Gotowe bibliografie tematyczne / Principal performance

Gotowa bibliografia na temat „Principal performance”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 15 lutego 2022

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Artykuły w czasopismach na temat "Principal performance"

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Grissom, Jason A., Richard S. L. Blissett i Hajime Mitani. "Evaluating School Principals: Supervisor Ratings of Principal Practice and Principal Job Performance". Educational Evaluation and Policy Analysis 40, nr 3 (29.06.2018): 446–72. http://dx.doi.org/10.3102/0162373718783883.

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Numerous studies investigate high-stakes personnel evaluation systems in education, but nearly all focus on evaluation of teachers. We instead examine the evaluation of school principals at scale using data from the first 4 years of implementation of Tennessee’s multiple-measure administrator evaluation system. We focus specifically on the rubric-based practice ratings given by principals’ supervisors that constitute one half of principals’ overall evaluation scores. We find that supervisors’ ratings are internally consistent, relatively stable over time, and predictive of other performance measures, such as student achievement growth and teachers’ ratings of school leadership quality. However, raters fail to differentiate dimensions of principal practice, and ratings may be biased by factors, such as school poverty, outside the principal’s control.
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Supriatna, Ucup. "Teacher Performance and Principal Leadership Patterns". International Journal of English and Applied Linguistics (IJEAL) 1, nr 1 (9.08.2021): 38–44. http://dx.doi.org/10.47709/ijeal.v1i1.1050.

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The value of effective management in educational organizations is increasingly recognized by various stakeholders. The purpose of this study is to find out if the Head of Islamic Religious Education in Ketapang City uses an effective leadership pattern in managing his leadership. The findings of this study show that madrasah Aliyah level principals are effective leaders who understand how to be professional leaders. Professionally, this means that the head of Aliyah madrasa has established himself as an education leader and is committed to maintaining high standards at all times. In some cases, the head of Madrasah Aliyah falls into the category of master school leaders who are able to show quality in areas where others can place the principal. as a school leadership authority. The principal is not only good-looking, but also able to show an understanding of the concept of quality. However, no correlation was observed between the principal's leadership and student achievement levels. This indicates that the principal is an education leader with a professional or even a master's degree, but there is no relationship between leadership level and student learning achievement.
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Grissom, Jason A., i Brendan Bartanen. "Principal Effectiveness and Principal Turnover". Education Finance and Policy 14, nr 3 (lipiec 2019): 355–82. http://dx.doi.org/10.1162/edfp_a_00256.

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Research demonstrates the importance of principal effectiveness for school performance and the potentially negative effects of principal turnover. However, we have limited understanding of the factors that lead principals to leave their schools or about the relative effectiveness of those who stay and those who turn over. We investigate the association between principal effectiveness and principal turnover using longitudinal data from Tennessee, a state that has invested in multiple measures of principal performance through its educator evaluation system. Using three measures of principal performance, we show that less-effective principals are more likely to turn over, on average, though we find some evidence that the most effective principals have elevated turnover rates as well. Moreover, we demonstrate the importance of differentiating pathways out of the principalship, which vary substantially by effectiveness. Low performers are more likely to exit the education system and to be demoted to other school-level positions, whereas high performers are more likely to exit and to be promoted to central office positions. The link between performance and turnover suggests that prioritizing hiring or placing effective principals in schools with large numbers of low-income or low-achieving students can serve to lower principal turnover rates in high-needs environments.
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Cray, Martha, i Spencer C. Weiler. "Principal Preparedness: Superintendent Perceptions of New Principals". Journal of School Leadership 21, nr 6 (listopad 2011): 927–45. http://dx.doi.org/10.1177/105268461102100608.

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National advocacy groups have undertaken significant efforts to define the performance capacities needed by principals to lead schools in this era of continuous improvement and accountability. There has been little articulation between the core skills essential to new principals and the leadership capacities of experienced peers. This study focused on the needs of new principals as noted by superintendents. This study posed an open-ended question to superintendents asking for a list of challenges observed in newly hired school principals. Superintendents identified three discrete areas of deficit: experience with and understanding of the range of demands faced by principals, understanding differentiated instructional practices and best practices, and functional use of personnel management strategies.
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Kurniady, Dedy Achmad, Sururi i Suryadi. "MODEL PENILAIAN KINERJA (PERFORMANCE APPRAISAL) KEPALA SEKOLAH MENENGAH PERTAMA NEGERI". PEDAGOGIA 14, nr 3 (30.03.2017): 387. http://dx.doi.org/10.17509/pedagogia.v14i3.5896.

