Gotowe bibliografie tematyczne / Student outcomes

Gotowa bibliografia na temat „Student outcomes”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Student outcomes"

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Saunders-Stewart, K. S., P. D. T. Gyles, B. M. Shore i R. J. Bracewell. "Student outcomes in inquiry: students’ perspectives". Learning Environments Research 18, nr 2 (31.05.2015): 289–311. http://dx.doi.org/10.1007/s10984-015-9185-2.

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Morin, Karen H., i Janis P. Bellack. "Student Learning Outcomes". Journal of Nursing Education 54, nr 3 (1.03.2015): S3—S4. http://dx.doi.org/10.3928/01484834-20150217-10.

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Siregar, Annasari. "APPLICATION OF QUANTUM TEACHING LEARNING MODEL AS AN EFFORT TO IMPROVE STUDENT LEARNING OUTCOMES". JURNAL PAJAR (Pendidikan dan Pengajaran) 4, nr 5 (26.09.2020): 994. http://dx.doi.org/10.33578/pjr.v4i5.8134.

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Low student learning outcomes are a problem in schools, including where researchers teach. As an effort to improve student learning outcomes is the application of the quantum teaching learning model. This research was conducted on fifth grade students of SDN 022 Bathin Solapan with a total of 35 students. This research is a classroom action research. The instrument used was a learning outcome test. The results of this study found that the average initial data of students was 59.71 with 11 students who completed, in the first cycle, there was an increase with the average student learning outcomes being 68.14 with 23 students who achieved mastery, in cycle II student learning outcomes have reached the expected success indicators, namely the average student learning outcomes amounted to 75.28 with 32 students who were able to achieve the minimum passing criteria. The conclusion that can be drawn is that the application of the quantum teaching learning model can improve student learning outcomes.
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Lacoe, Johanna, i Matthew P. Steinberg. "Do Suspensions Affect Student Outcomes?" Educational Evaluation and Policy Analysis 41, nr 1 (17.08.2018): 34–62. http://dx.doi.org/10.3102/0162373718794897.

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Discipline reformers claim that suspensions negatively affect suspended students, while others suggest reforms have unintended consequences for peers. Using student panel data from the School District of Philadelphia, we implement student fixed effects and instrumental variable (IV) strategies to examine the consequences of suspensions for offending students and their peers. A suspension decreases math and reading achievement for suspended students. The effects are robust to IV estimates leveraging a district-wide policy change in suspension use. Suspensions are more salient for students who personally experience suspension than for their peers. Exposure to suspensions for more serious misconduct has very small, negative spillovers onto peer achievement, but does not change peer absences.
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Mohamad Nurdin, Dadang, Deni Darmawan i Hudiana Hernawan. "EFEKTIVITAS PENGGUNAAN MULTIMEDIA INTERAKTIF DAN MOBILE LEARNING DALAM MENINGKATKAN HASIL BELAJAR PADA MATA PELAJARAN MATEMATIKA". PEDAGOGIA 14, nr 1 (17.08.2016): 86. http://dx.doi.org/10.17509/pedagogia.v14i1.2341.

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The purpose of this study is (1) to determine the learning outcome of students using interactive multimedia; (2) the improvement of student learning outcomes using mobile learning; (3) to determine the differences between the learning outcome of students using interactive multimedia and mobile learning. The method used is the method of quasi-experimental research design used in this study The Static group pretest – posttest design. Results obtained indicate that (1) there is an increase in student learning outcomes which uses interactive multimedia; (2) there is an increase in student learning outcomes using mobile learning; (3) there are differencesbetween the learning outcome of students using interactive multimedia and mobile learning.
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Murtiningsih, Murtiningsih. "PENGARUH MOTIVASI BELAJAR, SARANA BELAJAR, DAN PERCAYA DIRI TERHADAP HASIL BELAJAR IPS SISWA PENERIMA BSM (BANTUAN SISWA MISKIN) SMP NEGERI DI SURABAYA". JURNAL EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN 5, nr 2 (30.09.2017): 178. http://dx.doi.org/10.26740/jepk.v5n2.p178-191.

