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Cui, Qinglin, Taiyoung Yi, Kan Shimazaki, Hitoshi Taguchi, and Yuichiro Usuda. "Automatic Generation of an Evaluation Model of Regional Disaster Prevention Activities Based on Self-Evaluation Questionnaire." Journal of Disaster Research 13, no. 5 (October 1, 2018): 886–96. http://dx.doi.org/10.20965/jdr.2018.p0886.
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Regional disaster prevention activities must be evaluated in terms of their effectiveness and suitability, and then improved on the basis of this evaluation. Those who can evaluate such activities are required to have abundant on-site experience in and extensive knowledge on disaster prevention. However, there is a shortage of such talent, and the training and nurturing thereof requires considerable resources. To address these issues, machine learning was introduced in our previous study to automate the evaluation of such activities. In the present study, we propose the automatic generation of the evaluation model of such activities using the responses of a self-evaluation questionnaire as the input variables. The output variables are the results of a review committee consisting of experts on disaster prevention. This paper describes the application of the model to the fourth Disaster Prevention Map Contest, examines the predicted results, and discusses the application conditions and issues to be resolved.
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Beach, Lauren B., Emma Reidy, Rachel Marro, Amy K. Johnson, Peter Lindeman, Gregory Phillips, Patrick Stonehouse, and George J. Greene. "Application of a Multisite Empowerment Evaluation Approach to Increase Evaluation Capacity Among HIV Services Providers: Results From Project Pride in Chicago." AIDS Education and Prevention 32, no. 2 (April 2020): 137—S5. http://dx.doi.org/10.1521/aeap.2020.32.2.137.
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In 2015, the Centers for Disease Control and Prevention (CDC) funded Project PrIDE, a national initiative to implement and evaluate demonstration projects to increase PrEP uptake among HIV-negative individuals and to re-engage HIV-positive individuals in HIV care. Our team served as the Evaluation Center for Project PrIDE organizations in Chicago and used an empowerment evaluation (EE) approach to enhance evaluation capacity at these organizations. To evaluate our approach, we assessed organizations' evaluation capacity and engagement in technical assistance and capacity building activities in 2016 and 2018. Respondents who self-reported higher engagement with the Evaluation Center and who spent a greater number of hours engaged with our evaluators experienced greater increases in evaluation capacity tied to implementation of evaluation activities and technical assistance utilization. These findings demonstrate that multisite EE can be successfully applied to increase the evaluation capacity of organizations providing both HIV prevention and care services.
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Mongush, Ju D., E. A. Ilina, and F. Jan. "EVALUATION OF FINANCIAL RESULTS OF ACTIVITIES OF AGRICULTURAL ENTERPRISES." Вестник Алтайской академии экономики и права 1, no. 11 2020 (2020): 111–18. http://dx.doi.org/10.17513/vaael.1401.
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Guttsayt, E. "Evaluation of the Effectiveness of Activities: Results and Problems." Auditor 6, no. 2 (March 12, 2020): 43–50. http://dx.doi.org/10.12737/1998-0701-2020-43-50.
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The article deals with diverse aspects of assessing the effectiveness of measures. The main components of this efficiency are analyzed: the costs of the event, direct and indirect effects of its implementation. We investigate the situation when all these components of efficiency are fully known, and the more common situation when the valuation of at least some of them is unknown. Difficulties of cost estimation of components of this efficiency are studied and recommendations on their overcoming are given. A number of examples of such assessment, including audit ones, are given.
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Nedzinskaitė-Mačiūnienė, Rasa, Inga Minelgaite, and Sigurdur Gudjonsson. "Deficit in Propriety? Cooperative Learning and Group Self-evaluation in Higher Education." Pedagogika 139, no. 3 (November 16, 2020): 73–87. http://dx.doi.org/10.15823/p.2020.139.4.
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The aim of the article is to unveil how the application of the collaborative learning strategy in higher education (HE) setting combines self-assessment of group activities with peer-to-group and teacher evaluation. The results reveal that the groups’ self-evaluation is considerably more positively than evaluation by the teacher or peers. The antecedents of these results are likely embedded in 1) the cultural context with dominant individual values; 2) impact of business study as discipline, and: 3) challenges in implementing a collaborative learning strategy in the HE sector.
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Alferov, V. N. "RATING EVALUATION OF SELF-REGULATING ORGANIZATIONS OF ARBITRATION MANAGERS AS A MECHANISM TO IMPROVE THEIR PERFORMANCE." Strategic decisions and risk management, no. 6 (October 25, 2014): 64–71. http://dx.doi.org/10.17747/2078-8886-2013-6-64-71.
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The ways of increasing the effectiveness of self-regulatory organizations of arbitration managers are discussed. Particular attention is given to the creation of indicators and the results of approbation-rated activities of self-regulatory organizations. Reliability rating groups of activities of self-regulatory organizations are defined.
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Ruškytė, Džiuljeta. "Efficiency of Student Mini-Company Developing Personal Qualities." Pedagogika 130, no. 2 (June 20, 2018): 148–64. http://dx.doi.org/10.15823/p.2018.28.
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On the basis of scholarly literature analysis, the article discusses the structural components of personal qualities that are developed most participating in activities of student mini-company (hereinafter – SMC). Applying the exploratory factor analysis (EFA), the evaluation of personal qualities of school learners, who participated in SMC activities, was conducted and the efficiency of SMC was substantiated separately evaluating structural components of personal qualities divided into relevant structural groups: Qualities of self-confidence, motivation and activity, Leadership qualities, Managerial qualities and Personal self-expression qualities. The results showed that participation in the activities of SMC has a considerable influence on development of school learners’ personal qualities. The EFA results of development of personal qualities through SMC activities disclosed that out of the four distinguished groups of personal qualities the school learners developed the qualities of self-confidence, motivation and activity best. The evaluation of 18 personal qualities revealed that diligence, ambitiousness, initiative, independence, activity and resourcefulness were developed best, whereas critical-analytical thinking was developed least.
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Sampson, Richard. "The language-learning self, self-enhancement activities, and self perceptual change." Language Teaching Research 16, no. 3 (July 2012): 317–35. http://dx.doi.org/10.1177/1362168812436898.
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This article presents an overview of action research conducted in an EFL university context, regarding primarily the relationship between individual possible self-images, socially constructed possible self-images, and language-learning motivation. The study used three cycles of action research over the course of one 15-week university semester, utilizing mixed-methods data collection and analysis. The results provide support for the assertion that initially inquiring with students as to their language possible self-images might assist the teacher to create more motivating lessons through self-enhancement activities. Furthermore, the article provides context-dependent evidence that assisting students to focus their language-learning possible self-images may positively affect motivation and bring a heightened recognition of self-regulation in language learning.
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Ansari, Rashid M., Mark F. Harris, Hassan Hosseinzadeh, and Nicholas Zwar. "The Summary of an Urdu Version of Diabetes Self-Care Activities Measure: Psychometric Evaluation and Validation." Journal of Primary Care & Community Health 11 (January 2020): 215013272093529. http://dx.doi.org/10.1177/2150132720935292.