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The role of the principal is important for directing school life to achieve school goals. The principal appointment is attained through formal and rational consideration, determined by procedures, requirements, and regulations. This study is concerned with the development of performance appraisal model of junior high school principals and is aimed to achieve the following aims: 1) to detect rules and system regarding principals performance appraisal; 2) to verify and describe components, process and measures results of principals appraisal, and 3) to analyse Performance Based required by principals; and 4) to generate hypothetical models of principal performance appraisals in junior high school level. In order to have principals with all standard criteria, efforts to improve principal professional capacities are needed to conduct in a well-planned manner through continuous quality improvement. These improvements are mapped out intermittently so that principals profiles based on measures results of Principals Performance Appraisal can be put into actual. Performance appraisal is designed to identify data on principals performance.
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Siswanto, Heru, Hasan Hariri, Sowiyah Sowiyah i Ridwan Ridwan. "The influence of principal performance on teachers’ pedagogical competence". Journal of Social, Humanity, and Education 1, nr 1 (13.11.2020): 13–26. http://dx.doi.org/10.35912/jshe.v1i1.259.

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Purpose: The principal's job is very essential and governs the equal of student learning consequences. Principal performances are also in line with teachers' output and self-esteem. In this case, it can be said that the principal's working area creates a feeling of comfort for teachers. The principal performances create the feeling at home in encouraging teachers and employees to work in harmony with the rules and programs that have been delineated so that work output becomes great and pupil learning outcomes also upsurge. One of the teachers’ productivity can be seen from the teachers’ pedagogical proficiency. Pedagogical proficiency is a talent for understanding students and management of educational and dialogical learning. This study targets to determine in what way the impact of the principal’s performance on teachers’ pedagogical competence. Research Methodology: The method used is the method of search and review. The review process starts with the search engine, Google scholar and reviewing related articles about principal performance and teachers’ pedagogical competence. Results: The results from 22 reviewed articles are that the role of the principal’s performance is very influential in affecting the teacher's pedagogical competence. Limitations: Since this study includes many cases, further research could include performing to analyze how principal performance could affect teacher pedagogical competence. Contribution: This study can be useful in Faculty of Teacher Training and Education Lampung University and secondary education level Keywords: Principal performance, Teacher pedagogical competence, Responsibility
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Ballou, Dale, i Michael Podgursky. "What makes a good principal? How teachers assess the performance of principals". Economics of Education Review 14, nr 3 (wrzesień 1995): 243–52. http://dx.doi.org/10.1016/0272-7757(95)00005-5.

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Rukmana, Adang. "Pengaruh Gaya Kepemimpinan Kepala Sekolah dan Motivasi Kerja Guru Terhadap Kinerja Guru". Coopetition : Jurnal Ilmiah Manajemen 9, nr 1 (14.11.2019): 81–98. http://dx.doi.org/10.32670/coopetition.v9i1.54.

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The results of the analysis show the principal leadership style, teacher work motivation simultaneously significant and significant to teacher performance, thus hypothesis. Based on the results of data processing and research results there was an influence between the leadership style of principals and work motivation on the performance of madrasah teachers by 26.9%. So it can be said the better the quality of leadership style of principal and work motivation, the better the performance of teachers. Based on these findings, it can be concluded: (1) There is a positive and significant influence between principal leadership style and four sub-variables on Executive Style and Developer Style (2) There is a positive and significant influence between principal leadership style on teacher performance Madrasah Tsanawiyah / MTsS (3) There is a positive and significant influence between work motivation on teacher performance, achievement of financial motivation. (4) There is a positive and significant influence between the principal's leadership style and the motivation of cooperation on teacher performance. (5) Managerial efforts to improve the principal's leadership style and work motivation and teacher performance by increasing the dimensions that determine these variables.
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Herdiana, Herdiana, Yusrizal Yusrizal i Khairuddin Khairuddin. "Principal Communication Management to Improve Teacher Performance". AL-ISHLAH: Jurnal Pendidikan 13, nr 1 (28.06.2021): 782–87. http://dx.doi.org/10.35445/alishlah.v13i1.525.

