phi Delta Kappa's Center on Evaluation, Development, and Research, 1985.

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Educational Resources Information Center (U.S.), ed. Teacher preparation for diverse classrooms: Performance-based assessment of beginning teachers : final performance report. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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Carter, Julie H., and Hilary A. Lochte, eds. Teacher Performance Assessment and Accountability Reforms. Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-56000-1.

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Book chapters on the topic "And teacher performance"

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ter Haar, Job, Michalis Cholevas, and Juliano Abramovay. "The Absent Teacher Approach1." In Music Performance Encounters. Routledge, 2023. http://dx.doi.org/10.4324/9781003295785-13.

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Cumming, Joy, and Diana Pullin. "Teaching performance assessments and considerations of fairness." In Professionalizing Teacher Education. Routledge, 2022. http://dx.doi.org/10.4324/9780429318504-6.

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Griffin, Des. "Teacher Pay, Performance and Leadership." In Explorations of Educational Purpose. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01994-9_8.

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Staiger, Douglas O., and Thomas J. Kane. "Making Decisions with Imprecise Performance Measures." In Designing Teacher Evaluation Systems. John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119210856.ch5.

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Pullin, Diana, and Joy Cumming. "Teaching performance assessments and considerations of potential legal challenges." In Professionalizing Teacher Education. Routledge, 2022. http://dx.doi.org/10.4324/9780429318504-12.

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Carter, Julie H., and Hilary A. Lochte. "Teacher Blame and Corporate Gain: edTPA and the Takeover of Teacher Education." In Teacher Performance Assessment and Accountability Reforms. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56000-1_2.

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Holdhus, Kari. "Teacher–Musician Collaborations on the Move: From Performance Appreciation to Dialogue." In Musician–Teacher Collaborations. Routledge, 2018. http://dx.doi.org/10.4324/9781315208756-3.

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Wyatt-Smith, Claire, Lenore Adie, Michele Haynes, and Chantelle Day. "Three essential features in a new conceptualization of complex performance assessments." In Professionalizing Teacher Education. Routledge, 2022. http://dx.doi.org/10.4324/9780429318504-4.

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Darling-Hammond, Linda, and Beverly Falk. "Supporting Teacher Learning through Performance Assessment." In Beyond the Bubble Test. John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119210863.ch7.

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Karing, Constance, Tobias Rausch, and Cordula Artelt. "Teacher Judgement Accuracy—Measurements, Causes and Effects." In Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43414-4_10.

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AbstractThe formation of accurate judgements on students’ performance is often considered as part of teachers’ professional competence. Moreover, inaccurate judgements are seen as determinants of social inequality. Using data of BiKS-8-18 on teacher ratings and student performance, the paper gives an overview on different theoretical approaches and operationalization of judgement accuracy as well as their results in terms of homogeneity, stability over time, inter-individual differences and the effects of judgement accuracy on students’ further achievement. Primary school teachers outperform secondary school teachers in accurately assessing student performance. Furthermore, judgement accuracy did not show to be a general ability. Applying to different student characteristics, however, related to subject areas/domains it proofed to be a relatively time persistent teacher ability. Teacher judgements are somewhat sensitive to characteristics at the class and student level, although bias related to students’ gender and social status was not found for teachers at secondary level. We found positive effects of teacher judgements on students’ achievement gains, particularly in the domain of reading. Finally, by taking into account an add-on study of teachers’ content related knowledge related to judgements on reading performance, we discuss the findings and further highlight the need to take into account judgement purposes and demands in future research.

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Conference papers on the topic "And teacher performance"

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Cruz, Jimy Frank Oblitas. "Classification of university teacher performance using machine learning." In 2025 IEEE Engineering Education World Conference (EDUNINE). IEEE, 2025. https://doi.org/10.1109/edunine62377.2025.10980841.

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Agarwal, Sanskriti, Pitchika P. N. G. Phani Kumar, Junali Jasmine Jena, Suchismita Das, Manas Ranjan Nayak, and Mahendra Kumar Gourisaria. "Evaluation of Teacher Performance using HybPSOFA - A Hybrid Approach." In 2025 International Conference on Visual Analytics and Data Visualization (ICVADV). IEEE, 2025. https://doi.org/10.1109/icvadv63329.2025.10961072.

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Li, Runjian, Yupei Zeng, Hongyu Ma, Binchao Yu, Longhua Ma, and Guanzhong Tian. "Virtual Teacher Distillation: Enhancing Performance on Edge Smart Ecosystem Devices." In 2024 China Automation Congress (CAC). IEEE, 2024. https://doi.org/10.1109/cac63892.2024.10864892.

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Esterlina and Lilik Sri Hariani. "Teacher Performance." In 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210413.076.

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Sariningsih, Maryah, and Aan Komariah. "Teacher Performance:." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.025.

