Academic literature on the topic 'Lecturer performance'

The performance of lecture during brave learning has drastically decreased due to the lack of communivation between lectures and students. As a result of bold learning. Lecturers often do not do learning using zoom meetings but only provide material without explaining it. Then the risk that will arise for lecturers who do not provide student learning reports will result in students not being enthusiastic in lectures, so that they can be reviewed in an assessment of lecturer performance. Therefore a decision support system is made to facilitate the calculation process of all criteria for assessing lecturer performance. The purpose of this decision support system is to determine the criteria for a problem using the Preference Selection Index (PSI) method.

Online lectures have become the wrong option in our digital age. Therefore, in this online lecture procedure, the lecturer was required to be able to produce media and lecture approaches. A favorable learning environment, student participation, lecturer performance during instruction, lecture media, and method are a few of the variables that affect the attainment of lecture skills. This study aims to investigate and characterize the efforts made by lecturers to increase student engagement in online courses. This study used a case study approach to qualitative research as its methodology. The study's findings indicate that there are numerous challenges facing online lectures in the current digital era, including a dearth of engaged students, a lack of infrastructure and resources for lecturers and students, as well as network and Internet issues and data availability quotas. All of the lectures given in online classrooms by professors have an impact. The study's findings suggest that lecturers should try to be innovative and creative during the stages of preparing, implementing, and evaluating lectures online.

The process of recording lecturer attendance, which is one of the factors in teaching that must be recorded at each learning meeting, is carried out by lecturers and students directly (manually), by filling in the attendance list prepared by the admin staff of the study program. However, this process resulted in difficulties in the reporting process (recap of lecturer teaching attendance data) to be reported to the head of the study program, deputy dean for academic affairs. Attendance is a benchmark for determining the level of presence of lecturers in teaching at a university so that lectures can run well with activeness between lecturers and students who attend the lectures being held. To make it easier to create lecturer teaching attendance applications using the waterfall method and using web-based programming, namely PHP and MySQL. The application is created in accordance with the lecture schedule which functions as access control (schedule access control) to maintain order in taking attendance and make it easier for staff in the process of recording and monitoring lecturers' attendance and discipline in conducting lectures. Making this application serves to make it easier to record lecturer attendance and make it easier for study programs to monitor lecturer attendance. After using this attendance application, it makes it easier for lecturers to organize teaching time, as well as increasing the level of discipline for lecturers and making it easier for the lecturer performance assessment process carried out by the study program.

This research aims to explain in detail the dimensions and indicators of lecturer performance and analyze how lecturer performance indicators influence the quality of teaching in higher education. This research used qualitative methods, and obtained a conclusion that lecturer performance, which includes lecturers' work in all aspects of educational management, such as designing and conducting the lecture process, assessing learning outcomes, guiding students, and fulfilling teaching duties. A lecturer's performance depends not only on his or her academic background but also on the application of the required skills. Improving the quality of education is a national strategic issue and is the focus of education quality management research. Lecturer performance is a very important factor that can influence the efficiency of higher education in achieving set educational standards. Teacher expertise and personality have a significant influence on achieving quality standards in higher education teaching. Research findings confirm that good lecturer performance and adequate academic background can influence the overall quality of education. Thus, the positive impact of lecturer performance and academic qualifications is an important variable in efforts to improve the quality of education.