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The purpose of this study is about the communication management of school principals to improve teacher performance at an elementary school Banda Aceh. The research method used is qualitative analysis (non-statistical) according to the aims and objectives of education research. This research is intended to develop the effectiveness of the products used in schools regarding decision making by school principals and to improve teacher performance which is expected to improve the quality of education. The results showed that Principal communication improves teacher professionalism, conveys messages to teachers, and can carry out this information. The principal as a teacher must guide all school members and carry out their duties and functions as school managers in improving the learning process through classroom supervision, fostering, and providing positive suggestions to teachers.
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Van Berkum, Dennis W. "Performance Skill Development of the Aspiring Principal Integrated into Principal Preparation". Journal of School Leadership 4, nr 1 (styczeń 1994): 52–68. http://dx.doi.org/10.1177/105268469400400105.

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The preparation of school administrators, particularly school principals, has become a topic of discussion by many groups. Common to all discussions is the question “What knowledge and skills should aspiring administrators have and how should they be prepared?” Bennis (1989) indicated “how we translate this knowledge into action—is both complex and deep, as well as chronically elusive” (p. 30). The purpose of this article is to describe how an educational administration program model blends a knowledge base of educational administration and the performance skills needed for effective practice. The discussion focuses on the performance skill development of the aspiring administrator using the conceptual framework of the program model. It also offers performance-based illustrations and initial program evaluation.
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Rozprawy doktorskie na temat "Principal performance"

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Richard, Holly Elizabeth Baker. "The principal's workday: A comparative analysis of performance standards and principal practice". W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1550154150.

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Rogers, Richard Alan. "Performance coaching as a support for new principals". Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2527.

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The problem of this study was that too few new principals have the requisite skills to effectively manage their time, the school's instructional program, and the myriad interpersonal communications that they have on a daily basis. To be able to handle the aforementioned tasks and all of their other duties, they often need support from a veteran, often referred to as a coach. Therefore, the purpose of this study was to examine how performance coaching of elementary school principals helped to ensure that leaders behave in such a way that best organizational practices are continuously implemented so that school leaders are consistently successful at supporting all students to high levels of achievement. A phenomenological approach to this qualitative study on new elementary school principals of the same urban school district was utilized. Each of the new principals was a recipient of ongoing performance coaching. Semi-structured interviews of each of the learner principals individually were conducted as well as of their respective. Also interviews conducted with the associate superintendent supervising the study participants and with each the performance coaches involved with the learner principals. Additionally, focus group interviews of the learner principals and of the coaches, as well as interviews of new principals of an additional urban school district were conducted. Finally, questionnaires relating to new principals' experiences with coaching or similar support were sent to 150 principals throughout the state. The findings indicated that the new principals sought from their coaches technical support, strategies for time and process management, and concrete instruction and guidance on interpersonal communication. New principals worked with their coaches to gain access to and to cultivate their own networks of support in terms of relationships with practicing professionals. The new principals could rely upon the coaches for guidance in life management and balance of personal and professional obligations. Performance coaches supported new principals via frequent meetings, e-mails, and phone conversations, as well as on an as-needed basis. Coaches supported new principals with explicit instruction and also modeled professional behavior. Finally, coaches had supportive conversations in settings where new principals knew the conversations would be confidential.
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Toler, Benita Burke. "A Comparative Study of Principal Performance Evaluation in the Commonwealth of Virginia". Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29452.