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Objective: The English version of the Summary of Diabetes Self-Care Activities (SDSCA) measure is the most frequently used self-reporting instrument assessing diabetes self-management. This study is aimed at translating English SDSCA into the Urdu version and validating and evaluating its psychometric properties. Methods: The Urdu version of SDSCA was developed based on the guidelines provided by the World Health Organization for translation and adaptation of instruments. The panel of experts examined the content validity, reliability, and internal consistency of the instrument. The translation process from the English version to the Urdu version revealed excellent results at all the stages. Results: The instrument showed promising and acceptable results. Of particular mention are the results related to split-half reliability coefficient 0.90, test-retest reliability ( r = 0.918, P < .001), intraclass coefficient (0.912), and Cronbach’s alpha (.79). The factor analysis (exploratory and confirmatory) was not performed in this study due to the small sample size (n = 30) as the objective was to validate the Urdu version of the SDSCA instrument. Conclusions: This study provided evidence for the reliability and validity of the Urdu Summary of Diabetes Self-Care Activities (U-SDSCA) instrument, which may be used in the future for the patients of diabetes in order to assess type 2 diabetes self-management activities in the rural area of Pakistan and other Urdu-speaking countries.
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Aghanimi, Yousra Ali, Fawzia Mohamed Elwafi, and Fahima Mohamed Bannur. "Prospects of Creating the Reflective Teacher for Continuing Professional Development (CPD)." FOSTER: Journal of English Language Teaching 2, no. 2 (April 30, 2021): 282–92. http://dx.doi.org/10.24256/foster-jelt.v2i2.38.
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Teacher self-evaluation is an important dimension in the overall evaluation activities in educational programs. However, this dimension is often overlooked and not given its right share of importance. Teacher self-evaluation is neither included in teacher training programs nor is considered a basic requirement from teachers as they develop in their careers. The significance and value of teacher self-evaluation as a core element in continuing professional development requires that self-evaluation proceed all other forms of evaluation. To support the claim that teacher self-evaluation is a missing element in the area of investigation, the researchers conducted a study which adopted a survey that involved eleven schools and 86 Libyan teachers. The results of the study showed that while many teachers perform some sort of self-reflection about their teaching, they do not recognize self-evaluation as a basic requirement in developing their career. When the effectiveness of teacher self-evaluation was probed in contrast to external evaluation, most teachers agreed that teacher self-evaluation could play a far more vital role in continuing professional development.
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Reynolds, Kim D., Frank A. Franklin, Laura C. Leviton, Julie Maloy, Kathleen F. Harrington, Amy L. Yaroch, Sharina Person, and Penelope Jester. "Methods, Results, and Lessons Learned from Process Evaluation of the High 5 School-Based Nutrition Intervention." Health Education & Behavior 27, no. 2 (April 2000): 177–86. http://dx.doi.org/10.1177/109019810002700204.
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This article describes the process evaluation of High 5, a school-based intervention targeting fruit and vegetable consumption among fourth graders and their families. The outcome evaluation involved 28 schools randomized to intervention or control conditions. The intervention included classroom, family, and cafeteria components. Process evaluation was completed on each of these components by using observations, self-report checklists, surveys, and other measures. Results indicated high implementation rates on the classroom activities. Moderate family involvement was attained, perhaps diminishing intervention effects on parent consumption. Cafeterias provided environmental cues, and fruit and vegetable offerings as directed by the program. A lower dose of the intervention was delivered to schools with larger African American enrollments and lower-income families. This article provides insights into the effective elements of a school-based dietary intervention and provides suggestions for process evaluation in similar studies.
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Bonekamp, L. W. F. "Courseware Evaluation Activities in Europe." Journal of Educational Computing Research 11, no. 1 (July 1994): 73–90. http://dx.doi.org/10.2190/q0uh-4e3p-hc3t-l3ht.
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In the ECOSET-project data on evaluation activities of nineteen organizations in ten member states of the EG are gathered by questionnaire. Four of the organizations are interviewed for more and detailed information about these activities. Ten out of nineteen organizations do as well summative as formative evaluations and four organizations only perform summative evaluation activities. Five organizations are involved in formative evaluation activities only. The summative evaluation activities in the member states vary from a critical appraisal of a piece of courseware to extensive in-depth testing. Three groups of organizations are distinguished. The first group does not use formal instruments. The data indicate that this group are more or less on the line of product reviews of educational software. A second group (5 organizations) are using formal instruments, but the evaluation in real classroom situations is not a standard procedure. The third group of organizations use formal instruments and the educational software is tested in real classroom-situations. There are indications of differences between group 1 and 2 in the relation between development activities and the target group for the results. A remarkable aspect is the difference in dissemination of results between group 2 and group 3. Teachers in both groups are an important target group for the results, but in group 2 there is only one organization that use educational or other magazines for the dissemination of the results. In group 3 all the organizations make use of magazines. Fifteen organizations perform formative evaluation activities in the decision as well as in the design and development phase. Nine of them are also involved in evaluation activities in the dissemination phase. In the decision phase thirteen organizations do comparisons with other products and eleven of them are looking at the technical feasibility of products. Ten organizations do needs analysis studies. As evaluation activities in the design & development phase the evaluations of pre-releases of the software and release of the documentation are most often mentioned. Other activities are evaluations of prototypes and continuing consultancy during the design and technical implementation stages. Products most often mentioned as being used as input for activities in this phase are the descriptions of the ideas behind the product, global prototypes and product definitions. In the dissemination phase three organizations assess results as one of their evaluation activities. In the group of organizations performing formative evaluation activities two elements are remarkable. Organizations with few (<6) evaluation activities hardly train their evaluators. Almost all other organizations give training to in-house evaluators, subject matter specialists and/or teachers. If the number of evaluation activities gives an indication of the role of evaluation in the development process, you might say that those organizations also value training for evaluators as a necessity for good evaluations. The organizations with a lot of evaluation activities all use data of own or other observers. The aspect of training may also be connected with this fact. For observations the inter subjectivity is an important factor. Inter subjectivity you will get by training your observers.
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Hansen, Camilla Arndt, Nuno Miguel Martins Pacheco, Ali Gürcan Özkil, and Markus Zimmermann. "WHAT IS SUCCESSFUL PROTOTYPING? INSIGHTS FROM NOVICE DESIGNERS’ SELF-EVALUATION OF PROTOTYPING SUCCESS." Proceedings of the Design Society 1 (July 27, 2021): 3431–40. http://dx.doi.org/10.1017/pds.2021.604.
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AbstractPrototyping is essential for fuzzy front-end product development. The prototyping process answers questions about critical assumptions and supports design decisions, but it is often unstructured and context-dependent. Previously, we showed how to guide novice designers in early development stages with prototyping milestones. Here, we studied the prototyping success perceived by novice design teams. This was done in two steps: (1) teams were asked to assign each prototype to a milestone, a specific purpose, a fidelity level, and a human-centered design lens, and then evaluate the success using a predefined set of criteria. (2) Teams were interviewed about the success of the prototyping process, this time using self-chosen criteria. Results related to (1) show that teams perceived prototyping activities with respect to desirability and problem validation significantly less successful than prototyping activities towards feasibility and solution validation. Results related to (2) show that teams mostly chose success criteria related to how well prototypes supported communication, decision making, learning, and tangibility. This insight may be used to give priorities to further improvement of methods and guidance in these areas.
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Reinstein, David, Paul Sally, and Dane R. Camp. "Activities: Generating Fractals through Self-Replication." Mathematics Teacher 90, no. 1 (January 1997): 34–45. http://dx.doi.org/10.5951/mt.90.1.0034.
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Fractal geometry is often called “the geometry of nature.” To develop a feel for how fractal geometry describes natural phenomena, students can explore the process of iterating deterministic alg01ithms, which are algorithms for which the results of each step are predictable. Mathematically. fractals are the limiting result of an infinite number of selfreplications. They are often studied by using the speedy processing capability and high-resolution screen of the computer to show intermediate stages in the development of fractal images. In recent years, much interesting curriculum has been developed on this topic (see the bibliography). This activity uses a programmable graphing calculator to introduce this topic and to complement these cwTicula.