Lecturer is the importance essence of the educational activities primarily related to teaching and learning activities. Without the role of the lecturer, the teachinglearning process will be disrupted even fail. Therefore, in education management, performance or achievements of lecturer’s work should be improved consideringthe challenges of education nowadays is to produce human resources quality that capable is of competing in the era of globalization. In subsequent developments, many opinions said that the performance of lecturer will be very much influencedby attitude and behavior, which include employ discipline, job satisfaction, and work motivation. The above description encourages the writer to conduct a research whether the employ discipline, job satisfaction dan work motivation really affect the performance of lecturers at Darma Cendika Surabaya CatholicUniversity. The research objects to be retrieved is the population of permanent lecturers of Darma Cendika Surabaya Catholic University. There are 32 lecturers. Analysis technique used is multiple regression. From the research results obtained that the performance of lecturers of Darma Cendika SurabayaCatholic University is influenced by three independent variables namely employ discipline variable (X1), job satisfaction variable(X2), and work motivation variable (X3). The value of the adjusted coefficient of determination of 87.9%, means that 87.9% of performance of lecturers of Darma Cendika Surabaya Catholic University influenced the employ discipline variable (X1), jobsatisfaction variable (X2), and work motivation variable (X3), while the remaining balance of 12.1% influenced by other factors is not examined by the author. These three independent variables, namely employ discipline (X1), job satisfaction (X2), and work motivation (X3) affect the performance of lecturers are partially or simultaneously. As a result, the variable of work motivation(X3) is the most dominant variable, which affects significantly the performance of lecturers of Darma Cendika Surabaya Catholic University. The results showed that the performance of lectures of Darma Cendika Surabaya Catholic University are good and very good. On the variable of employ discipline (X1), it should benoticed that the work given to the lecturers of Darma Cendika Surabaya Catholic University should in accordance with ability. On the job satisfaction variable (X2), which need to be considered is the satisfaction of a job as a lecture of Darma Cendika Surabaya Catholic University. It has elements of satisfied or proud being a lecturer of Darma Cendika Surabaya Catholic University. On workmotivation variable (X3), the physiological needs (physiological), such as food, drink, shelter, rest and wants to get a job that provides adequate wages is the main point. In the variable of lecturer’s performance (Y), what is need to be paid attention is lecturer’s research for each year.

The performance of STAI lecturers in Indragiri Hulu Regency, the phenomenon seen from the results of the lecturer's tridharma, is not optimal. Many factors affect the performance of lecturers in this study, the researcher limits the research variables, namely competence, job satisfaction and mediating variables of spiritual motivation. With the aim of the study, namely to analyze the influence of competence on spiritual motivation, job satisfaction on spiritual motivation, competence on lecturer performance, job satisfaction on lecturer performance, spiritual motivation on lecturer performance, competence on lecturer performance through spiritual motivation, job satisfaction on lecturer performance through spiritual motivation. The type of research is quantitative. Primary data, the number of samples is 115 lecturers. The method used to analyze the data is a quantitative method, namely path analysis, correlation coefficient, determination coefficient, F test and T test. The results of the study are as follows, Competence affects spiritual motivation, Job satisfaction does not affect spiritual motivation, Competence affects lecturer performance, Job satisfaction does not affect lecturer performance, Spiritual motivation does not affect lecturer performance, Competence Through Spiritual Motivation does not affect Lecturer Performance, Job satisfaction Through Spiritual Motivation does not affect Lecturer Performance, STAI in Indragiri Hulu Regency.

Lecturers play a very significant role in education. Managing their performance can give good impacts to the quality of teaching processes and outcomes. There are actually many approaches to manage their performance. One of the approaches worth considering is students’ feedback combined with the marketing concept of ‘customer satisfaction’ since students can be considered customers. The concept of student satisfaction is too broad. It ranges from facilities to lecturers. This paper focuses only on managing the lecturer’s performance based on student satisfaction towards what normally a lecturer has done in teaching and learning. The data is collected from the questionnaire provided for the students. The research is expected to map the weakness and strength areas of the lecturer in four classifications: first, what the lecturer should improve because the lecturer’s performance perceived by the students is in the low level and the students’ expectation is in the high level; second, what the lecturer should maintain or keep going because the lecturer’s performance and the students’ expectation at the same time are in the high level; third, what the lecturer should maintain but think about the weighting of it because the lecturer’s performance is in the low level and the students’ expectation is also in the low level; fourth, what the lecturer should reduce the emphasis if possible because the lecturer’s performance is in the high level and the students’ expectation is in the low level. The result shows that with the four classifications the lecturer’s performance can be managed well. Consequently, the lecturer can do the planned evaluation action to improve the performance accordingly in measurable and manageable way.