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The No Child Left Behind Act (NCLB) makes unprecedented demands on states, school districts, and schools to raise academic achievement and to improve low-achieving schools. Many believe that schools are only as good as the principal leading the school. There is evidence that the format and processes used in principal evaluation often vary from one state to another, and even among school districts within a state. The purpose of this study is to examine the status of principal performance evaluation in the Commonwealth of Virginia. The study reviews and compares all school divisions' descriptions of principal evaluation systems, information collection strategies, and schedules for information collection and evaluation of principals. The primary purpose of this study was to describe the evaluation process for principals in the Commonwealth of Virginia. An attempt was made to (1) find out what procedures school divisions used to evaluate principal performance, (2) determine how the evaluation process varied by divisions type (i.e., suburban, urban, and rural), size and location, (3) find out the structures in place for high-performing principals to share effective practices, (4) determine the strategies used to support principals who are evaluated as needing improvement, (5) analyze documents that cover policies and procedures governing principal evaluation, and (6) to present a summary and analysis of data with implications for further research. This study was conducted first by analyzing a questionnaire regarding assessment practices currently being used by school divisions received from 91 school divisions; second, by examining the principal evaluation documents returned by 61 of the responding school divisions in Virginia; and third, by gathering data on how principals are recognized for outstanding performance, or supported if they need improvement. The demographics of school divisions represent 1,407 principals and 812,211 students. An extensive review of literature was conducted to explore principal evaluation and its effect on the quality of education in the Commonwealth of Virginia. The information accumulated through the literature review, the questionnaire data and the document analysis resulted in findings that profile a comprehensive view of the status of principal evaluation in the Commonwealth of Virginia. The findings of the study indicated that there is agreement among researchers and policymakers that an evaluation process must be in place in order to have effective principals and thus effective schools. The data in this study showed that more than half of respondents (67%)had procedures in place for regularly reviewing and revising principal evaluation procedures. However, 33% of school divisions did not have procedures in place. This is a sizable number, and a matter of concern, since principal evaluation has been mandated by the Commonwealth of Virginia since 1972.
Ed. D.
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Casavant, Christopher, William Collins, Erica Ann Faginski-Stark, Jason McCandless i Marilyn Tencza. "Perceptions of the Principal Evaluation Process and Performance Criteria: A Qualitative Study of the Challenge of Principal Evaluation". Thesis, Boston College, 2012. http://hdl.handle.net/2345/2592.

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Thesis advisor: Robert J. Starratt
Recent federal and state mandates have tasked school systems to move beyond principal evaluation as a bureaucratic function and to re-imagine it as a critical component to improve principal performance and compel school renewal. This qualitative study investigated the district leaders' and principals' perceptions of the performance evaluation process and criteria by which the effectiveness of principals was judged in a small, urban, New England school district. In an effort to assist the New England School District to create a more authentic principal evaluation process, district document analysis, literature review, interview transcripts and survey data were used to make recommendations to district leaders regarding four major themes including fairness, feedback, process and critical aspects. The themes were discussed in the context of schools as complex systems, where trust and distributive leadership drive school renewal. Emerging from the study of principal and superintendent perceptions of the process and criteria for evaluation, recommendations include: make principal evaluation an ongoing process; schedule time in each building; clearly identify criteria and supportive evidence; standardize rubrics and evaluation instrument; use evaluation instrument and feedback mechanisms that recognizes complexity of the principalship; provide meaningful feedback; and base summative evaluation on goals for personal-professional improvement and growth
Thesis (EdD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Bendikson, Linda. "The effects of principal instructional leadership on secondary school performance". Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/8924.

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The aims of this research were to develop a system to assess the relative performance of secondary schools in order to compare the nature and impact of principals’ instructional leadership in more and less effective schools. Study 1 developed a multi-indicator method for assessing the relative performance of 102 New Zealand secondary schools, using publicly available examination data. Five indicators were used to categorise schools of similar type as either higher-, mid-, or lower-performing and to identify schools that showed sustained improvement in performance. In Study 2, 651 teachers in 29 schools completed surveys about school culture and the principal’s leadership. Principals’ instructional leadership and school cultural indicators were then categorised as either direct or indirect, and their impact on performance levels investigated. Six major findings emerged. First, improving schools tended to be located in low or middle socio-economic (SES) communities and were more often those already mid- or higher-performing. Second, the best predictor of whether a school was categorised as improving was a principal’s previous leadership experience as a deputy principal or principal, whereas a principal’s length of tenure in a school was the best predictor of a school being categorised as higher-performing. Third, principal leadership factors explained up to 20% of the variance in school performance. Fourth, different types of instructional leadership predicted school improvement and performance. While school performance was predicted by indirect instructional leadership, only the direct leadership behaviours had significant effects in improving schools. Fifth, structural models indicated that while principal instructional leadership was mediated by the culture of the school, it had a stronger direct impact on school performance. Sixth, principals in improving schools had an indirect effect on school performance via a strong managerial infrastructure (indirect culture) while principals in higher-performing schools had an indirect effect via a strong teaching and curriculum infrastructure (direct culture). Further research into systems and management practices is suggested as the possible main mediator of principal instructional leadership in secondary schools.
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Harper, Brenda Lee. "A Qualitative Study of Principal Perceptions of Performance Evaluation in Ohio". Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1459702128.