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Hart, Alton, Deborah J. Bowen, Catherine L. Christensen, Riki Mafune, Marci K. Campbell, Ashley Saleeba, Alan Kuniyuki, and Shirley A. A. Beresford. "Process Evaluation Results from the Eating for a Healthy Life Study." American Journal of Health Promotion 23, no. 5 (May 2009): 324–27. http://dx.doi.org/10.4278/ajhp.07022818.
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Purpose. Conduct a process evaluation of a low-fat, high-fruit/vegetable dietary intervention in religious organizations (ROs). The purpose of this process evaluation was to explore differences in healthy eating activities between the intervention and delayed control ROs and among the intervention ROs to identify the intervention activities most associated with dietary change. Methods. Process data were collected via phone surveys and participation logs. A 12-month follow-up phone survey was conducted with an RO representative from intervention and delayed control ROs. The survey asked about healthy eating activities. Eating for a Healthy Life staff maintained participation logs of intervention RO participation in intervention activities: advisory board meetings, volunteer activities, healthy eating sessions, social events, dietary change mailings, print advertisements, and motivational messages. We used a stepwise regression model to determine which intervention activities were associated with changes in fat-and fiber-related dietary behaviors. Results. RO member participation in advisory board meetings, social activities, and healthy eating sessions were associated with healthier fat- and fiber-related dietary behaviors. Greater RO attendance at advisory board meetings and greater numbers of healthy eating sessions at the RO were associated with decreased fat-related dietary behaviors (p ≤ .05). Member participation in social activities was associated with more favorable fat, fruit, and vegetable intake. Conclusion. We successfully delivered an increased number of healthy activities at the intervention ROs and improved dietary-related behaviors.
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Tamam, Mohammad Badru. "Internalisasi Nilai Pendidikan Agama Islam Melalui Kegiatan Kecerdasan Kinestetik (Studi Kasus di Madrasah Ibtidaiyah Kanzul Ulum Kabupaten Mojokerto)." Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam 7, no. 2 (May 4, 2018): 103. http://dx.doi.org/10.32616/tdb.v7.2.96.103-112.
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Kinesthetic intelligence is the ability to use the whole body in expressing ideas, feelings, and using the hand to produce or transform something. this study focused on five aspects of description, namely: 1) How internalization activities kinesthetic intelligence. 2) What is the form of kinesthetic intelligence development activities in children. 3) How is the implementation of kinesthetic intelligence activity? 4) Supporting factors and inhibiting the implementation of development programs kinesthetic intelligence activities. 5) Evaluation of teachers in assisting the development of kinesthetic intelligence activities. This study qualitative descriptive case study. Research object of kinesthetic intelligence activity applied. Sources of research data: head of madrasah, deputy of curriculum affair, student affairs representative, committee of madrasah committee, teachers, BK, soft data, education law document, RKAS, kinesthetic intelligence activity list of children, data related to the internalization of the value of Islamic religious education. Data collection techniques include observation, interviews, and documentation. To abstract the field findings, the data were analyzed by data reduction, data presentation and data conclusions. Validity of data is tested by: 1) extension of study time, 2) discussion of friends, 3) triangulation, 4) verification. The results of this study indicate: (1) The Internalization of Kinesthetic Intelligence Activities. Background by the vision of Madrasah and Law no. 20 of 2003 on National Education System (2) forms of kinesthetic intelligence development activities in children which are applied, among others, introduction of madrasah, love of friends, self-care and self-cleaning, excavation of talents and interests, and public relations. (3) Implementation of kinesthetic intelligence activities work well. (4) Supporting factors and inhibiting the implementation of the kinesthetic intelligence development program: funding, student participation and pupil support. Inhibiting factors: lack of trust for guardians, limited facilities and infrastructure, and lack of student participation (5) Evaluation of teachers in assisting the development of kinesthetic intelligence activities include CIPP: a) Context Evaluation. b) Input Evaluation (Input Evaluation). c) Process Evaluation (Evaluation Process) d) Product Evaluation (Evaluation Results).
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Tamam, Mohammad Badru. "Internalisasi Nilai Pendidikan Agama Islam Melalui Kegiatan Kecerdasan Kinestetik (Studi Kasus di Madrasah Ibtidaiyah Kanzul Ulum Kabupaten Mojokerto)." Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam 7, no. 2 (May 4, 2018): 103. http://dx.doi.org/10.32616/tdb.v7i2.96.
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Kinesthetic intelligence is the ability to use the whole body in expressing ideas, feelings, and using the hand to produce or transform something. this study focused on five aspects of description, namely: 1) How internalization activities kinesthetic intelligence. 2) What is the form of kinesthetic intelligence development activities in children. 3) How is the implementation of kinesthetic intelligence activity? 4) Supporting factors and inhibiting the implementation of development programs kinesthetic intelligence activities. 5) Evaluation of teachers in assisting the development of kinesthetic intelligence activities. This study qualitative descriptive case study. Research object of kinesthetic intelligence activity applied. Sources of research data: head of madrasah, deputy of curriculum affair, student affairs representative, committee of madrasah committee, teachers, BK, soft data, education law document, RKAS, kinesthetic intelligence activity list of children, data related to the internalization of the value of Islamic religious education. Data collection techniques include observation, interviews, and documentation. To abstract the field findings, the data were analyzed by data reduction, data presentation and data conclusions. Validity of data is tested by: 1) extension of study time, 2) discussion of friends, 3) triangulation, 4) verification. The results of this study indicate: (1) The Internalization of Kinesthetic Intelligence Activities. Background by the vision of Madrasah and Law no. 20 of 2003 on National Education System (2) forms of kinesthetic intelligence development activities in children which are applied, among others, introduction of madrasah, love of friends, self-care and self-cleaning, excavation of talents and interests, and public relations. (3) Implementation of kinesthetic intelligence activities work well. (4) Supporting factors and inhibiting the implementation of the kinesthetic intelligence development program: funding, student participation and pupil support. Inhibiting factors: lack of trust for guardians, limited facilities and infrastructure, and lack of student participation (5) Evaluation of teachers in assisting the development of kinesthetic intelligence activities include CIPP: a) Context Evaluation. b) Input Evaluation (Input Evaluation). c) Process Evaluation (Evaluation Process) d) Product Evaluation (Evaluation Results).
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Schill, Thomas, Jane Beyler, and Michelle Sharp. "Pleasure from Activities and Self-Defeating Personality." Psychological Reports 72, no. 2 (April 1993): 627–30. http://dx.doi.org/10.2466/pr0.1993.72.2.627.
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As predicted, people who scored higher on a measure of Self-defeating Personality reported experiencing less pleasure and enjoyment from individual and social activities as well as from personal accomplishments. The results were consistent with the idea that these people maintain a self-image of “loser” by minimizing or discounting positives in their lives. Results were also consistent with prior research showing a positive relationship between self-defeating personality and depressive affect.
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Kyrychok, Inna, and Halyna Drobchenko. "Annotation, Analysis and Evaluation of Experimental Examination Results of Readiness Formation to Future Leaders’ Self-Presentation Activities at General Educational Institutions." Research Notes, no. 1 (March 27, 2018): 23–32. http://dx.doi.org/10.31654/2663-4902-2018-pp-2-23-32.
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Shalabayeva, L. I., D. B. Eshenkulova, and A. N. Umirbekova. "INDEPENDENT WORK AS A METHOD FOR SELF-ORGANIZATION OF EDUCATIONAL ACTIVITY OF SCHOOLCHILDREN." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 269–74. http://dx.doi.org/10.51889/2020-1.1728-5496.49.