This research is motivated by the phenomenon related to PAI lecturer performance that is not optimal yet. The government has issued policies to improve the quality of lecturers as an effort to improve the quality of education through the improvement of welfare. However, conditions in the field show that some lecturers who have received the professional allowance have not shown any significant performance improvement. Some lecturers who have very good competence sometimes not followed by high performance, this is reflected from the results of the lecturer's performance.The purpose of this research are: (1) to know the level of competence and performance of lecturers of PAI in Padang city (2) to analyze efforts to improve the performance of PAI lecturers in Padang city (3) to find the level of competence influence on PAI lecturer performance in Padang city.This research is a quantitative type with survey method and correlational approach. The population is PAI lecturers at state universities in the city of Padang totaling 30 people. The sampling technique is total sampling. Data collection techniques used were the dissemination of questionnaires, documentation and literature study. While the data analysis technique used is the normality test Kolmogorof Smirnov method. Test validity using Product Moment Pearson correlation formula. Test reliability using Alpha Cronbach and processing analysis using SPSS version 15.The research findings are: (1) the actual condition of PAI lecturer competence in public universities in Padang city is generally quite good (TCR = 3,93 / 5,00 or = 76,98%) whereas actual condition of teaching performance of lecturer PAI lecturers at state universities in Padang city were in good condition (TCR = 3.81 / 5.00 or = 69.64 %). (2) The efforts to improve the performance of PAI lecturers according to the authors include: Planning the development of lecturer's performance, organizing lecturer performance assessment, conducting lecturer performance assessment with sustainability, supervising the performance of lecturers as well as following up the results of lecturer performance assessment. (3) there is a significant positive correlation between lecturer competence and lecturer performance of 22,3 %, meaning competence contribute to lecturer performance.Suggested to the lecturers of PAI to improve the competence to produce performance as expected. The various parties who have responsibility to improve the performance of lecturers are expected to give attention to the increased competence of PAI lecturers in order to give a significant influence in order to improve the quality of national education.

This study examines the effect of the certification allowances lecturer, faculty of education, training and lecturer on the performance of the lecturer. This research was conducted using questionnaires to all samples certified lecturer. The data obtained were then processed using regression analysis. The number of questionnaires are processed totaled 75 questionnaire. Hypothesis test results have shown that the benefits of certification lecturers, professors of education, and training faculty positive and significant effect on the performance of the lecturer. Allowances for lecturers who have followed the certification, provide opportunities for continuing education for faculty, and provide training opportunities according to their field can improve the performance of lecturers. The samples in the study have not been evenly distributed and performance assessment are used in the form of self-appraisal, so that further research can be used to sample a wider and performance assessment is done by looking at Work Target Employees for lecturers Civil Servant and the achievement of academic rank private colleges.

Higher Education is an educational institution that plays a role in producing quality human resources. The roles, duties and responsibilities of lecturers are very important in educating the nation's life and national goals. There are many problems that cause the performance of lecturers at universities in Indonesia. Meanwhile, lecturers are required to give good performance. In this case, the researcher is interested in evaluating the performance of lecturers using the promethee method. The promethee method is able to produce decisions based on comparisons between alternatives according to the preference function and the different weights of each criterion. The criteria used in the assessment of lecturer performance are 10 criteria with 7 alternative lecturers. The Promethee method produces recommendations for lecturers with the best performance, namely Lecturer E who has a net flow value of 0.12153. While the lecturer with the lowest performance assessment is Lecturer B with a net flow value of -0.19167. The results of the decisions given by the promethee method can help provide an assessment of the lecturer's performance from the several alternatives given. So as to be able to produce an objective recommendation decision

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Normal"<br>mso-tstyle-rowband-size:0<br>mso-tstyle-colband-size:0<br>mso-style-noshow:yes<br>mso-style-priority:99<br>mso-style-parent:""<br>mso-padding-alt:0cm 5.4pt 0cm 5.4pt<br>mso-para-margin-top:0cm<br>mso-para-margin-right:0cm<br>mso-para-margin-bottom:10.0pt<br>mso-para-margin-left:0cm<br>line-height:115%<br>mso-pagination:widow-orphan<br>font-size:11.0pt<br>font-family:"Calibri","sans-serif"<br>mso-ascii-font-family:Calibri<br>mso-ascii-theme-font:minor-latin<br>mso-hansi-font-family:Calibri<br>mso-hansi-theme-font:minor-latin<br>mso-bidi-font-family:"Times New Roman"<br>mso-bidi-theme-font:minor-bidi<br>mso-fareast-language:EN-US<br>} </style> <![endif]--></p> <p class="MsoNormal">This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate studentsʹ curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the studentsʹ abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program.</p>