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Rajaram, Kumaran. "Principal design criteria influencing the performance of a portable, high performance parallel I/O implementation". Master's thesis, Mississippi State : Mississippi State University, 2002. http://library.msstate.edu/etd/show.asp?etd=etd-04052002-105711.

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Floyd, Andrea. "The Relationship Between Staff Perceptions of Principal Leadership and School Performance". FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/500.

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The climate of a school can be defined as the set of internal characteristics that distinguishes one school from another and influences the behavior of its members (Hoy & Hannum, 1997). Schools with a positive climate have been shown to positively impact students (Hoy, 1972). A principal’s leadership style influences the climate that, in turn, impacts student performance. In this work, the researcher investigated Miami-Dade County Public Schools in order to determine if there was a relationship between instructional staff members’ perceptions of their school’s principals, a derivative of the district’s school climate studies, and their schools’ grades. Eight School Climate Survey items were inter-correlated. The smallest intercorrelation was .83, which is still a large intercorrelation, and the largest intercorrelation was .96. Pearson’s correlation analysis (Healey, 2004) was run to determine the relationship between schools’ earned points and averaged survey responses. Survey items 8, 9, 12 and 13 had weak (less than .30) positive correlations to schools’ earned points. Survey items 7, 10, 11 and 14 had moderate (above .30) positive correlations to schools’ earned points. The researcher created a composite variable (Pallant, 2007) from all the School Climate Survey responses. This composite variable, titled Principal Leadership Score, allowed the researcher to determine that approximately 9% of the variance in the points earned by schools in 2009 can be accounted for by how teachers in this study perceived the leadership of their principals. This study’s findings of a moderate positive correlation between teachers’ perceptions of principal leadership and school performance supports earlier research linking school climate and school performance. Due to the fact that the leadership of the principal affects, either positively or negatively, the learning and working environment of students and teachers, it is recommended that principals use the eight School Climate Survey items examined within this study as guides (Pepper & Thomas, 2002). Through focusing on these survey items, principals may be propelled to self-identify their leadership strengths as well as leadership weaknesses.
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Arnold, Stacey Rae. "Student performance and leadership practices of selected elementary school principals: a cohort study". Texas A&M University, 2003. http://hdl.handle.net/1969.1/5765.

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School leadership provides a critical bridge between student success initiatives and their impact on students in Texas schools. This study, which was one of four cohort studies conducted concurrently in Region V Education Service Center (ESC), Texas, examined the relationship between student performance, as measured by the Texas Assessment of Knowledge and Skills (TAKS), and leadership practices of elementary school principals in Region V ESC schools. The investigation procedures for this study involved an analysis of the responses from principals and site-based decision making (SBDM) committee members from their respective campuses to the Leadership Practices Inventory (LPI) developed by Kouzes and Posner (2003) which evaluates the use of five identified leadership practices: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. Student performance information for the participating elementary campuses was obtained from the Texas Education Agency Academic Excellence Indicator System database. This study found no linear relationship between perceived leadership practices of elementary principals and the academic success of students as measured by the Texas Assessment of Knowledge and Skills (TAKS). However, a relationship between these variables is strongly supported by the literature. The data were an indication that Region V elementary principals embrace the leadership practices identified by Kouzes and Posner at least moderately (between the 30th and 69th percentile) or at a higher level (70th percentile or above). As a group, the principals in this study rated themselves higher overall in regard to perceived leadership practices than did their observers, but only significantly higher on three of the five individual practices. Principals and their observers agreed that the practice Enable Others to Act was the most frequently noted followed by the practices Model the Way and Encourage the Heart. The practices with the least reported frequency were Challenge the Process and Inspire a Shared Vision. Further analysis of the data showed that the demographic variables of gender, ethnicity, age, and years of experience in the field of education did not have an effect on survey responses of the study participants.
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Childers, Gary L. "Principals’ Perceptions of Successful Leadership". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1205.