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This research aims to know (1) the influence of learning motivation towards learning outcomes students (2) influence of a learning tool toward student learning outcome (3) influence of confidence against a student learning outcome (4) influence of learning motivation, learning tools, and confident against the learning outcomes of students. This research uses a quantitative approach. Analysis of the multiple linear regression analysis was used. Population studies as many as 150 students taken in random sampling as much as 110 students in Junior High School State 39, 41, and 43 Surabaya school year 2014-2015. The results showed (1) there is the influence of learning motivation towards learning outcomes students (2) there is the influence of the means of learning towards student learning outcome (3) there are confident against influence student learning outcomes (4) there is the influence of learning motivation, learning tools, and confident against the results of student learning receiver BSM (poor students coupon) junior high school state Surabaya. Based on research it can be concluded that the motivation of learning, learning tools, and simultaneous confidence effect significantly to student learning outcomes, namely 94.4 whereas 5.6 is affected by other variables outside of the variables examined. To cover the shortfall, it can be done by way of teaching with the methods vary according to the material being taught by associate Social Science material in everyday life, learning tools are fitted and foster the confidence of students, so that the results of his studies.
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Kinyon, Kathryn, Shannon V. D'Alton, Kristen M. Poston i Berry S. Anderson. "Changing Student Outcomes Without Sacrificing Student Satisfaction". Journal of Nursing Education 60, nr 3 (marzec 2021): 169–71. http://dx.doi.org/10.3928/01484834-20210222-09.

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Wilson, Janie H., Rebecca G. Ryan i James L. Pugh. "Professor–Student Rapport Scale Predicts Student Outcomes". Teaching of Psychology 37, nr 4 (30.09.2010): 246–51. http://dx.doi.org/10.1080/00986283.2010.510976.

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Driessen, Geert. "Teacher ethnicity, student ethnicity, and student outcomes". Intercultural Education 26, nr 3 (4.05.2015): 179–91. http://dx.doi.org/10.1080/14675986.2015.1048049.

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Sidik, Ahmad, i Sukaya Sukaya. "KONTRIBUSI PERSEPSI KETERAMPILANMENGAJAR DAN MOTIVASI BELAJAR TERHADAPHASIL BELAJAR". Voteteknika (Vocational Teknik Elektronika dan Informatika) 7, nr 3 (10.07.2019): 220. http://dx.doi.org/10.24036/voteteknika.v7i3.105585.

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The background of this research is the problem of low learning outcomes in training Menerapkan Dasar-Dasar Elektronika, which 31,28% of students scored under lower minimum limit value (KKM). The purposes of this research are to reveal the contribution of students' perceptions of teacher teaching skills and the motivation to learn individually or jointly on learning outcomes. Keywords: students' perceptions of teacher teaching skills, motivation to learn, Learning Outcomes.The Occupant of this reseach come to 99 students and the number of sample is 49 students at the class X SMKN 1 Padang. The sampling technique is Simple Random Sampling. Data on student learning outcomes obtained from subject teachers Menerapkan Dasar-Dasar lektronika. While data on students' perceptions of teacher teaching skills and the motivation to learn collected through questionnaires distributed to students by using a Likert scale that has been tested for validity and reliability.The result showed that (1) students' perceptions of teacher teaching skills and the motivation to learn jointly contribute significantly to student learning outcomes SMKN 1 Padang amounting to 37,99%. (2) students' perceptions of teacher teaching skills contribute significantly to student learning outcomes SMKN 1 Padang amounted to 23,88%, (3) motivation to learn contribute significantly to student learning outcomes SMKN 1 Padang amounted to 26,39%, so it can be concluded that students' perceptions of teacher teaching skills and the motivation to learn contribute to student learning outcomes in SMKN 1 Padang. Keywords: students' perceptions of teacher teaching skills, motivation to learn, student learning outcome.
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Rozprawy doktorskie na temat "Student outcomes"

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Hedges, Pamela Mary. "Antecedents and outcomes of international student adjustment". University of Western Australia. Graduate School of Management, 2003. http://theses.library.uwa.edu.au/adt-WU2003.0027.

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This study considered the adjustment of international students to their life in a new country and their work in the business faculty of a large Australian university. Prior research into expatriate adjustment was used as the study’s basis and a model for analysis was developed from that research literature. Although some aspects of the relationships found with expatriate employees were not demonstrated, generally the similarities were strong and the features of an expatriate employee’s experience and that of an international student were seen to be very alike. Over 500 international students completed a survey based on well-validated measures from the research literature. The results were analysed using structural equation modelling. The hypothesised model did not fit very well in its original form and alternative models were suggested and tested in order to identify a better-fitting model. Cultural novelty, personal abilities in interpersonal interactions and communication skills, self-esteem, self-efficacy and general adjustment were found to be the most significant variables in explaining the outcomes of academic achievement, workrelated and general wellbeing and work-related and general satisfaction, with selfesteem, self-efficacy and general adjustment having the greatest influence on successful outcomes. Adjustment was found not to be a mediating construct, as suggested in the expatriate literature, but an antecedent influence upon the outcomes. Relationships between the constructs were complex, as had been suggested by previous research, making generalisations about causes and consequences of adjustment very difficult. This complexity emphasised that, for international students, the experience of living and working in an international location needs to be regarded in a holistic fashion and that there are many and varied contributors to its success. Several potentially fruitful avenues for future research, concerning both international students and expatriate employees, were identified and discussed. The implications of the present study were considered, both from an academic perspective and in terms of usefulness within a university. A number of possible practical strategies were suggested, relevant to students, lecturers and university administrators that might assist in improving the experience of ‘expatriation’ for international students.
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Wells, Leslie Marie. "Associations Between Student-Teacher Relationships and Kindergarten Students' Outcomes". Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5328.