Le but de cette thèse est de proposer des méthodes pour pouvoir évaluer les performances durant la lecture sur support électronique, afin de pouvoir comparer plusieurs dispositifs d’affichage. Des tests permettant d’effectuer des mesures de performances de manière répétée ont été construits pour chacune des dimensions classiques de la lecture électronique : visibilité (test de caractérisation psychométrique), lisibilité (identification de lettres, décision lexicale, vitesse de lecture de phrases générées automatiquement) et compréhension (mesure de la mémorisation et des inférences pendant la lecture de textes générés automatiquement). Au-delà de ces dimensions classiques, nous avons réalisé deux études pour examiner le lien entre la lecture sur support électronique et la posture des utilisateurs. La première montre qu’une posture pouvant être engendrée par l’utilisation de tablette (inclinaison latérale de tête) n’affecte pas la performance de lecture. La seconde étude posturale montre l’effet de la difficulté d’un texte sur la distance à l’écran pendant l’utilisation d’une liseuse électronique ; les sujets se rapprochent de l’écran lorsque leur niveau d’attention augmente. L’ensemble des tests développés et une mesure de posture ont été regroupés dans une batterie de tests visant à quantifier la performance de lecture associée à un support donné ; l’indicateur résultant étant appelé « Quotient de Lecture Electronique ». Cet indicateur a été calculé pour un écran d’ordinateur, un vidéoprojecteur et une tablette. Les résultats expérimentaux montrent que les tests permettent de comparer les supports, notamment en termes de visibilité et de lisibilité<br>The aim of this thesis is to offer methods of evaluating performance during digital reading, in order to be able to compare different display devices. Tests were developed allowing repeated measurements for classic measures of digital reading: visibility (psychometric characterization), readability (letter identification, lexical decision, reading speed on automatically generated sentences) and comprehension (memorization and inference measurement while reading automatically generated texts). Beyond these classic dimensions, we also conducted two studies in order to examine the link between digital reading and the posture adopted by the device users. The first revealed that a tablet-use-related posture (lateral head tilt) does not affect reading performance. The second postural study demonstrated the effect of text difficulty on eye-screen distance during the use of an e-reader. Subjects approached the screen as their attentional level increased. The constructed tests and a postural measure were aggregated into a battery of tests permitting the evaluation of reading performance associated with a device. The resulting indicator is called the “Digital Reading Quotient”. This indicator has been computed for a computer screen, a projector and a tablet. The experimental results show that these tests can be used in order to compare different devices, especially in terms of visibility and readability

In recent years, the lecture performance has emerged as an important format in Contemporary performance practice. Lecture performances incorporate elements of both the academic lecture and of artistic performance. They function simultaneously as meta-lectures and as meta-performances, and as such challenge established ideas about the production of knowledge and meaning in each of the forms to which they refer. The thesis includes detailed case studies of works by Chris Burden, Wagner-Feigl-Forschung, Jerome Bel, Rabih Mroue, Andrea Fraser, Xavier Le Roy, geheimagentur, Joseph Beuys, Hannah Hurtzig and Joshua Sofaer. As a hybrid format, the lecture performance always participates in more than one context. The thesis approaches the lecture performance by analysing its participation in these different contexts: contexts of lecturing – both in the university and outside of established sites of knowledge production – and contexts of performing – which include the contexts of both contemporary artistic performance and of performance history. The scope is then extended to include an analysis of further contexts that the lecture performance both establishes and participates in: contexts of making and watching performance – here, the thesis investigates the relation between artists and spectators established in lecture performances and the processes of recontextualisation that occur between live performance, documentation, and the rearticulation of documentation in a live event; contexts of addressing and instituting – here, the thesis explores how lecture performances negotiate their situation towards different institutional contexts, and how they aim to establish different kinds of publics through various ways of addressing their audiences; and finally, contexts of assembling and disseminating – here, the thesis examines how lecture performances and related forms engage with a discursive context that transcends the frame of the singular event. Finally, all of these contexts are revisited in relation to the lecture performance 'Would Joseph Beuys have used PowerPoint®' which is included on a DVD.