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The purposes of this qualitative multiple case study were to determine the catalysts and pathways that caused principals to move from managers to effective leaders. Data were collected through a series of interviews with 4 principals who were selected through a purposeful sampling procedure. The interviews were audio recorded, transcribed, and analyzed using inductive coding to determine themes. Findings were presented for each theme within the context of reviewed literature. National polls indicate that 6 out of every 10 of the nation’s schools need major changes or an overhaul. Can improving the skills of their leaders make a difference in the performance of these schools? Research repeatedly supports the importance of a principal’s leadership to the overall success of a school. It also tells us that effective leadership is in short supply and that there is a need to initiate leadership development. The underlying task in this study was to determine how to help those who want or need to become better principals or how they can help themselves. Several themes emerged from data analysis, and each is important to consider when working on improving principals’ leadership abilities: the impact of mentors; university administrative certification programs; on the job experience; personal motivation; tacit knowledge; state, local, and private leadership development programs; and pathways to improvement. Specific recommendations for practices to improve principals’ overall effectiveness included incorporating more and lengthier mentoring in the early part of principals’ careers or as part of performance improvement plans; increasing study of cultural and instructional leadership in administrative certification programs; providing more field experiences in administrative certification programs; and developing individualized leadership improvement plans based on needs, interests, and learning styles of principals. The need for additional quantitative and qualitative research was also suggested.
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Książki na temat "Principal performance"

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Stronge, James H. Principal evaluation: Standards, rubrics, and tools for effective performance. Alexandria, Virginia: ASCD, 2013.

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Whynes, David K. Can performance monitoring solve the public services' principal-agent problem? Nottingham: University of Nottingham, Dept. of Economics, 1992.

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Banker, Rajiv D. Performance evaluation metrics for information systems development: A principal-agent model. Cambridge, Mass: Center for Information Systems Research, Sloan School of Management, Massachusetts Institute of Technology, 1992., 1992.

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Banker, Rajiv D. Performance evaluation metrics for information systems development: A principal-agent model. Cambridge, Mass: Sloan School of Management, Massachusetts Institute of Technology, 1991.

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Cook, Michael C. F. A study of the economic performance of the principal systems of mushroom production in Northern Ireland. Belfast: Economics and Statistics Division, Department of Agriculture for Northern Ireland, 1992.

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Society for Local Integrated Development Nepal, red. Health workforce performance and accountability: Principal investigator, Khem Bahadur Karki ; availability, competency, responsiveness and productivity : a report of operational research, May 2012. Kathmandu: Society for Local Integrated Development Nepal, 2012.

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General, New York (State) Metropolitan Transportation Authority Office of the Inspector. An investigation into the background of C&S Transit Corporation, its principal owners and its performance in Transit Authority and Metro-North Commuter Railroad contracts. [New York]: Office of the Inspector General, Metropolitan Transportation Authority, 1985.

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Dilaghi, Francesco. Gli abbellimenti nella musica per pianoforte: Una sintesi delle fonti principali. Firenze: Centro di ricerca e di sperimentazione per la didattica musicale, 1990.

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Jacob, Brian Aaron. Principals as agents: Subjective performance measurement in education. Cambridge, MA: National Bureau of Economic Research, 2005.

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Jacob, Brian Aaron. Principals as agents: Subjective performance measurement in education. Cambridge, Mass: National Bureau of Economic Research, 2005.

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Części książek na temat "Principal performance"

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Koziel, Slawomir, i Anna Pietrenko-Dabrowska. "Constrained Modeling Using Principal Component Analysis". W Performance-Driven Surrogate Modeling of High-Frequency Structures, 227–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38926-0_8.

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Lin, Jiang Li, Ke Cai, Yuan Wen Zou, Li Gou, Jun Guo Ran i Guang Fu Yin. "Improved Principal Component Analysis on the Comprehensive Hemocompatibility Evaluation of Biomaterials". W High-Performance Ceramics V, 1231–34. Stafa: Trans Tech Publications Ltd., 2008. http://dx.doi.org/10.4028/0-87849-473-1.1231.

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Park, Myoung Soo, i Jin Young Choi. "Novel Incremental Principal Component Analysis with Improved Performance". W Lecture Notes in Computer Science, 592–601. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-89689-0_63.

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Jin, Wei, Danhuai Guo, Li-kun Zhao i Ji-Chao Li. "Performance Ranking Based on Bézier Ranking Principal Curve". W Spatial Data and Intelligence, 208–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69873-7_15.