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The student-teacher relationship (STR) is an important component of a student's success in school. STRs have the potential to serve as an asset for students' well-being and achievement throughout their school career. Current literature suggests that there are two major components of STRs associated with student's academic and behavioral outcomes: closeness and conflict. Research has indicated that STRs characterized by closeness are linked to positive academic and behavior outcomes for students while STRs characterized by conflict are associated with negative academic and behavior outcomes for students. Although research has demonstrated that closeness and conflict have an impact on student outcomes, research on the impact in kindergarten is limited. This study examined the associations between STRs characterized by closeness and conflict with reading, mathematics, and behavior outcomes in kindergarten students (n = 97), as well as the moderating effects of gender on these relationships. Results of the full hierarchical regression models indicated that prior reading and mathematics achievement were the strongest predictors of reading and mathematics outcomes. Closeness did not account for any of the variance in reading, mathematics, or externalizing behavior outcomes. Conflict on the other hand, was a small significant predictor for reading and mathematics outcomes, and a large significant predictor for externalizing behavior outcomes. Implications of these findings and suggestions for future research are discussed.
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Gyles, Petra. "Student outcomes in inquiry instruction". Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96867.

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A literature review of student outcomes from inquiry instruction generated a list of 23 criterion-referenced student outcomes. These included more commonly addressed outcomes such as content knowledge and process skills, and less commonly addressed outcomes such as creativity, motivation, collaborative ability, and autonomy. This list was adapted into a questionnaire probing to what extent the various outcomes were perceived in classrooms by teachers working at varying self-rated levels of inquiry use (low, middle, high). Analyses were performed on a sample of 74. Teachers' self-ratings of inquiry use were significantly and positively related to the inquiry outcomes categorized as learning competencies and personal motivation. At moderate levels of inquiry use, teachers recognized that students adopted new learning roles. Teachers appeared to perceive changes in students' roles before their own but this result could be explained by recognition of the positive value of collaboration and, unexpectedly, memorization within high levels of inquiry.
Un survol de la littérature des résultats d'élèves ayant suivi une démarche par investigation raisonnée nous a permis d'établir une liste de résultats d'étudiants avec 23 critères référentiels. Ceux-ci incluaient des résultats plus usuels, tels que la connaissance du contenu ou les habiletés procédurales, mais aussi des résultats moins souvent abordés, comme la créativité, la motivation, les habiletés à collaborer, et l'autonomie. Cette liste a été adaptée sous forme de questionnaire visant à déterminer jusqu'à quel point les divers résultats étaient perçus en classe par les enseignants dans leur auto-évaluation des divers niveaux d'utilisation (faible/moyen/élevé) de leur approche par investigation raisonnée. Des analyses ont été faites avec un échantillon de 74 individus. L'auto-analyse des enseignants de l'approche par investigation raisonnée était définitivement reliée de façon significative à la démarche par investigation de la catégorie des compétences d'apprentissage et de la motivation personnelle. Selon les enseignants, l'utilisation modérée de l'approche par investigation a permis aux élèves d'adopter de nouveaux rôles d'apprenants. Les enseignants ont semblé percevoir des changements dans le rôle des élèves avant de les constater dans leurs rangs, mais ce résultat pourrait s'expliquer par la reconnaissance de la valeur positive de la collaboration, et, de façon inattendue, de la mémorisation aux niveaux supérieurs de l'approche par investigation raisonnée.
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Young, Dallin George. "Student Affairs Preparation Programs: Reported Learning Outcomes by Recent Graduates". Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/31486.

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Professional preparation is important for individuals in any profession, as well as the profession itself. It is one of the hallmarks of any profession. Many sets of standards for the curriculum of student affairs preparation programs have been promoted throughout the years. Most recently the Council for the Advancement of Standards in Higher Education (CAS) published a set of standards that outline areas of competency for student affairs professionals.

