Готові списки джерел за темами / Self-Pupil

Добірка наукової літератури з теми "Self-Pupil"

Автор: Grafiati

Опубліковано: 8 червня 2024

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Статті в журналах з теми "Self-Pupil":

Bulekbayeva, S. "The Pedagogical Approach of Pupil Self-Assessment." Advanced Science Journal 2015, no. 3 (June 1, 2015): 47–49. http://dx.doi.org/10.15550/asj.2015.03.047.

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Dann, Ruth. "Pupil self-assessment in the primary classroom." Education 3-13 24, no. 3 (October 1996): 55–59. http://dx.doi.org/10.1080/03004279685200321.

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Kamensky, A. M. "PUPIL SELF-READING AT SCHOOL AND AT HOME." Vestnik Orenburgskogo gosudarstvennogo universiteta 229 (2021): 40–46. http://dx.doi.org/10.25198/1814-6457-229-40.

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The study examines the issues of introducing a student to independent reading, the development of the need for reading, the ability to choose the right book, and make the appropriate necessary selection of literature. Theoretical research showed the reading preferences of a modern child, a change in the circle of his reading interests. There are approaches to reading on electronic media and in the traditional “paper” format. The interrelation of reading and the child's desire for his own literary creation, the implementation of other types of creative activity is traced. Despite the decline in reading culture, children began to pay much more attention to reading. Large reading projects have emerged, such as Successful Reading, Time to Read, Good Lyre, etc. A national program for the support and development of reading for 2018–2023, Reading Childhood, has appeared. The Good Lyre project was conceived in our basic lyceum No. 590 in St. Petersburg. The essence of the project is to organize a literary competition for professional writers and to involve students, teachers and parents as a public jury to evaluate the works sent to the competition. Its main task is to familiarize schoolchildren with meaningful reading of modern prose, promote their mastery of the technology of independent book selection, and develop the ability to conduct a discussion on what they have read. During the implementation of the project, reading affects the personal development of the student, the formation of his individuality, the stimulation of such processes as self-knowledge, self-determination, self-development, self-realization.

McNamara, Edward. "Motivational Interviewing: Tlie Gateway to Pupil Self-management." Pastoral Care in Education 10, no. 3 (September 1992): 22–28. http://dx.doi.org/10.1080/02643949209470804.

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Lu, Shengfu, Jiaming Kang, Jinyu Zhang, and Mi Li. "Assessment method of depressive disorder level based on graph attention network." ITM Web of Conferences 45 (2022): 01039. http://dx.doi.org/10.1051/itmconf/20224501039.

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This paper presents an approach to predict the depression self-rating scale of Patient Health Questions-9 (PHQ-9) values from pupil-diameter data based on the graph attention network (GAT). The pupil diameter signal was derived from the eye information collected synchronously while the subjects were viewing the virtual reality emotional scene, and then the scores of PHQ-9 depression self-rating scale were collected for depression level. The chebyshev distance based GAT (Chebyshev-GAT) was constructed by extracting pupil-diameter change rate, emotional bandwidth, information entropy and energy, and their statistical distribution. The results show that, the error (MAE and SMRE)of the prediction results using Chebyshev-GAT is smaller then the traditional regression prediction model.

Nouwen, Ward, and Noel Clycq. "The Role of Teacher–Pupil Relations in Stereotype Threat Effects in Flemish Secondary Education." Urban Education 54, no. 10 (May 10, 2016): 1551–80. http://dx.doi.org/10.1177/0042085916646627.

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This study aims to test stereotype threat theory hypotheses using a pupil survey database from Flemish urban secondary education characterized by a stratified tracking system. We relate these systemic features to stereotype threat effects by adding teacher–pupil relations to our analyses. Our results show that stigmatized groups—ethnic minority pupils in vocational education—experience the most negative teacher–pupil relations. To protect their academic self-concept from stereotype threat, they are also most vulnerable to psychological disengagement, discounting negative teacher feedback, and to disidentification from education. Moreover, teacher–pupil relations play an important role in explaining stereotype threat effects.

Šimić Šašić, Slavica, Ana Šimunić, and Mira Klarin. "The Mediating Role of Teacher–Pupil Interaction in the Relationship of Pupil Temperament to Self-Esteem and School Success." Drustvena istrazivanja 30, no. 3 (October 6, 2021): 509–31. http://dx.doi.org/10.5559/di.30.3.03.

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The aim of this research was to examine the mediating role of teacher–pupil interaction in the relationship of temperament to self-esteem and school success among year-7 and year-8 elementary-school pupils in Croatia and Bosnia & Herzegovina (B&H). The assumptions on the contribution of the dimensions of temperament (self-control and negative affectivity) and teacher–pupil interaction (influence and proximity) in explaining pupils' self-esteem and school success were partially confirmed. Similar relationships among the measured variables were confirmed in both samples of pupils. Self-control, negative affectivity, and teacher proximity directly predicted self-esteem, while self- -control indirectly predicted self-esteem through teacher proximity. Self-control and teacher proximity contributed directly to school success, and the indirect contribution of self- -control to school success through teacher proximity was also significant. The results of this research indicate the importance of the direct contribution of children's temperaments to their self-esteem and school success, and of its indirect contribution through the quality of the interaction with their teacher.