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Aschheim, Mark, Enrique Hernández i Dimitrios Vamvatsikos. "Characterization of dynamic response using Principal Components Analysis". W Design of Reinforced Concrete Buildings for Seismic Performance, 129–41. Boca Raton : Taylor & Francis, a CRC title, part of the Taylor & Francis imprint, a member of the Taylor & Francis Group, the academic division of T& F Informa, plc, [2019] |: CRC Press, 2019. http://dx.doi.org/10.1201/b19964-6.

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Bouckaert, Geert. "Public Sector Performance Management in a Principal-Agent Context: Some Reflections". W Inter and Intra Government Arrangements for Productivity, 137–45. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4757-2864-4_11.

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Girolami, M. "Principal Components Identify MLP Hidden Layer Size for Optimal Generalisation Performance". W Artificial Neural Nets and Genetic Algorithms, 40–43. Vienna: Springer Vienna, 1998. http://dx.doi.org/10.1007/978-3-7091-6492-1_9.

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Beer, Jakob E., i Jayantha P. Liyanage. "Principal Components of a Governing Framework for Sustainability Performance in Manufacturing Networks". W Lecture Notes in Mechanical Engineering, 81–92. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06966-1_8.

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Suryanto, B., K. Nagai i K. Maekawa. "Effects of Shear Transfer on the Directions of Principal Strain Field in Cracked Concrete with Hooked Steel Fibers". W High Performance Fiber Reinforced Cement Composites 6, 239–46. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-2436-5_29.

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Rapposelli, Agnese. "Route-Based Performance Evaluation Using Data Envelopment Analysis Combined with Principal Component Analysis". W Advanced Statistical Methods for the Analysis of Large Data-Sets, 351–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21037-2_32.

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Streszczenia konferencji na temat "Principal performance"

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Bafadal, Ibrahim, Ahmad Nurabadi, Yerry Soepriyanto i Imam Gunawan. "Primary School Principal Performance Measurement". W 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.004.

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Bhalla, Akshit. "Reverse Principal Component Analysis for Multi-Output Regression". W 2020 Advanced Computing and Communication Technologies for High Performance Applications (ACCTHPA). IEEE, 2020. http://dx.doi.org/10.1109/accthpa49271.2020.9213193.

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Goodall, Todd, Scott Gibson i Melissa C. Smith. "Parallelizing Principal Component Analysis for Robust Facial Recognition Using CUDA". W 2012 Symposium on Application Accelerators in High Performance Computing (SAAHPC). IEEE, 2012. http://dx.doi.org/10.1109/saahpc.2012.16.

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Mubadi, S., Bukman Lian i Syaiful Eddy. "The Effect of Principal Working Group Activities and Principal Professionalism on Teacher’s Performance in Keluang District". W International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.031.

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Herwindiati, Dyah E., Sani M. Isa i Janson Hendryli. "Performance of robust two-dimensional principal component for classification". W 2014 International Conference on Advanced Computer Science and Information Systems (ICACSIS). IEEE, 2014. http://dx.doi.org/10.1109/icacsis.2014.7065889.

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Yan, Yunyang, i Min Yang. "Principal Component Analysis of Performance Review for University Teachers". W 2010 International Conference on E-Product E-Service and E-Entertainment (ICEEE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceee.2010.5660948.

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Ghunu, Novtryananda. "Comparison of Principal Public and Private High School Performance". W Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.69.

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Rohartini, Ai, i Cicih Sutarsih. "Principal Supervision and Teacher Performance in Public Elementary Schools". W 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.026.

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Fudiyah, Umi Nur, Edi Harapan i Tahrun. "Work Discipline and Principal Leadership in Influencing Teachers’ Performance". W International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.165.

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Li, Liming, i Jing Zhao. "Comprehensive Evaluation of Parallel Mechanism and Robot Performance Based on Principal Component Analysis and Kernel Principal Component Analysis". W ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47032.