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The article describes modern learning processes that implement managerial, individual and selforganizing activities in training. The concepts of management, independent work and independent activity of the student are analyzed. The concept of self-organization is considered. it is a means of obtaining in-depth and solid knowledge of students, a method of forming their activity and independence as personality traits, and developing their mental abilities. Self-organization involves-awareness, goal-setting, planning of activities, their organization, evaluation of results and self-analysis. As a result, independent work is associated with the work of the student in the classroom and is the correct organization of educational and cognitive activity in the classroom, which involves activating the self-organization of educational activities in general.
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Bornholt, Lauren J. "Aspects of Self-Knowledge About Activities." European Journal of Psychological Assessment 21, no. 3 (January 2005): 156–64. http://dx.doi.org/10.1027/1015-5759.21.3.156.
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Abstract. This project examined the proposal that self-concepts integrate aspects of self-knowledge in relation to activities. The proposed integrated model was applied to self-concepts about current and future performance, natural talent, effort, and task difficulty of reading, number, and drawing. The participants were 5- to 12-year-old children in Study 1 (N = 241) and Study 2 (N = 225). Responses were unbiased by order effects and socioeconomic indicators. Study 1 showed that the integrated model was a good fit to the responses. Alternative models about the person and about activities did not fit the responses well. The few effects of age and gender self-stereotyping were on particular aspects and not across all aspects of activities. Study 2 replicated the findings. Results supported the integrated model of children's self-concepts that provides a sound basis for brief, meaningful, and useful self-concept inventories for children. The model is readily extended to other activities, with applications to education and clinical settings.
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Moalosi, Smitta Waitshega Tefo. "Teachers Self Efficacy: Is Reporting Non-Significant Results Essential?" Journal of International Education Research (JIER) 9, no. 4 (December 2, 2013): 397–406. http://dx.doi.org/10.19030/jier.v9i4.8266.
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Self-efficacious teachers are viewed as having the ability to organize relevant activities, patient with students who are struggling in learning, and spending more time designing relevant teaching activities. The teachers exhibit good performance and probably remain committed to their work. And they are committed to organizing appropriate teaching activities, engaging students in learning. Teachers with high self- efficacy keep students on task and perform better because they use innovative teaching methods that encourage students autonomy and reduce custodial control. The main purpose of this paper is to report non-significant findings of a study that was carried out in Botswana with 1000 junior secondary school teachers in Gaborone and surrounding areas between November 2010 and February 2011. The study was about teacher efficacy and classroom management among Botswana junior secondary school teachers. Teacher Sense of Efficacy scale (TSES) instrument was used to collect data for the study. TSES comprises of three subscales, Efficacy in Student Engagement, Instructional Strategies and Classroom Management. Efficacy in Student Engagement was the only significant subscale among other sub-scales of TSES. The TSES means of districts, cities, towns and villages were not significant. This prompted the researcher to report non-significant results because they can assist teacher educators and stakeholders on how best to improve the training of pre-service and in-service teachers. Teacher commitment to work can enhance student learning. Teacher effectiveness can also promote positive effect in student learning, because teachers can plan their work using relevant materials that can motivate students to learn. Managing classrooms can enhance student learning if teachers encourage students to be responsible to their learning, and can put students on task and to reduce students undesirable behaviors that may interfere with their learning.
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Paso, Chalad, Chalard Chantarasombat, and Watanachai Tirasiravech. "Strengthening Teacher’s Learning Management for Self-Reliance of Students in Thai Secondary School." International Education Studies 10, no. 3 (February 27, 2017): 165. http://dx.doi.org/10.5539/ies.v10n3p165.
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This research aimed to 1) study the present conditions, problems, and needs of teachers development in learning management in self-reliance for students in secondary schools, 2) develop a model for teacher development in learning management in self-reliance for students in secondary schools, and 3) evaluate the results of usage from teachers in learning management in self-reliance for students in secondary schools. Research methodology was based on research and development (R&D) approach by the application of Participatory Action Research (PAR). There were seven processes ans stages involved as follows 1) study of the best practice, 2) participatory workshops to create awareness of the participants, 3) solutions and resources to improve teaching and learning of teachers, 4) creating alternative solutions and develop curriculum, 5) developing of analytical thinking skills and synthesis of curriculum in leaning management, 6) linking and transfer of knowledge, skills, attitudes of learning into practices, and 7) evaluation and reflection on the performance of teachers in learning to self-reliance of the student. The results showed that the model for teachers in learning management for self-reliance of students in secondary schools consisted of two main elements as follows 1) the process of participatory learning activities in seven steps, 2) the operation of participatory activities in fourteen sub-activities. The evaluation shown that the level of possibility, appropriateness, and usefulness were in the highest level.
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Kusairi, Bustomi Musthofa, and Susiati Alwy. "Implementasi Pengembangan Kurikulum Pendidikan Agama Islam Berbasis Pendidikan Karakter di SMP Al Azhar Kediri." Indonesian Journal of Islamic Education Studies (IJIES) 2, no. 1 (July 13, 2019): 17–27. http://dx.doi.org/10.33367/ijies.v2i1.818.
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The curriculum of Islamic education development is an activity that produces a PAI curriculum or process that links a component to another to produce a better PAI curriculum and activities to compile, implement, evaluate and refine the PAI curriculum. This type of research is a description of the field and uses the cauliflower method, in collecting data using methods of observation, interviews and documents. While the data analysis technique uses editing, verifying and analyzing analysis techniques. The results of this study indicate that the implementation of PAI curriculum development based on character education in Al Azhar Islamic Middle School Kediri is done through three stages, including First, the planning stage is done by determining the background, principles and objectives of curriculum development. Second, the implementation phase is carried out through Intracurricular activities and self-development. Third, the evaluation phase at this stage is carried out in the implementation of intracurricular activities and self-development, evaluation of methods, media and learning resources and evaluation of learning outcomes.
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RYAKHOVSKAYA, A. N., S. E. KOVAN, V. N. ALFIOROV, and O. G. KRYUKOVA. "Self improvement institute and activities self-regulating organizations of arbitration managers." Strategic decisions and risk management, no. 1-2 (June 29, 2017): 10–17. http://dx.doi.org/10.17747/2078-8886-2017-1-2-10-17.
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The article highlights purposes, tasks, functions and challenges associated with the implementation of self-regulation, Russian and overseas practices of operation of self-regulated organizations in the sphere of receivership and in other economic sectors, as well as initial results of the realization of a concept of improving the self-regulation mechanisms. The article describes the rationale for directions and methods of improving the self-regulation institute
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Sánchez, Pilar Arnaiz, Remedios de Haro Rodríguez, and Mª Paz García Sanz. "Socio-educational Activities for the Generation of Intercultural Citizenship: Evaluation of Results." Procedia - Social and Behavioral Sciences 237 (February 2017): 103–9. http://dx.doi.org/10.1016/j.sbspro.2017.02.048.
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Gudinavičius, Benas, and Vytautas Gudonis. "Altruistic Experiences of Volunteers Who Participate In the Socio-Educational Activities for People with Mental Disorders." Pedagogika 110, no. 2 (June 10, 2013): 115–21. http://dx.doi.org/10.15823/p.2013.1826.
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The article aims to present the results of volunteers who participate in socio-educational activities for people with mental disorders written reflections analysis based on lived experience.
The aim of the research is to reveal altruistic experiences of volunteers who participate in socio - educational activities for people having mental disorders. These experiences will lead to the identification of stimulating and suppressing factors for altruism self-education and characteristics of altruism expression. 12 volunteers who participated in socio-educational activities for people with mental disorders participated in a qualitative research.