This study focuses on the composition of guidelines for the effective assessment of lecturers - hence the emphasis is on the principle that assessment may be regarded as indispensable for professional development and for making a meaningful contribution towards ensuring quality in the context of the National Qualification framework. To this end a literature study was firstly undertaken regarding the nature of and criteria for effective assessment. The literature indicated that a variety of changes took place in South Africa since 1994, amongst others in the area of education, training and development. There have been numerous debates about this on stages and in political council halls, schools, colleges, technikons, universities, the press and the general workplace. Often the debates also centred on the low levels of competence and performance of workers in South Africa. Sometimes even the abilities, competence and performance levels of graduates and diplomandi have been questioned. In the context of these doubts people started investigating the role played by higher education, and more specifically lecturers, in ensuring that competent human resources leave the higher education environment for the professional world. As a result the purposeful assessment of lecturers has been identified as imperative. Furthermore, certain important factors that may influence the nature of and criteria for assessment, are discussed in this study. These include, amongst others, issues such as the education and training system, outcomes-based education and training, competence, knowledge escalation, the assessment of competence arid performance, the professional development of the lecturer, the concept assessment, the relation between assessment and ensuring quality, Bloom's taxonomy, different assessment instruments, the management of quality and the appointment of lecturers. The assessment of lecturers is viewed from a development-oriented perspective, where the focus is on continuous assessment that may be beneficial for individual, professional and organisational development. It is shown that a variety of qualitative and quantitative assessment instruments may be optimalised during formative as well as summative assessment, with which the training, needs, abilities, skills, competencies, capacity and performance of lecturers may be determined. The assessment of lecturers is regarded as a contributing factor in delivering and ensuring quality. It is also shown that the process should be undertaken in a managerial manner in order to continuously promote quality. Thereupon a discussion of assessment practices follows. In this discussion the focus is on the roles of lecturers in government-supported higher education institutions. The discussion is guided by the context which is determined by the implementation of the principles of the National Qualification Framework. A number of actors are identified who are directly or indirectly involved in the assessment of lecturers' competencies, outputs and performance in the higher education environment. It is also indicated that the implementation of the National Qualification Framework is guided by a number of legislations of which government-supported higher education institutions must give account in the performing of their tasks and functions. From literature it is clear that countries like the United Kingdom, the USA, Australia and New Zealand use assessment practices to ensure quality in the higher education environment. The role of the lecturer in that process is highlighted, and it is indicated that the assessment of the lecturer is indirectly addressed in the process. An empirical study was performed to establish, in the first instance, whether lecturers have been subjected to effective and appropriate training regarding the implementation of the National Qualification Framework. The second objective of the empirical study was to identify the implications of the assessment of lecturers attached to government-subsidised or public higher education institutions for all stakeholders. It is found in this study that a distinction should be made between the competence and performance assessment of lecturers. In addition it is indicated that the competence certification of lecturers must be regarded as imperative in order to facilitate performance-oriented functioning in the higher education environment. It is also found that lecturers must to a large extent cope with the process of giving account of all the new legislations and resulting expectations - sometimes under great pressure and amidst uncertainty and insufficient competence levels because of inadequate training, assessment and feedback. As a result lecturers do not experience the implementation of the National Qualification Framework as effective. In order to accommodate the changed and changing environment of the higher education sector, a conceptual model is composed to serve as a guide for the assessment of lecturers. In this model it is indicated that systems being developed for the assessment of lecturers should make provision for and account for a variety of factors, such as quality, primary and secondary actors, legislation, and the abilities, skills, competencies, capacity and performance levels of lecturers, assessment instruments, proactive, reactive, formative, summative, qualitative and quantitative assessment interventions. The synchronization and purposeful structuring of these factors may make a contribution towards creating a context which is beneficial to the professional development of the lecturer and consequently to performance in the higher education system.<br>Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