The purpose of this study was to measure the degree to which recent graduates of student affairs preparation programs reported learning about the important foundational elements of the profession. I examined learning based on standards for student affairs preparation programs defined by CAS and compared amounts of reported learning from alumni based on the programsâ adherence to the CAS standards (compliant v. non-compliant). To that end, I administered a 67 item questionnaire to recent graduates from student affairs preparation programs.

The findings of the present study reveal that a majority of alumni from student affairs preparation programs report having a clear understanding of 57 of 60 identified foundational learning outcomes. Additionally, there was no statistically significant difference between reported learning of alumni from CAS compliant and non-compliant programs based on these foundational learning outcomes on 58 of the 60 items. Data suggest that alumni from CAS compliant programs are more likely to feel confidence in their preparation in 48 of the 60 outcomes presented in the survey. Additionally, the results indicated that alumni from non-compliant programs were more likely to report higher levels of learning based on involvement theory and understanding the level of data a variable in quantitative analysis.
Master of Arts

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Toste, Jessica. "Classroom working alliance: teacher-student relationship and students' school outcomes". Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18706.

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The articles presented in this thesis examined classroom working alliance and students' school-related outcomes. In Article 1, the association between student performance and perceptions of working alliance was explored among 53 elementary school children (28 male, 25 female). Evidence was found to support the predictive validity of the Classroom Working Alliance Inventory (CWAI) for student performance. Further, results revealed a complex interaction between the alliance components: task, bond, and goal. Article 2 investigated the relationship between school satisfaction and working alliance among 50 elementary-aged students (33 male, 17 female). While students' ratings of alliance were greatly predictive of their school satisfaction, teachers' ratings made less of a contribution. The final discussion centers on the contribution of this research program to our understanding of the classroom working alliance and the unique interactions that define the teacher-student relationships. Implications for alliance-building and fostering student success will be presented.
Les articles présentés dans cette thèse ont examiné l'alliance de travail et les résultats scolaires des élèves. Dans l'article 1, l'association entre la performance des élèves et les perceptions de l'alliance de travail a été explorée dans un échantillon de 53 élèves de l'école primaire (28 garçons, 25 filles). Les résultats soutiennent la valeur de prédiction de l'Inventaire de l'alliance de travail en salle de classe (Classroom Working Alliance Inventory) pour la performance des élèves. De plus, les résultats ont révélé une interaction complexe entre les composantes de l'alliance: la tâche, le lien et le but. L'article 2 a investigué la relation entre la satisfaction scolaire et l'alliance de travail parmi 50 élèves d'école primaire (33 garçons, 17 filles). Tandis que les cotes d'alliance des élèves ont grandement prédit leur satisfaction scolaire, la contribution des cotes des professeurs a été moins importante. La discussion finale porte sur la contribution de ce programme de recherche à la compréhension de l'alliance de travail en salle de classe et les interactions uniques qui définissent les relations entre les professeurs et les élèves. Les implications pour la formation de l'alliance et la promotion du succès des élèves seront présentées.
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Washington, Georgita T. "Student Outcomes after Pathophysiology Course Revisions". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7607.

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The value of a nursing course revision for the purpose of improved student learning and outcomes is discussed in this descriptive, quasi-experimental study. An instructor of a nursing pathophysiology course devised and implemented the study to determine if outcomes would differ between two groups of first semester baccalaureate nursing students taking the required pathophysiology course. The revisions, which were applied and then evaluated, demonstrated improvement in student learning.
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Mouawad, Roy. "Student Involvement in Government: Antecedents and Outcomes". Doctoral thesis, Universitat Ramon Llull, 2018. http://hdl.handle.net/10803/462857.