Results of the research: positive experience of volunteers is linked to a successful socio-educational activities based on transformation of internal attitudes and values, adequate relationships with people having mental disorders. These factors are the baseline for a successful self-education of altruism. The main barriers for self-education of altruism are as follow: negative emotions and experiences of volunteers linked to a dominant feelings of helplessness and self-doubt, a lack of information of such kind of disability, negative evaluation and inadequate behavior of staff in relationship with people with mental disorders. The results of the research showed that there is a need to inform, consult and to support psychologically volunteers during volunteering and to educate a skills of self-reflection.
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Krumm, Gabriela, and Viviana Lemos. "Artistic activities and creativity in argentinian school-age children." International Journal of Psychological Research 5, no. 2 (December 30, 2012): 40–48. http://dx.doi.org/10.21500/20112084.735.
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This work intended to assess whether performing artistic activities influence Creativity. To this end, 301 children aged 8-14 years were assessed. Creativity was studied from a multicomponent assessment, by means of diverse techniques (i.e., sociograms, tests and scales) and different informants (i.e., peers, parents and the child himself/herself). The results consistently indicated that children who perform artistic activities obtained higher scores in Creativity assessed by: the creation of drawings (figural test of the Torrance Tests of Creative Thinking), parental assessment and the child’s creative personality self-assessment (Creative personality scale hetero and auto-evaluation version, Garaigordobil, 2004) and peer assessment (Garaigordobil’s Sociogram “Creative peer”, 2004).
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Chemsi, Ghizlane, Mounir Sadiq, Mohamed Radid, and Mohammed Talbi. "Study of the Self-Determined Motivation among Students in the Context of Online Pedagogical Activities." International Journal of Emerging Technologies in Learning (iJET) 15, no. 05 (March 13, 2020): 17. http://dx.doi.org/10.3991/ijet.v15i05.11392.
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This article explores the self-determined motivation of a first-year students' group in the Ben M'sik Faculty of Science as part of formative assessment in the form of quizzes using the Moodle platform. This evaluation deals particularly with the case of the "Language and Terminology" course. We used Deci and Ryan's (1985, 1991, 2000) [1, 2, 3] Self-Determination Theory (SDT) to better assess motivation in our target audience in this ICT-based learning environment.
The choice of a quantitative research methodology resulted in the administration of a questionnaire at the end of Semester 1 and 2, the latter is based on the motivation scale in education [4, 5]. The results show that the use of ICT-based formative assessment in university pedagogy appears to energize the self-determined motivation among learners.
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Kulalaieva, Natalia. "DEVELOPING SAFETY CULTURE OF PROFESSIONAL ACTIVITIES OF FUTURE BUILDERS:." Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка, no. 2(19) (November 25, 2019): 101–7. http://dx.doi.org/10.32835/2223-5752.2019.19.101-107.
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Relevance: the article substantiates the need to develop and experimentally test the effectiveness of the author’s methodological system. Theoretical analysis of the problem under study is carried out on the basis of scientific works on the formation of life safety cultures in young people and the development of pedagogical and methodological systems.
Aim: of the article was to experimentally test the developed methodological system of forming a safety culture of professional activity for future builders and to substantiate its future prospects.
Methods: theoretical; empirical (self-evaluation methods; peer evaluation); mathematical and statistical (frequency analysis; criterion test of statistical hypotheses; Spearman’s rank correlation coefficient; Statistical Package for the Social Science for the social sciences, Microsoft Excel).
Results: a purposeful, personally-oriented, culturally appropriate and self-organizing methodological sys- tem has been developed that provides a continuous process of improving the complex of values and motives, knowledge and skills, as well as the development of professionally important qualities for the prevention and overcoming of dangerous situations and ecological threats literate behaviour, building effective communication in the professional environment during their training in vocational (vocational) educational institutions. The author defines the criteria and the corresponding indicators for assessing the levels of formation of a safety culture of professional activity in future builders.
Conclusions: the results of the experiment confirmed the positive influence of the developed methodological system on the growth of the level of safety culture formation of professional activity in them. In the future, it is envisaged to study and apply the best foreign practices on its formation and development in future specialists, construction workers and teachers, to create an informational educational environment for its formation among vocational education institutions.
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Kawser, Umme, Tahneena Mehreinn, Rajon Das Jony, and Muhtasabbib Matin. "Evaluation of a school-based self-esteem intervention program for adolescents." Dhaka University Journal of Biological Sciences 30, no. 2 (July 9, 2021): 197–205. http://dx.doi.org/10.3329/dujbs.v30i2.54646.
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The researchers aimed to evaluate a school-based self-esteem intervention program. The program's focus was to implement a culturally appropriate selfesteem intervention tool for school-going adolescents through selfhood, affiliation, competence, mission, and security activities. This study randomly recruited 183 nine-grade students aged 13 - 16 years. A pre-post design and two distinct measures were utilized to measure the intervention's social efficacy validity. The target skills' specific measures (Self-esteem, self-concept, selfconfidence) and effect measures (nature of friend connections, the suitability of intervention for youths) were introduced. Comparisons of scores using ANOVA's and t-tests discovered that the intervention had the most substantial effect on girls' self-confidence (p = 0.001) and changes in the self-concept, disruptive behavior, self-confidence, and social competence. The study's results provided satisfactory evidence of intervention effectiveness, and the post-test result showed little change across the study period.
Dhaka Univ. J. Biol. Sci. 30(2): 197-205, 2021 (July)
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Mersal, Fathia, and Samah El-Awady. "Evaluation of bronchial asthma educational package on asthma self-management among school age children based on Orem’s self-care model in Zagazig city." International Journal of Advanced Nursing Studies 7, no. 1 (December 21, 2017): 8. http://dx.doi.org/10.14419/ijans.v7i1.8648.
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Background: Asthma is the widespread health problem and most common chronic disease among children. Developing self-care skills related to children with asthma forms a basis for nursing care. Orem’s self-care model is one of the most comprehensive self-care theories that provide a good clinical guide for planning and implementing the principles of good self-care.The Aim of this study: was to determine the effect of asthma educational package based on Orem’s self-care model on the development of self-care activities of children with asthma.Subjects and Methods: a quasi-experimental study conducted on a purposive sample of 106 children with bronchial asthma in pediatric outpatient clinic at Zagazig University hospital. The research tools used in this study were demographic characteristics of studied children. Asthma triggers inventory, asthma knowledge questionnaire, asthma self-management questionnaire, asthma Self-Efficacy regarding self-management of asthma, medication adherence, and inhaler technique observation checklist and health instruction guidelines.Results: the results showed that after the training intervention self-efficacy, asthma management, adherence of asthmatic children to medications were significantly increased (p > 000). The study findings concluded that the asthma education program improved all aspects of self-efficacy and activities of asthma management after program implementation.Conclusion: the educational program based on Orem’s self-care model successfully improves the performance of inhaler use. The study indicates that self-care activities were efficient among children with asthma after implementation of program.Recommendations: it suggested to conduct Orem’s self-care model for children with bronchial asthma and to replicate the study in many settings to support its effectiveness.
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Bilbokaitė-Skiauterienė, Ieva, and Renata Bilbokaitė. "EVALUATION OF (SELF-)DEVELOPMENT OF INTERCULTURALITY EXPERIENCES IN INFORMAL LEARNING ENVIRONMENTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 6 (May 28, 2021): 28–44. http://dx.doi.org/10.17770/sie2021vol6.6433.