L’objectif du présent mémoire consiste à évaluer les qualités métrologiques de l’outil d’évaluation formative destiné à évaluer la compétence à lire et apprécier des textes variés en français au secondaire Québécois. À cet effet, un outil d’évaluation comportant treize items a été élaboré et testé auprès de six cents deux ( n = 602 ) élèves du premier cycle du secondaire de quatre commissions scolaires des régions de Québec, Portneuf et Shawinigan. Il ressort des analyses que sur les treize items composant l’outil d’évaluation, douze possèdent un pouvoir discriminant et un niveau de facilité acceptable et méritent d’être conservés dans l’outil. Un item possède un niveau de discrimination jugé non acceptable et devrait, par conséquent, être revu, notamment la grille d’évaluation. Ces résultats démontrent que le test d’évaluation formative élaboré est prometteur compte tenu de des qualités métrologiques qu’il a démontrées.<br>The purpose of this study is to evaluate the measurement characteristics of the formative assessment tool whose objective is to assess the competence to read and understand a variety of french texts in Quebec secondary school. For this purpose, an assessment tool consisting of thirteen items has been developed and a test of this tool has been conducted among six hundred and two (n = 602) students of the first cycle of secondary school in four school boards of the regions of Quebec City, Portneuf and Shawinigan. The analysis show that twelve out of the thirteen items of the assessment tool, have an acceptable discrimination parameter and an acceptable level of ease and should be kept in the tool. An item has a level of discrimination found not acceptable and should therefore be reviewed, including the evaluation grid. These results demonstrate that the formative assessment tool developed is promising considering measurement characteristics it has shown.

La persistance d'un taux important d'illettrisme à l'âge adulte justifie que l'on s'interroge encore sur les acquisitions linguistiques antérieures. Les performances linguistiques des collégiens pourraient résulter, sous l'influence des sollicitations environnementales, d'équilibres fonctionnels entre contraintes éventuelles et compensations potentielles. Nous distinguons différents profils de lecteurs pour analyser l'hétérogeneité linguistique persistant chez nombre d'élèves. La discussion envisage la prépondérance des effets de contexte sur le fonctionnement linguistique des élèves et éclairent la compréhension de leurs difficultés scolaires. L'approche proposée, à mi-chemin entre le soin et la pédagogie, semble adaptée à l'analyse des performances linguistiques en milieu scolaire. Elle offre des perspectives de formation des enseignants et permet d'élaborer des actions d'aide aux élèves présentant des fragilités linguistiques, en questionnant le rôle de l'école<br>The important illiteracy rate a the adulthood justifies the continuation of former linguistic acquisitions studies, in particular those which relate to adolescence. Linguistic performances of junior high school students could result, under the influence of environmental requests, of functional balances between possible constraints and potential compensations. We distinguish different reading profiles to analyze linguistic heterogeneity persisting at this age. The discussion of the results considers the preponderance of socio-environmental and teaching contexts on linguistic performances and clarify the comprehension of school failure. Between care and pedagogy, the approach and the tools suggested could be adapted to the analysis of linguistic performances variability in scholl context. They allow prospects for secondary schoolteachers training and actions of assistance with the students showing persistent linguistics disabilities, by questioning, however, the role of schooling

Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 189-198). Also available for download via the World Wide Web; free to University of Oregon users.