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La implicació dels estudiants és un factor essencial perquè l’educació sigui efectiva. El govern estudiantil és una forma important d’implicació a través de la qual els estudiants representen els seus homòlegs, participen en els processos de presa de decisions de la universitat, i gestionen les activitats del campus. La implicació té un impacte visible en un mateix, en els companys, en el professorat, en els administradors universitaris i en l’entorn educatiu. Tanmateix, aquest concepte no ha estat objecte de l’atenció que mereix i són pocs els estudis sobre els seus antecedents i sobre els seus resultats. La importància d’aquesta recerca rau en la incorporació de teories (per exemple, intel·ligència emocional, aprenentatge experiencial) de diferents camps (el management, l’educació i la psicologia) per tractar aquest problema, és a dir, per comprendre millor els conceptes que contribueixen a la implicació i, viceversa, aquells que milloren amb la implicació. Així doncs, la qüestió principal és: Els estils d’aprenentatge, les competències (emocionals, socials i cognitives) i les filosofies operatives expliquen l’èxit posteducatiu dels estudiants que participen en experiències de govern estudiantil? En aquesta tesi es van realitzar tres estudis. El primer estudi analitza els estils d’aprenentatge, les competències (emocionals i socials) i les filosofies operatives com a antecedents de la implicació. El segon estudi analitza la relació entre les competències (emocionals, socials i cognitives) i la implicació. Finalment, el tercer estudi analitza l’impacte de la implicació sobre les variables de resultats relacionades amb l’èxit objectiu i subjectiu (ofertes de treball rebudes, satisfacció vital, satisfacció a la feina, etc.). Aquests estudis empren dissenys d'investigació no experimentals (investigació per enquestes). La unitat d'anàlisi és l'individu: estudiants internacionals d’MBA que van participar en un programa de desenvolupament de lideratge a ESADE Business School (Universitat Ramon Llull). Les dades es van recollir mitjançant enquestes (autoinforme i avaluació per parells) que consisteixen en mesures subjectives i objectives. La qualitat d’aquesta recerca s’avalua críticament, i es presenten possibles limitacions. A més, se n’especifiquen algunes conseqüències per a la recerca i per a la pràctica, així com suggeriments per a les institucions educatives, les empreses, els investigadors, els estudiants i els professionals. Finalment, es recomanen algunes línies de recerca futura.
La implicación del estudiante es un factor esencial para que la educación sea efectiva. El gobierno estudiantil es una forma destacada de implicación a través de la cual los estudiantes representan a sus homólogos, participan en los procesos de toma de decisiones de la universidad, y gestionan las actividades del campus. La implicación tiene un impacto visible en uno mismo, en los compañeros, en el profesorado, en los administradores universitarios y en el entorno educativo. Pese a ello, este concepto no ha sido objeto de la atención que merece y son escasos los estudios sobre sus antecedentes y sobre sus resultados. La importancia de esta tesis radica en la incorporación de teorías (por ejemplo, inteligencia emocional, aprendizaje experiencial) de diversos campos (el management, la educación y la psicología) para abordar este tema, es decir, para entender mejor los conceptos que contribuyen a la implicación y, viceversa, aquellos que mejoran con la implicación. Así pues, la cuestión principal es: ¿Los estilos de aprendizaje, las competencias (emocionales, sociales y cognitivas) y las filosofías operativas explican el éxito posteducativo de los estudiantes que participan en experiencias de gobierno estudiantil? Para responder a la pregunta se realizaron tres estudios. El primer estudio analiza los estilos de aprendizaje, las competencias (emocionales y sociales) y las filosofías operativas como antecedentes de la implicación. El segundo estudio analiza la relación entre las competencias (emocionales, sociales y cognitivas) y la implicación. Finalmente, el tercer estudio analiza el impacto de la implicación sobre las variables relacionadas con el éxito objetivo y subjetivo (ofertas de trabajo recibidas, satisfacción vital, satisfacción en el trabajo, etc.). Estos estudios emplean diseños de investigación no experimentales (investigación por encuesta). La unidad de análisis es el individuo: estudiantes internacionales de MBA que participaron en un programa de desarrollo de liderazgo en ESADE Business School (Universitat Ramon Llull). Los datos se recolectaron mediante encuestas (autoinforme y evaluación por pares) que consisten en medidas subjetivas y objetivas. La calidad de esta investigación se evalúa críticamente y se presentan eventuales limitaciones. Además, se ofrecen posibles implicaciones en la investigación y en la práctica, así como sugerencias para las instituciones educativas, las empresas, los investigadores, los estudiantes y los profesionales. Finalmente, se recomiendan algunas líneas de investigación futura.
Student involvement is crucial for the effectiveness and efficiency of education. Government is a major form of involvement through which students represent their peers, participate in the university’s decision-making processes, and manage on-campus activities of organizations and clubs. Involvement has a visible impact on oneself, peers, faculty, administrators, and environment (educational experience). Yet, this concept has not received the proper attention, and research on its antecedents and outcomes remains scarce. The significance of this thesis lies in the incorporation of theories (e.g. emotional intelligence, experiential learning) from various fields (management, education, and psychology) to address this issue i.e. to better understand the concepts that contribute to involvement and, conversely, those that involvement contributes to. Hence, the main question is: Do learning styles, competencies (emotional, social, and cognitive), and operating philosophies account for post-education success of students involved in government experiences? This thesis comprises three studies. The first study analyzes learning styles, emotional and social competencies, and operating philosophies as antecedents of involvement. The second study analyzes the relationship between emotional, social, and cognitive competencies and involvement. Finally, the third study analyzes the impact of involvement on variables related to objective and subjective success (job offers received, life satisfaction, job satisfaction, etc.). These studies employ non-experimental research designs (survey research). The unit of analysis is the individual: international MBA students that participated in a leadership-development program at ESADE Business School (Universitat Ramon Llull). Data were collected using surveys (self-report and peer assessment) that consist of subjective and objective measures. The quality of this research is critically assessed and possible limitations and threats to validity are presented. Furthermore, implications for research and practice are provided in addition to suggestions that can be useful to educational institutions, organizations, researchers, students, and practitioners. Finally, future research lines are recommended.
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Richardson, Evelyn Cherita. "Meta-analysis of Student Assistance program Outcomes". Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/77282.