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Political, economic, social and cultural changes of the country influence the change of the educational content. Striving to develop dynamic modern Lithuanian’s and person’s modern nationality, the educational content should relate to “pupils’ experiences and sociocultural needs. The article presents that the development of interculturality of pupils is one of the approaches when striving to understand cultural diversity of the present-day world.The results of previous research (Bilbokaitė, 2017, 2016) have revealed the lack of programmes, clear guidelines for intercultural education in the context of the different learning environments. The article describes importance of informal education, that arises from the learner’s involvement in activities that are not undertaken with a learning purpose in mind.The research aim is to reveal pupil’s (of the 10th-12th Forms) opinion about the (self-)development of interculturality in informal learning environments. Quantitative research was used (sample of 727 Lithuanian comprehensive school pupils) to investigate practical application of development of interculturality in educational environment from pupil’s perspective. The research results analysed employing content analysis reveal the importance of learning from the experience as a fundamental and natural means in different environments - home, social networks, school, city, streets. Safe personal environment creates the opportunity to be self, to learn about values, variety of cultures, tolerance, acceptance of others. Pupils’ opinions concerning the lack of possibilities for development of interculturality in school (during formal education) are presented.
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Avetisyan, Mery. "WHO ICF as an Assessment Tool For Evaluation of Selfcare Activities of the Child With Cerebral Palsy." Armenian Journal of Special Education 3, no. 1 (February 26, 2021): 49–65. http://dx.doi.org/10.24234/se.2021.3.1.259.
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The study was conducted in two stages. At the first stage, quantitative methods were chosen as methodologies, since the object that is studied by this method is a quantitative unit, which in the future allows to draw conclusions, based on the results, using certain numerical models to develop or confirm new hypotheses, or/and refute existing ones. At the second stage, a qualitative study was conducted on the basis of the results of the first stage, accordingly developing recommendations on ergotherapy for each code issue.
According to the study results, in today's Armenia, it is possible to issue all the problems that children with Cerebral Palsy face in self-care and life by using certain assessing tools of occupational therapy. In this case, the study shows that the evaluation of the World Health Organization International Classification of Functioning and Disability, Children and Youth (2008) allows to observe and issue the existing problems of this sphere in a more accurate and comprehensive way․ It also provides an objective basis for identifying the problems in the field of children's self-service and life, which, in its turn, allows the occupational therapist to conduct a detailed assessment to find out which self-service actions are available to the child, to what extent the child’s actions and personal roles are compatible with the current state of the disease, and to what extent the actions correspond to their age.
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Li, Jiwen, Mei Zeng, Mingyan Liu, Xiaolin Zhao, Weiyu Hu, Chong Wang, Chijun Deng, Rong Li, Huafu Chen, and Juan Yang. "Multivariable pattern classification differentiates relational self-esteem from personal self-esteem." Social Cognitive and Affective Neuroscience 16, no. 7 (May 5, 2021): 726–35. http://dx.doi.org/10.1093/scan/nsab053.
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Abstract Relational self-esteem (RSE) refers to one’s sense of self-worth based on the relationship with significant others, such as family and best friends. Although previous neuroimaging research has investigated the neural processes of RSE, it is less clear how RSE is represented in multivariable neural patterns. Being able to identify a stable RSE signature could contribute to knowledge about relational self-worth. Here, using multivariate pattern classification to differentiate RSE from personal self-esteem (PSE), which pertains to self-worth derived from personal attributes, we obtained a stable diagnostic signature of RSE relative to PSE. We found that multivariable neural activities in the superior/middle temporal gyrus, precuneus, posterior cingulate cortex, dorsal medial Prefrontal Cortex (dmPFC) and temporo-parietal junction were responsible for diagnosis of RSE, suggesting that the evaluation of RSE involves the retrieval of relational episodic memory, perspective-taking and value calculation. Further, these diagnostic neural signatures were able to sensitively decode neural activities related to RSE in another independent test sample, indicating the reliability of the brain state represented. By providing a reliable multivariate brain pattern for RSE relative to PSE, our results informed more cognitively prominent processing of RSE than that of PSE and enriched our knowledge about how relational self-worth is generated in the brain.
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Ginevičius, Romualdas, Valentinas Podvezko, and Adomas Ginevičius. "QUANTITATIVE EVALUATION OF ENTERPRISE MARKETING ACTIVITIES." Journal of Business Economics and Management 14, no. 1 (February 22, 2013): 200–212. http://dx.doi.org/10.3846/16111699.2012.731143.
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The growing competition on the international markets means that the importance of enterprise marketing activities is increasing. However, the attention paid to theoretical and practical marketing problems by enterprises is insufficient. This particularly refers to the analysis of marketing strategy effectiveness. It is not clear how marketing affects enterprise performance. To perform this analysis, the quantitative evaluation of enterprise marketing activities is required. Enterprise marketing is a complex multi-faceted phenomenon. Its various aspects are described by multidimensional and often oppositely directed criteria. Therefore, in this case, multicriteria evaluation methods can be successfully used for analysis. The state of the enterprise marketing system is described by sets of criteria. Therefore, the problem of adequate evaluation of their weights arises. Sometimes, it is possible to reduce the number of evaluation criteria by developing their hierarchical system. However, the question arises how the transformation of a single-level system of criteria into the respective multi-level system affects the calculation results.
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Corbally, Christopher, and Margaret Boone Rappaport. "Evaluation research using astronomy theatre suggests good promise for young Spanish-origin women to choose science majors." EPJ Web of Conferences 200 (2019): 01010. http://dx.doi.org/10.1051/epjconf/201920001010.
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We report evaluation findings and best practices from a morning of research with senior class students at an all-Spanish-origin, secondary school in the southwest United States. We found a jump in interest toward science for the women who self-identified as humanities students, and over the morning, surprisingly, this affected their remembrance of previous attitudes. Our results for this and other evaluations corroborate that experiential activities involving one-to-one or group activities are useful in attracting high school and college students to the sciences, especially young women. These results also pointed toward best practices.
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TIMCHENKO, G., G. NEUSTROIEVA, and N. PONOMARENKO. "PROJECT ACTIVITIES OF STUDENTS AND CRITERIA FOR EVALUATING RESULTS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 206–10. http://dx.doi.org/10.33989/2075-146x.2020.26.227655.
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The article discusses the issues of organizing students' project work as some modern approach that allows integrating theoretical knowledge and practical skills required for working in modern conditions. Being one of the forms of organizing the educational process, the project activity contributes to improving the quality of education, democratization of the communication style between teachers and students. The purpose of the project activity is to create conditions for the formation of research skills of the students, the development of their creativity and logical thinking. In the presented work practical recommendations for the teachers who want to use projects in their courses are provided.
A system of criteria according to which the student project will be evaluated has been developed. Criteria can be used as instructions that show what needs to be done to achieve the best results. The project evaluation is carried out not only at the stage of presentation and defense of the project, but also at the intermediate stages of its implementation.
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Wu, YuLung. "A Study of Multi-Phase Guided Remedial Learning." International Journal of Distance Education Technologies 12, no. 4 (October 2014): 82–100. http://dx.doi.org/10.4018/ijdet.2014100106.
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In Taiwan, courses in the current online learning environment enroll at least 40-100 students, and it is difficult for teachers to manage the learning situation of each student. The proposed system treats learning portfolio, knowledge structure, and ability indicator of students as the key points of learning situations. The system integrates the information into the same framework and interface to acquire overall information of students. The learning activities in the proposed system include three stages: self-learning stage, mutual learning stage and guidance stage. This study adopted Multi-Phase Guided Remedial Learning Strategy in a learning evaluation. The learning evaluation yields positive experimental results. The evaluation shows that the proposed learning activities are effective for students learning.