Cette étude a pour objectif de caractériser les niveaux de maîtrise en lecture des élèves entrant en sixième. Elle a été réalisée grâce aux données recueillies, en septembre 1997, auprès d'un échantillon de 2594 élèves, par la Direction de l'Evaluation et de la Prospective (Ministère de l'Education Nationale), à partir de l'épreuve d'évaluation nationale en français et d'une épreuve d'évaluation en lecture. Un échantillon de 52 étudiants a également été soumis à l'épreuve d'évaluation en lecture. L'analyse des données met en évidence d'importantes différences interindividuelles chez les lecteurs de sixième. Parmi eux, 29 % s'avèrent être de bons lecteurs mais n'atteignent pas, toutefois, l'efficience en lecture des étudiants. L'élève entrant en sixième ne peut donc être considéré comme un lecteur expert. Dix pour cent, en revanche, cumulent d'importantes difficultés en lecture et un faible niveau de compréhension des textes écrits<br>This study was aimed to specify the reading levels at the beginning of secondary school. It uses data collected in September 1997 by "la Direction de l'Evaluation et de la Prospective" (Ministère de l'Education Nationale) based upon the national evaluation of French language proficiency and a reading evaluation test with 2594 sixth grade pupils. A sample of 52 adult students skilled readers also took the reading evaluation. The analysis showed important individual differences within the sixth graders sample. Out of them, 29 % are good readers but lack the reading proficiency of the adult readers. Upon entering sixth grade, the pupil cannot therefore be considered a skilled reader. However, 10 % of these pupils have both major reading difficulties and a low level of reading comprehension

Published Article<br>Quality assurance at higher education institutions involves more than a mere establishment of bodies (CHE, HEQ) to oversee the process. Without a selfdriven approach towards quality assurance, institutions will hardly get the cooperation and/or motivation to implement it successfully. Institutions need to establish mechanisms and procedures to self-assess their effectiveness on a continuous basis where the emphasis falls more on accountability at all levels (academic and professional staff, students and management) than on improvement. Quality assurance mechanisms and procedures should be designed to serve a positive purpose in furthering the interest of the university, its staff and its students in their teaching and learning.

AbstractLecturers’ academic positions, university accreditation ratings, and lecturers’ education levels that are not yet optimal indicate that lecturers’ performance is still not optimal. The government’s efforts by providing scholarships, training, and grants are a form of empowering lecturers. In addition, there are research inconsistencies, which assume that knowledge sharing can improve lecturer performance is a concern, so the authors develop psychological empowerment variables as a form of renewal. The study aims to analyze the effect of psychological empowerment on relationship knowledge sharing on lecturer performance. This research method used descriptive verification with scale range analysis and path analysis. The population of this research was all lecturers at the University of Buana Perjuangan Karawang, with a sample of 119 respondents. The results of this study reveal that the Knowledge sharing variable is in the high category, the two psychological empowerment variables are in a good category, and the performance of lecturers is in a good category. While the verification analysis shows that there is a positive and significant influence of the knowledge sharing variable on psychological empowerment. The effect of the psychological empowerment variable on the performance of lecturers shows a positive and significant impact. The influence of the knowledge sharing variable on the performance of lecturers through psychological empowerment shows a positive and significant impact.

Job satisfaction achieved by lecturers can affect all aspects of productivity, from performance to the quality of services provided in the academic community. This study focuses on analyzing the effect of job satisfaction on service quality with the performance of lecturers as mediators. This study uses an explanatory research method involving 140 respondents from lecturers who teach at state universities. Respondents were chosen by the simple random technique to fill in the questionnaire instrument with the same. The data analysis technique used was Structural equation modeling-partial least squares (SEM-PLS) with the help of Smart PLS 3. The results showed that job satisfaction had a significant direct effect on lecturer performance. However, it does not have a significant direct effect on the quality of lecturer services. On the other hand, the performance of lecturers has a significant direct effect on the quality of lecturer services. In addition, the performance of lecturers also acts as a full mediator so that job satisfaction can affect the quality of lecturer services. The structural model formed also fits the empirical data so that this research can be used as a reference to improve the quality of lecturer services in state universities.

Previous research has long focussed on EMI lecturers’ English usage as an aspect which might affect lecture comprehension. Fewer studies have directly questioned EMI students about how their lecturers’ language competence affects their experiences in the classroom, and while many studies have focused on postgraduate students, less has been said about undergraduates. We aim to provide further insight into students’ views of EMI lecturer discourse by comparing the experiences of undergraduate and postgraduate students, both local and international, at an Italian university. Data for this study were collected from an online semi-structured survey of 128 students. Findings indicated that it is students’ past experience of English-taught courses as well as their familiarity with non-native English accented speech that influences students’ opinion of EMI lecturers’ language performance and their assessment of intelligibility in the classroom. The findings will serve to highlight difficulties and critical points for further development and pedagogical application.