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Revealing the relations among parallel mechanism and robot comprehensive performance, topological structure and dimension is the basis to optimize mechanism. Due to the correlation and diversity of the single performance indexes, statistical principles of linear dimension reduction and nonlinear dimension reduction were introduced into comprehensive performance analysis and evaluation for typical parallel mechanisms and robots. Then the mechanism’s topological structure and dimension with the best comprehensive performance could be selected based on principal component analysis (PCA) and kernel principal component analysis (KPCA) respectively. Through comparing the results, KPCA could reveal the nonlinear relationship among different single performance indexes to provide more comprehensive performance evaluation information than PCA, and indicate the numerical calculation relations among comprehensive performance, topological structure and dimension validly.
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Raporty organizacyjne na temat "Principal performance"

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Grissom, Jason, Demetra Kalogrides i Susanna Loeb. Using Student Test Scores to Measure Principal Performance. Cambridge, MA: National Bureau of Economic Research, listopad 2012. http://dx.doi.org/10.3386/w18568.

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Julio-Román, Juan Manuel. Principal-agent problem with minimum performance insurance: the case of mandatory individual pension accounts. Bogotá, Colombia: Banco de la República, styczeń 2009. http://dx.doi.org/10.32468/be.546.

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Deckard, Allan. Potential motivational effects of altered compensation rates in comparison to other type incentives on building principal performance. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.588.

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Ricker, Kevin. Principal and Teacher Beliefs About the Impact of CBAs on School Performance: Five High Performing High Schools in Oregon. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6392.

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De Long, Lance Eric. Final Technical Report Grant No. DE-FG02-97ER45653 Lance E. De Long, Principal Investigator, University of Kentucky Period of Performance: 09/01/97 to 05/14/15. Office of Scientific and Technical Information (OSTI), listopad 2016. http://dx.doi.org/10.2172/1333312.

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Jacob, Brian, i Lars Lefgren. Principals as Agents: Subjective Performance Measurement in Education. Cambridge, MA: National Bureau of Economic Research, lipiec 2005. http://dx.doi.org/10.3386/w11463.

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Duvvuri, Sarvani, i Srinivas S. Pulugurtha. Researching Relationships between Truck Travel Time Performance Measures and On-Network and Off-Network Characteristics. Mineta Transportation Institute, lipiec 2021. http://dx.doi.org/10.31979/mti.2021.1946.

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Trucks serve significant amount of freight tonnage and are more susceptible to complex interactions with other vehicles in a traffic stream. While traffic congestion continues to be a significant ‘highway’ problem, delays in truck travel result in loss of revenue to the trucking companies. There is a significant research on the traffic congestion mitigation, but a very few studies focused on data exclusive to trucks. This research is aimed at a regional-level analysis of truck travel time data to identify roads for improving mobility and reducing congestion for truck traffic. The objectives of the research are to compute and evaluate the truck travel time performance measures (by time of the day and day of the week) and use selected truck travel time performance measures to examine their correlation with on-network and off-network characteristics. Truck travel time data for the year 2019 were obtained and processed at the link level for Mecklenburg County, Wake County, and Buncombe County, NC. Various truck travel time performance measures were computed by time of the day and day of the week. Pearson correlation coefficient analysis was performed to select the average travel time (ATT), planning time index (PTI), travel time index (TTI), and buffer time index (BTI) for further analysis. On-network characteristics such as the speed limit, reference speed, annual average daily traffic (AADT), and the number of through lanes were extracted for each link. Similarly, off-network characteristics such as land use and demographic data in the near vicinity of each selected link were captured using 0.25 miles and 0.50 miles as buffer widths. The relationships between the selected truck travel time performance measures and on-network and off-network characteristics were then analyzed using Pearson correlation coefficient analysis. The results indicate that urban areas, high-volume roads, and principal arterial roads are positively correlated with the truck travel time performance measures. Further, the presence of agricultural, light commercial, heavy commercial, light industrial, single-family residential, multi-family residential, office, transportation, and medical land uses increase the truck travel time performance measures (decrease the operational performance). The methodological approach and findings can be used in identifying potential areas to serve as truck priority zones and for planning decentralized delivery locations.
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Weaver, Michael A. Influence of Character Development and Principle-Based Management on Worker Performance. Fort Belvoir, VA: Defense Technical Information Center, styczeń 1999. http://dx.doi.org/10.21236/ada367222.

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Cullen, Julie Berry, Eric Hanushek, Gregory Phelan i Steven Rivkin. Performance Information and Personnel Decisions in the Public Sector: The Case of School Principals. Cambridge, MA: National Bureau of Economic Research, grudzień 2016. http://dx.doi.org/10.3386/w22881.

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Thomson, Sue, Nicole Wernert, Sima Rodrigues i Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, grudzień 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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