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The main purpose of this study was to conduct a meta-analysis with data collected from seven schools in Southwest Virginia school district. Data was collected for students who were referred to the Student Assistance Programs at each school. Tracking forms were used to record data for each student. Each tracking form was completed by the Student Assistance Program coordinators for their respective schools. This research was conducted in order to evaluate measurable performance outcomes of Student Assistance Programs. The results highlight the positive effects that Student Assistance Programs, SAP members, and other individuals associated with Student Assistance Programs have on students in need. The positive effect from participation in Student Assistance Programs is encouraging. However, recommendations are made for future research and implications of the current research are discussed. The need for additional research on this topic is prominent throughout this document.
Ph. D.
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Crispin, Laura. "Essays on School Quality and Student Outcomes". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1346100114.

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Estringel, Neida. "Planning as it relates to student outcomes /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Książki na temat "Student outcomes"

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Helsby, Gill. Student outcomes in 12 pilot LEAs: Student experiences and outcomes. Sheffield: Training Agency, 1990.

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International Symposium of Improving Student Learning (6th 1998). Improving student learning outcomes. Oxford: Oxford Centre for Staff and Learning Development, 1999.

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North York Board of Education (Ont.). Student outcomes : mathematics, grade eight. North York: North York Board of Education, 1992.

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North York Board of Education (Ont.). Student outcomes : mathematics, grade four. North York: North York Board of Education, 1992.

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Race, Phil. Making learning outcomes student-centred. Newcastle-upon-Tyne: University of Northumbria at Newcastle, Materials and Resources Centre for Education and Technology, 1999.

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North York Board of Education (Ont.). Student outcomes: Mathematics, grade six. North York: North York Board of Education, 1992.

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Volante, Louis, Sylke V. Schnepf, John Jerrim i Don A. Klinger, red. Socioeconomic Inequality and Student Outcomes. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9863-6.

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North York Board of Education (Ont.). Student outcomes : mathematics, grade ten general. North York: North York Board of Education, 1992.

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North York Board of Education (Ont.). Student outcomes : mathematics, grade ten advanced. North York: North York Board of Education, 1992.

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Improving students' learning outcomes. Portland, OR: Copenhagen Business School Press, 2009.

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Części książek na temat "Student outcomes"

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Johnson, W. Brad. "Student-Faculty Mentorship Outcomes". W The Blackwell Handbook of Mentoring, 189–210. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470691960.ch12.

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Chay, Josephine. "Leadership and student outcomes". W School Leadership in Malaysia, 158–74. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003098584-11.

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Rose, Richard, i Michael Shevlin. "Student Experiences and Outcomes". W Establishing Pathways to Inclusion, 41–53. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Connecting research with practice in special and inclusive education: Routledge, 2020. http://dx.doi.org/10.4324/9781003144045-7.

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Almeida, Joana. "Outcomes and transformations". W Understanding Student Mobility in Europe, 183–216. Abingdon, Oxon; New York, NY: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9781315098265-9.

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Hoogeveen, Johannes, Marcello Matranga i Mariacristina Rossi. "Student Learning and Teacher Competence". W Transforming Education Outcomes in Africa, 63–86. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12708-4_4.

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Thurlow, Martha L., Rachel F. Quenemoen i Sheryl S. Lazarus. "Leadership to Improve Student Outcomes". W Handbook of Leadership and Administration for Special Education, 5–17. Second edition. | New York : Routledge, 2018. | “First edition published by Routledge 2012”–T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781315226378-2.

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Torres, Vasti. "Using Student Development Theories to Explain Student Outcomes". W Higher Education: Handbook of Theory and Research, 425–48. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0702-3_11.