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Gamarli, Saida, and Diana Ukleyn. "TEACHER ROLES IN CLASSROOM MANAGEMENT." In Proceedings of the XXVII International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25032021/7465.

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This paper deals with teacher roles in classroom management. It begins with two outlines used in teaching process. They concern the teacher, what they can do, and aspire to, and a discussion of classroom management techniques. The outlines are followed by an expansion of many of the points made. Classroom management is included in a course on ESP because most of students will, at some point in their lives, teach English in school. The material is based on our own personal experience of struggling to become a teacher, and our interaction with students and our colleagues. Teacher’s roles take ac

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Jhei-Ar Paurillo, Eboni. "IMPACT OF TEACHER FEEDBACK ON STUDENT PERFORMANCE." In Singapore International Conference on Teaching, Education & Learning, 03-04 March 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.275276.

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Feedback is one of the most powerful influences on learning and achievement, but this impact can either be positive or negative. While feedback is generally considered essential in learning and development, negative impact may have degrading impacts on students’ self-esteem, engagement and motivation, and overall achievement (Hattie & Timperley, 2007). In the Senior High School alone, teacher feedback plays an important role in how the learners perceived the assessment process. They give so much weight to the comments of their teachers and even their nonverbal responses. It is obvious to h

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Gillespie, R. Brent, M. Sile O’Modhrain, Philip Tang, David Zaretzky, and Cuong Pham. "The Virtual Teacher." In ASME 1998 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/imece1998-0250.

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Abstract This paper introduces the virtual teacher, a device or agent that supplements an environment in order to facilitate acquisition by a human user of a manual skill. Like the virtual fixture, a virtual teacher generally acts as an aide or facilitator to task execution, but unlike the virtual fixture, the virtual teacher is present only during training periods. During eventual task performance the teacher is absent. The virtual teacher’s objective, implicitly understood by the user, is to promote independent mastery over the task. We review and organize common paradigms for the teaching o

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Murnaka, Nerru Pranuta, Rusdarti, Samsul Arifin, Mohd Khairul Bazli Mohd Aziz, and Suwarno. "Teachers’ performance determinants (quantitative approach to the middle school teacher performance in Salatiga)." In 4TH INTERNATIONAL CONFERENCE ON FRONTIERS OF BIOLOGICAL SCIENCES AND ENGINEERING (FBSE 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0099567.

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Munthe, Nurdin, and Lantip Diat Prasojo. "Post-Certification Teacher Performance Management." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.033.

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Reports on the topic "And teacher performance"

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Yusrina, Asri, Emilie Berkhout, Daniel Suryadarma, and Luhur Bima. Can the Teacher Professional Education Admission Criteria in Indonesia Predict Teacher Performance? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/055.

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Studies find that effective teachers raise student test achievement and lead to higher future earnings for the students (Chetty et.al, 2014; Hanushek, 2011). Teacher selection and the criteria used in making the selection are important because they aim to identify such effective teachers. Identifying teachers with such potential is relatively more cost-effective than other policies applied after the teachers have teaching jobs (Klassen and Kim, 2019; Hobson et al., 2010). Many studies focus on selecting teachers based on the information collected at the time of hire to predict student outcomes

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Jacob, Brian, Jonah Rockoff, Eric Taylor, Benjamin Lindy, and Rachel Rosen. Teacher Applicant Hiring and Teacher Performance: Evidence from DC Public Schools. National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22054.

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Grissom, Jason, Susanna Loeb, and Nathaniel Nakashima. Strategic Involuntary Teacher Transfers and Teacher Performance: Examining Equity and Efficiency. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w19108.

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Eberts, Randall W., Kevin Hollenbeck, and Joe Allan Stone. Teacher Performance Incentives and Student Outcomes. W.E. Upjohn Institute, 2000. http://dx.doi.org/10.17848/wp00-65.

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Figlio, David, and Lawrence Kenny. Individual Teacher Incentives And Student Performance. National Bureau of Economic Research, 2006. http://dx.doi.org/10.3386/w12627.

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Filmer, Deon, James Habyarimana, and Shwetlena Sabarwal. Teacher Performance-Based Incentives and Learning Inequality. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/047.

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This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below pre-baseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across scho

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Muralidharan, Karthik, and Venkatesh Sundararaman. Teacher Performance Pay: Experimental Evidence from India. National Bureau of Economic Research, 2009. http://dx.doi.org/10.3386/w15323.

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Hanushek, Eric, Marc Piopiunik, and Simon Wiederhold. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. National Bureau of Economic Research, 2014. http://dx.doi.org/10.3386/w20727.

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Dee, Thomas, and James Wyckoff. Incentives, Selection, and Teacher Performance: Evidence from IMPACT. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w19529.

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Gershenson, Seth. Performance Standards and Employee Effort: Evidence from Teacher Absences. W.E. Upjohn Institute, 2015. http://dx.doi.org/10.17848/wp15-217.

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