"Flexible learning has been associated with e-learning, even before the COVID-19 pandemic. Flexible learning gives the students large degrees of freedom to learn what, when, how and where they want. The aim of this study was to evaluate students’ preferences in e-learning and traditional classroom teaching, and was conducted from October 2019 to January 2020. Students from four courses were assigned randomly to two groups, an online and a classroom group. The study included two phases: three lectures by the lecturer (podcasts vs. classroom) and seven classroom units with student presentations and discussions. Performance and different personal characteristics and attitudes of 93 students were examined. Knowledge on the course topic was measured before the first lecture took place (t1), after the three lectures (t2) and after the following seven units (t3). Statistical analyses found no performance differences between the two groups (online/classroom); this held true for all three points in time. All students appreciated the opportunity of an intermediate exam at t2 (a change in comparison to former courses on the topic). Qualitative data showed that students felt a need for interaction with their colleagues and the lecturer, which they decided could be better fulfilled in the classroom, whereas the flexible learning setting had advantages for the exam preparation (e.g. repeating listening to the podcasts, taking breaks and learning tempo). Students’ arguments fit well to previous literature. Altogether, the study gives valuable insights into the didactic design of flexible learning."

This study seeks to investigate the potential influence of facial microexpressions on student-based evaluations and to explore the future possibilities of using automated technologies in higher education. We applied a non-experimental correlational design to investigate if the number of videotaped university lecturers’ facial microexpressions recognized by FaceReader™ serves as a predictor for positive results on student evaluation of teaching effectiveness. Therefore, we analyzed five videotaped lectures with the automatic facial recognition software. Additionally, each video was rated by between 8 and 16 students, using a rating instrument based on the results of Murray´s (1983) factor analysis. The FaceReader™ software could detect more than 5.000 facial microexpressions. Although positive emotions bear positive influence on the “overall performance rating”, “emotions” is not predicting “overall performance rating”, b = .05, t(37) = .35, p &amp;gt; .05. The study demonstrates that student ratings are affected by more variables than just facial microexpressions. The study showed that sympathy as well as the estimated age of the lecturer predicted higher student ratings.

This article relies on a large-scale field experiment in Mexico to measure the effects of two ability-grouping models (tracking and heterogeneous/bimodal groups) on student learning outcomes during middle school. Both strategies yielded an average learning gain of 0.08 of a standard deviation. We find larger and more persistent effects among initially high-achieving students and no significant effects among low achievers. Students in top tracking enjoyed multiple advantages, particularly a concentration of high-performing peers and a very homogeneous classroom, that facilitated the teacher's work and increased students' effort levels. Bimodal classes fostered greater effort levels among top students, while teachers induced less competition and allocated more time to practice and feedback activities, to the detriment of lecture time. Our results support the allocation of students to homogeneous classes to maximize performance gains among top students without hurting low achievers. Fostering inclusive learning among weaker students would require complementary investments under both models.

This document contains the proceedings of the training workshop on operations research (OR) for program managers and researchers held January 15-21, 1996, in Mindoro, Philippines. The workshop was co-sponsored by the Family Planning Service of the Department of Health and the Family Planning Operations Research and Training Program of the Population Council, Manila. Representatives from the health and population offices of ten local government units (LGUs) worked with a select group of researchers to evolve a list of relevant topics for operations research (OR) and develop a concept paper on a chosen OR topic. The LGUs represented in the workshop were selected from a group of local governments participating in the LGU Performance Program of the Department of Health. A series of lectures and paper presentations on three major modules comprised the training workshop. Workshop sessions provided program managers and researchers the opportunity to put all these new learnings into practice by working together on their concept papers. The training workshop was capped by the individual LGU presentations of concept papers to a review panel which provided its critique and comments.