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Jerrim, John, Louis Volante, Don A. Klinger i Sylke V. Schnepf. "Socioeconomic Inequality and Student Outcomes Across Education Systems". W Socioeconomic Inequality and Student Outcomes, 3–16. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9863-6_1.

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Butler, Alana. "Socioeconomic Inequality and Student Outcomes in Canadian Schools". W Socioeconomic Inequality and Student Outcomes, 169–87. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9863-6_10.

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Parker, Philip, Jiesi Guo i Taren Sanders. "Socioeconomic Inequality and Student Outcomes in Australia". W Socioeconomic Inequality and Student Outcomes, 189–204. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9863-6_11.

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Streszczenia konferencji na temat "Student outcomes"

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Kumpaty, Subha, Katie Reichl i Anand Vyas. "New ABET Student Outcomes Assessment: Developing Performance Indicators and Instruments for Outcome 4". W ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23079.

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Abstract Milwaukee School of Engineering’s Mechanical Engineering Department, having successfully completed the accreditation of the ME program in 2018–19 under the prior a through k student outcomes, dedicated the program meetings during academic year 2019–20 to develop assessment instruments in transitioning to the new ABET Student Outcomes 1–7. By deliberately involving the entire faculty to participate in the development of instruments, a grassroots level discussion and creation ensued for each outcome. The process is showcased in this paper for Student Outcome 4 on ethics as a model to share with our engineering faculty and to highlight salient features in the developed instrument and associated rubrics. The details of performance indicators interwoven across the curriculum and the methods of data collection are provided in a tabular form for ease of expectation and implementation. How the readily available materials from the National Society of Professional Engineers could be incorporated at early years of the baccalaureate program while the outcome’s performance indicators could be assessed at a deeper level during junior and senior years are showcased in this paper. The periodic dialogue among all colleagues who were working on various outcomes ensured proper communication of what one outcome group is prescribing that we do and receive input from those who are involved with the courses in which the data needed to be collected and the performance indicators are to be assessed. The general structure of our standing committees on freshman courses, energy, mechanics, and controls also provided the cushion to review the assessment instruments and provide constructive feedback from the corresponding committee’s perspective. These details of a very interactive Student Outcomes Assessment process will be presented.
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McDonald, Merry, Norbert J. Kubilus, Mark Fienup i Dian Lopez. "Student outcomes assessment (panel session)". W the thirty-first SIGCSE technical symposium, Chair Sue Fitzgerald. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/330908.331897.

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Jareo, Mitchell, Dee Parks i Rahman Tashakkori. "Tool for assessing student outcomes". W the 45th annual southeast regional conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1233341.1233401.

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Imam, M. H., i Imran A. Tasadduq. "Satisfaction of ABET Student Outcomes". W 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201167.

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Islam, Nazmul, i Amy A. Weimer. "Outcomes of the Student Mentoring and Research Training (SMART) Program". W ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88684.

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Engaging undergraduate students in research not only improves discipline-specific knowledge and skillsets, but also exposes them to increased research-related career paths, and motivates their pursuit of graduate study. With an interest in increasing these outcomes among students, the University of Texas Rio Grande Valley (UTRGV) developed the Student Mentoring and Research Training (SMART) program. The primary objective of the program was to provide an increasing number of undergraduate student (UG) research opportunities by building triadic teams comprised of (1) a faculty mentor, (2) a graduate student assistant, and (3) at least three undergraduate students. By utilizing graduate student mentors, in collaboration with faculty researchers, an increased number of undergraduates could benefit from participation in these experiential learning opportunities. SMART also encouraged graduate student professional development as each graduate student oversaw a research project and was responsible for mentoring the UGs over a five-week period of employment. Three professional development workshops were implemented for graduate mentors. Workshops focused on teaching graduate students best practices in teaching of research skills, and building motivation, teamwork, and leadership. Pre- and post-test surveys were used to assess program effectiveness. Findings are reported on SMART program outcomes, which include analyses of quantitative and qualitative data collected from undergraduate student mentees and graduate student mentors during the first year of program implementation.
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Shimek, Gary, i Subha Kumpaty. "Viable and Sustainable Measures of Meeting Student Outcomes Related to Communication in Graduate Capstone Projects and Specialty Papers". W ASME 2022 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/imece2022-90077.