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Ansari, Rashid M., Mark Harris, Hassan Hosseinzadeh, and Nicholas Zwar. "Application of structural equation modeling in assessing the self-management activities of patients with type 2 diabetes." Journal of Primary Care & Community Health 11 (January 2020): 215013272097420. http://dx.doi.org/10.1177/2150132720974204.
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Objective This study aimed at assessing the self-management activities of type 2 diabetes patients using Structural Equation Modeling (SEM) which measures and analyzes the correlations between observed and latent variables. This statistical modeling technique explored the linear causal relationships among the variables and accounted for the measurement errors. Methods A sample of 200 patients was recruited from the middle-aged population of rural areas of Pakistan to explore the self-management activities of type 2 diabetes patients using the validated version of the Urdu Summary of Diabetes Self-care Activities (U-SDSCA) instrument. The structural modeling equations of self-management of diabetes were developed and used to analyze the variation in glycemic control (HbA1c). Results The validated version of U-SDSCA instrument showed acceptable psychometric properties throughout a consecutive reliability and validity evaluation including: split-half reliability coefficient 0.90, test-retest reliability (r = 0.918, P ≤ .001), intra-class coefficient (0.912) and Cronbach’s alpha (0.79). The results of the analysis were statistically significant (α = 0.05, P-value < .001), and showed that the model was very well fitted with the data, satisfying all the parameters of the model related to confirmatory factor analysis with chi-squared = 48.9, CFI = 0.94, TLI = 0.95, RMSEA = 0.065, SPMR = 0.068. The model was further improved once the items related to special diet were removed from the analysis, chi-squared value (30.895), model fit indices (CFI = 0.98, TLI = 0.989, RMSEA = 0.045, SPMR = 0.048). A negative correlation was observed between diabetes self-management and the variable HbA1c (r = –0.47; P < .001). Conclusions The Urdu Summary of Diabetes Self-Care Activities (U-SDSCA) instrument was used for the patients of type 2 diabetes to assess their diabetes self-management activities. The structural equation models of self-management showed a very good fit to the data and provided excellent results which may be used in future for clinical assessments of patients with suboptimal diabetes outcomes or research on factors affecting the associations between self-management activities and glycemic control
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Nikolić, Tamara. "Obrazovanje i samopotvrđivanje odraslih u slobodnom vremenu." Obrazovanje odraslih/Adult Education 20, no. 1_2 2020 (2021): 15–36. http://dx.doi.org/10.53617/issn2744-2047.2020.20.1_2.15.
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The paper presents the results of research related to the examination of the relationship between education that adults undertake in their free time, on the one hand, and the scope, degree and manner in which they self-affirm in their leisure time on the other. By self-affirmation we mean the realization or actualization of oneself as a single being through the degree of satisfaction of various needs relevant from the point of view of personality integration. The notion of self-affirmation understood in this way, viewed in the context of leisure time, represents a constituent of the quality of leisure time in adulthood. Specifically, this paper presents the results related to the examination of the general level of the self-affirmation in leisure time, as well as the contribution of educational activities to self-affirmation in leisure time. The most significant of them advocate the existence of a universal need for self-affirmation in leisure time. More specifically, they concern self-affirmation in the context, of emotional well-being, commitment to the activities, in which adults choose to engage themselves in their leisure time and creativity. According to the dimensions of self-affirmation, the largest number of surveyed participants of educational activites is self-affirmed in the in the cognitive, yet the smallest number, in the emotional sence.
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Honcharenko, Iryna, and Olha Honcharenko. "EVALUATION OF THE REGIONAL PUBLIC AUTHORITIES’ ACTIVITIES: KEY THEORETICAL AND PRACTICAL ASPECTS." Baltic Journal of Economic Studies 7, no. 2 (March 26, 2021): 50–56. http://dx.doi.org/10.30525/2256-0742/2021-7-2-50-56.
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Activity of public administration is one of the most evaluated aspects involving hundreds of stakeholders across Ukraine. It is an important topic, as evaluation is one of the main ways for collection of the useful evidence for policymaking. Evaluation can be defined as the collection of evidence for formulating a judgement on the merits of an intervention, programme or policy. There is an unsolved task to provide an in-depth analysis with up-to-date information on the role of the evaluation of regional public authorities and local self-government institutions’ activities. The article shows a number of evaluation methods for the public authorities’ activities and reveals the factors that explain the current situation. The authors propose indicators that meet current trends, in particular the concept of sustainable development, within which the world community is moving. The system of balanced indicators allows to link strategic goals and key indicators that measure the degree of their achievement in the regions. The formation of a perfect evaluation system for the public authorities’ activities includes monitoring of the obtained results, their comparison with the forecast and plan under the condition of clearly defined costs in advance. This involves the use of a set of indicators, in particular: indicators that characterize economic and financial sustainability, those which assess institutional development, social transformation, environmental responsibility and energy efficiency. The influence of the public opinion makes any management process more or less public, so it is necessary to intensify the process of the public monitoring of the services provided by the public authorities, with further response or accumulation of the information for further consideration.
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Kosshygulova, A. S., and A. T. Kenzhebaeva. "PSYCHOLOGICAL - PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF SELF-ORGANIZATION OF STUDENTS EDUCATIONAL ACTIVITIES." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 136–40. http://dx.doi.org/10.51889/2020-1.1728-5496.24.
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This article discusses the issue of psychological and pedagogical conditions of self-organization of educational activities of modern students. In addition, we are talking about the fact that this topic is one of the most pressing problems of psychology and pedagogical science today ndependent organization of educational activities of students is stated on the expediency, activity, validity of motivation, planning of their activities, independence, speed of decision-making and responsibility for them, critical evaluation of the results of their activities. The author, based on the opinions of many domestic and foreign scientists, defines independent organization of educational activities as independent work of students, not only in the process of learning, but also as a property of individual and social significance, emphasizes the motivational nature of independent work as a special type of educational activity aimed at replenishing knowledge in a particular field of science
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�������� and A. Yakushkina. "Information Analysis in Educational Results Management." Standards and Monitoring in Education 3, no. 6 (December 17, 2015): 57–61. http://dx.doi.org/10.12737/17284.
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The article lays out the approaches to optimization of educational results management by means of information analysis. The author unveils the content
and orientation of information analysis activities and reveals its organizational aspects within evaluation and assessment procedures. The article
indicates the value of information analysis at diff erent stages of working with evaluation and assessment data, introduces the concept of information
analysis product and shows translational channels for information analysis products.
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Darginaviciene, Irena. "SELF-ASSESSMENT OF LANGUAGE SKILLS AND EVALUATION OF PERFORMANCE IN ENGLISH FOR SPECIFIC PURPOSES CLASSROOMS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2017): 601. http://dx.doi.org/10.17770/sie2017vol3.2354.
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Although evaluation has been increasingly used in education for a long time, attention to evaluation and its uses in English language teaching is relatively recent. Essentially, evaluation may be carried out to determine if the students achieved a certain level of language proficiency. Recently self-evaluation of language skills has been used to find out how students assess their accomplishments in language learning. On the other hand, formal testing is the most common way to measure achievement and proficiency in language learning that teachers conduct during an academic year. Formal testing is considered to be an effective tool that can help teachers identify students’ strengths and weaknesses and evaluate the effectiveness of teaching. This article focuses on student’s perceptions of success in learning English for Specific Purposes (ESP) and formal evaluation of their performance in class activities. The methods of the research include the administration of the designed questionnaire, analysis of students’ responses and their statistical treatment by a means of the Statistical Package for Social Sciences (SPSS 19). The self-evaluation data are compared with the results of formal testing. The conclusions are drawn on the merits of self-evaluation in learning ESP.