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Abstract The Master of Science in Engineering program at Milwaukee School of Engineering has had its share of curriculum changes based on feedback from various stakeholders and annual assessment of the program leading to continuous improvement. One of the student outcomes is to have demonstrated an ability to integrate and analyze information in a chosen specialty in the form of scholarly work, either as an independent specialty paper or as an independent engineering project. And another outcome that follows is to have the ability to effectively present and communicate technical concepts, both orally and in writing. Even with all the engineering skills developed through discipline-specific coursework, these two outcomes were still quite a challenge to numerous students. While the program director takes measures to connect students with the appropriate advisor and even assists in technical content, the program needed and implemented the constant presence of a non-technical person as a member of the committee to improve communication of students through all stages of proposal writing, progress report and final report. We had tried one class of technical writing as a separate entity for students to take before they embarked on a capstone project, but the effectiveness varied as the principles had to be personally applied by the graduate student for the individual project. With the new approach, the student’s resources have grown, the project path has been made seamless, the effectiveness of working on the technical content and report writing in tandem right from the literature search and proposal development has resulted. The historic development of the current approach, including an overview of program educational objectives and student outcomes, is presented. The paper also showcases the results in terms of publications by the students who have grown in confidence in writing skills. This paper aims at enabling informed discussion for engineering graduate programs across the United States seeking to aid their students in this critical area of communication.
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Herrera, Xochith, Jayson M. Nissen i Ben Van Dusen. "Student Outcomes Across Collaborative-Learning Environments". W 2018 Physics Education Research Conference. American Association of Physics Teachers, 2019. http://dx.doi.org/10.1119/perc.2018.pr.herrera.

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Tartaro, Andrea, Brian C. Goess, Jack Miller i Jasmine A. Bui. "Learning Outcomes From a Student-generated". W GROUP '16: 2016 ACM Conference on Supporting Groupwork. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2957276.2996291.

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Masih, Ni Ketut, i I. Made Ariana. "Industries' Assessment of Student Learning Outcomes". W Proceedings of the 1st International Conference on Social Sciences (ICSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icss-18.2018.109.

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Kadry, Seifedine. "Systematic assessment of student outcomes in mathematics for engineering students". W 2015 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2015. http://dx.doi.org/10.1109/educon.2015.7096060.

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Raporty organizacyjne na temat "Student outcomes"

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

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Lang, Kevin, i Russell Weinstein. Evaluating Student Outcomes at For-Profit Colleges. Cambridge, MA: National Bureau of Economic Research, czerwiec 2012. http://dx.doi.org/10.3386/w18201.

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Yang, Jung-ha, Bernard C. Jones i Nora M. MacDonald. Student Learning Outcomes of an Interdisciplinary Fashion Event. Ames: Iowa State University, Digital Repository, listopad 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1686.

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Groen, Jeffrey, George Jakubson, Ronald Ehrenberg, Scott Condie i Albert Yung-Hsu Liu. Program Design and Student Outcomes in Graduate Education. Cambridge, MA: National Bureau of Economic Research, marzec 2006. http://dx.doi.org/10.3386/w12064.

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Karlovits, Kayleigh, Chris Bjornstad, Travis Kraus, Kwame Owusu-Daaku, Stephanie Schrader i Perry Shoemaker. Schools, Neighborhoods, and Student Outcomes in Dubuque, Iowa. University of Iowa, maj 2013. http://dx.doi.org/10.17077/ce1n-d5xw.

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Rackers, Hannah, Rebecca M. Jones, Vanessa Sacks, Kristin Anderson Moore i Zakia Redd. The youthCONNECT Integrated Student Supports Model Shows a Relationship Between Caring Adults and Students’ Academic Outcomes. Child Trends, Inc., grudzień 2022. http://dx.doi.org/10.56417/3773e6947v.

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Stannard, Casey R., i Lindsay Danielle Reaves. Utilizing Reflective Writing and Design Theory to Improve Student Learning Outcomes. Ames: Iowa State University, Digital Repository, listopad 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-93.

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Oreopoulos, Philip, Uros Petronijevic, Christine Logel i Graham Beattie. Improving Non-Academic Student Outcomes Using Online and Text-Message Coaching. Cambridge, MA: National Bureau of Economic Research, wrzesień 2018. http://dx.doi.org/10.3386/w24992.

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Childress, Cameron, James Dean Ward, Elizabeth Davidson Pisacreta i Sunny Chen. Overseeing the Overseers: Can Federal Oversight of Accreditation Improve Student Outcomes? Ithaka S+R, maj 2022. http://dx.doi.org/10.18665/sr.316765.

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Lavy, Victor, i Adi Boiko. Management Quality in Public Education: Superintendent Value-Added, Student Outcomes and Mechanisms. Cambridge, MA: National Bureau of Economic Research, listopad 2017. http://dx.doi.org/10.3386/w24028.

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