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Fernandes, Vitor de Almeida, Ana Cláudia B. Scucuglia, Ricardo Alessandro T.Gonsaga, and Terezinha Soares Biscegli. "Contribution of the Activities Diary to the pediatric teaching." Revista Paulista de Pediatria 31, no. 3 (September 2013): 366–70. http://dx.doi.org/10.1590/s0103-05822013000300014.
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OBJECTIVE To describe the fifth-year medical students' self-evaluation based on the reflexive discourse of the Activities Diaries (portfolio) from the Pediatric Internship I and Child Care Rotations. METHODS Cross sectional, qualitative and descriptive study using the collective subject discourse of the diaries used during the internship of the Medical School, in Catanduva, São Paulo, from January to November, 2011. The registered students' testimonials in the portfolio sections called self-assessment and students' impression were assessed according to their central ideas (discipline organization, breastfeeding outpatient clinic, number of admissions in the pediatric hospital ward and satisfaction with the Child Health training ), related to the teaching of Pediatrics and Child Care. The portfolios with incomplete registers were excluded. RESULTS The testimonials of 47 interns (75% of the students) were analyzed, and 21.3% of them expressed satisfaction with the discipline organization and 27.7% praised the inclusion of the breastfeeding outpatient clinics in the course. For 25.5% of the academics, the number of admissions in the pediatric wards was insufficient for an ideal learning; however, 70.2% were satisfied with the Child Health training. CONCLUSIONS This critical analysis allowed a summary of the reflections, suggestions and critics registered by the interns and can be used as a tool for improvement of the professional cycle.
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Kelm, Ole, Marco Dohle, and Uli Bernhard. "Politicians’ Self-Reported Social Media Activities and Perceptions: Results From Four Surveys Among German Parliamentarians." Social Media + Society 5, no. 2 (April 2019): 205630511983767. http://dx.doi.org/10.1177/2056305119837679.
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The growing importance of social media in the political arena seems to be in line with the mediatization of politics thesis, which states that mediated communication is becoming more important in politics and increasingly influences political processes. However, how politicians’ social media activities and politicians’ perceptions concerning social media have developed over time has rarely been examined. Moreover, it is unclear how the politicians’ activities and perceptions are related to each other. Referring to theoretical approaches, such as the influence of presumed influence approach, four surveys were conducted among German parliamentarians (MPs) between 2012 and 2016 ( n = 194/149/170/118). The results indicate that the MPs’ self-reported social media activities and perceptions have remained remarkably constant since 2012. Regression analyses indicate that MPs’ self-reported social media activities and perceptions are hardly related to each other. This raises the question whether mediatization processes are indeed driven by politicians’ perceptions about media influences.
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Tilindienė, Ilona, Saulius Šukys, and Saulius Kavaliauskas. "EVALUATION OF EDUCATIONAL SCHOOL ENVIRONMENT AND ACADEMIC SELF-EVALUATION OF ADOLESCENT ATHLETES AND NON-ATHLETES." Baltic Journal of Sport and Health Sciences 3, no. 102 (2016): 52–57. http://dx.doi.org/10.33607/bjshs.v3i102.65.
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Background. Grigaliūnienė, Vėlavičienė, Šulga, and Keblys (2007) have revealed that meaningful relationships with teachers are influenced by positive attitudes towards them with a good emotional atmosphere in the classroom and a positive microclimate between pupils and teachers. Many scientists point out that education in sports activities positively impacts the development of adolescents’ communication and collaboration with peers and adults, adequate self-evaluation and other positive personality characteristics (Kremer-Sadlik & Kim, 2007; Ream & Rumberger, 2008). Research aim was to determine the evaluation of educational school environment and academic self-evaluation of 11–15-year-old adolescent athletes and non-athletes. Methods. The research was conducted in 2015. We questioned 209 adolescents, aged 11–15 years. In order to determine adolescents’ attitudes towards school educational environment, the survey included the following scales: “Teachers’ help for pupils”; “Support of classmates”; “Positive relationship between adolescents and school”; “Attitude towards socioeducational school environment”; “Loneliness at school”, and “Academic self-evaluation”. Results. The survey revealed that boys’ attitudes to socioeducational school environment resulted to be better than that of girls (p < .05) and that younger adolescents felt more help from the teachers at school than older adolescents (p < .05), but they also pointed out that they experienced a stronger sense of loneliness at school (p < .05). More positive relationship was revealed between adolescent athletes and school (p < .05), but adolescent non- athletes had a better attitude to socioeducational school environment. Conclusion. It was found that although adolescent non-athletes had a better approach to socioeducational school environment, their peer reported having a better link with school.
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Wahyuni, Dewi, M. Oky F.Gafari, and Daulat Saragi. "Development of Attitude Assessment Instruments on Learning Text Report Observation Results for 7th Grade Students Smp Swasta Taman Harapan Medan." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 2, no. 4 (November 7, 2019): 506–13. http://dx.doi.org/10.33258/birci.v2i4.574.
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This study aims to describe the pattern of development, validity and feasibility and effectiveness of attitude assessment instruments on learning the text of observational reports for grade VII students SMP Swasta Taman Harapan Medan. Research instruments in the form of questionnaires and observation sheets. The assessment instrument developed in this study was an attitude assessment instrument in the form of a self-assessment test. The results of the field trials show that the results of the material expert's assessment of the instrument's worth were 89.17% and were valid qualifications. While the evaluation of expert evaluation results obtained a percentage of 88.57% and are in valid qualifications. Based on the results of trials that have been carried out, it can be stated that the attitude assessment instruments developed already have good validity so that they are suitable for use in learning assessment activities. In the field trial phase the researchers tested the level of students' understanding ability to see the level of effectiveness of the assessment instrument for attitude assessment. Based on the analysis results obtained an average ability of students' attitudes/affective that is 76.46% with a good category. The results obtained in this study indicate that self-assessment instruments can measure the ability of student attitudes and provide instructions that in learning Indonesian by using self-assessment instruments are more appropriate to be applied in learning so that teachers can further evaluate the advantages and disadvantages of learning received by students.
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Starosta, Volodymyr. "Self-assessment of learning results by future teachers of primary school." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 279–85. http://dx.doi.org/10.33310/2518-7813-2019-65-2-279-285.
Full textAbstract:
The article describes the peculiarities of self-assessment by students of their own learning results; highlights the state and some areas of use of self-assessment in the process of preparing future teachers of primary school. The self-assessment of learning results is regarded by researchers as a manifestation of a person’s attitude toward himself, an element of critical self-knowledge, an important regulator of behavior, a means for self-improvement of the student’s personality, and others like that. The student acts as the subject of control activities (internal control) in the process of self-control, in particular: independently plans it, implements, verifies and evaluates its learning outcomes. Formation of the ability to self-assess the learning results of future primary school teachers becomes a means and goal during their professional training so that they can further use the experience gained to self-assess the activities of junior pupils. Self-assessment of own learning results is important for the development of the student’s personality, forms the ability to critically and adequately assess their own educational achievements, as well as readiness for pedagogical activity. The results of empirical research show that most of the university’s teachers use oral and written control methods, and in forms – frontal and individual examination. Selfcontrol and self-assessment have not been so widespread in higher education. Students used formation portfolio (content analysis of concepts, formation of methodological apparatus of research, fixation of research results and their processing, mathematical calculations of results, multimedia presentation of the results of an individual study and research task) during independent work, as well as methods of interactive learning during practical training (discussion, heuristic conversation, brainstorming, etc.) for development self-assessment of their own learning results. The article is prezented that most students positively evaluate their own ability to self-control learning results, they have high and middle level reflexivity.