Liao, Hsin-I., Makio Kashino, and Shinsuke Shimojo. "Attractiveness in the Eyes: A Possibility of Positive Loop between Transient Pupil Constriction and Facial Attraction." Journal of Cognitive Neuroscience 33, no. 2 (February 2021): 315–40. http://dx.doi.org/10.1162/jocn_a_01649.

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Contrary to the long-held belief of a close linkage between pupil dilation and attractiveness, we found an early and transient pupil constriction response when participants viewed an attractive face (and the effect of luminance/contrast was controlled). While human participants were making an attractiveness judgment on faces, their pupil constricted more for the more attractive (as-to-be-rated) faces. Further experiments showed that the effect of pupil constriction to attractiveness judgment extended to intrinsically esthetic visual objects such as natural scene images (as well as faces) but not to line-drawing geometric figures. When participants were asked to judge the roundness of faces, pupil constriction still correlated with their attractiveness but not the roundness rating score, indicating the automaticity of the pupil constriction to attractiveness. When pupillary responses were manipulated implicitly by relative background luminance changes (from the prestimulus screen), the facial attractiveness ratings were in accordance with the amount of pupil constriction, which could not be explained solely by simultaneous or sequential luminance contrast. The overall results suggest that pupil constriction not only reflects but, as a part of self-monitoring and attribution mechanisms, also possibly contributes to facial attractiveness implicitly.

Kepule, Iveta, and Aina Strode. "A PROCESS-ORIENTED MODEL FOR THE FORMATION OF SELF-EXPRESSION SKILLS IN TEACHING MUSIC TO PUPILS OF THE PRIMARY EDUCATION STAGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 684. http://dx.doi.org/10.17770/sie2020vol5.5174.

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The concept of self-expression is used to describe contemporary culture, linking it to positive concepts, the interaction of the individual and the environment. Emotional and cognitive needs, based on personal experience, cultural and environmental situations and events in a rapidly changing social environment, play an important role in the development of self-expression skills. An aim of the article: to substantiate the process-oriented model of pupil self-expression skills formation and to analyze its approbation results - pupil learning achievement dynamics and learning process transformation in music education. Research methods: analysis of scientific literature, analysis of documents, statistical analysis of learning achievements.

Samfira, Elena Mirela, and Florin Alin Sava. "Cognitive-behavioral correlates of pupil control ideology." PLOS ONE 16, no. 2 (February 10, 2021): e0246787. http://dx.doi.org/10.1371/journal.pone.0246787.

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Teacher’s pupil control ideology is a central feature for the quality of the teacher-student relationship, which, in turn, impacts the teacher’s level of well-being. The pupil control ideology refers to a teacher’s belief system along a continuum from humanistic to custodial views. Teachers with humanistic orientation view students as responsible and, therefore, they exert a lower degree of control to manage students’ classroom behaviors. Teachers with a custodial orientation view students as untrustworthy and, therefore, they exert a higher degree of control to manage students’ classroom behaviors. The relationship between pupil control ideology and dysfunctional beliefs originated from the cognitive-behavioral therapy framework has not been investigated, despite existing evidence suggesting that the pupil control ideology is linked to stress and burnout. One hundred fifty-five teachers completed a set of self-report questionnaires measuring: (i) teacher’s pupil-control ideology; (ii) perfectionistic and hostile automatic thoughts; (iii) irrational beliefs; (iv) unconditional self-acceptance; (v) early maladaptive schemas; and (vi) dimensions of perfectionism. The result suggests that teachers who adopt a custodial view on pupil control ideology endorse more dysfunctional beliefs than teachers who adopt a humanistic view. They tend to present a higher level of perfectionism, unrelenting standards, and problematic relational beliefs, including schemas of mistrust and entitlement. They also present more often other-directed demands and derogation of other thoughts. Such results picture a dysfunctional view on pupils who misbehave, as adversaries who threaten their rigid and/or perfectionistic expectations.

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Дисертації з теми "Self-Pupil":

Muschamp, Yolande Mildred. "Pupil self assessment in the primary classroom." Thesis, University of the West of England, Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389512.

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This thesis examines the extent to which the construction of knowledge by young children involves the practical activity of self assessment and the ways in which such activities can be developed to enhance the learning process. The research programme was carried out using ethnographic and qualitative methods of data collection and analysis within an action research framework in seven classrooms. The investigation of self assessment activities involved the exploration of the children's conceptualisation of progress; their understanding of classroom tasks; their efforts to use their peers for guidance; and their attempts to ensure that their own performance matched that of their peers. It was found that the assessment processes including positive feedback by the seven teachers often provided mixed or erroneous messages and that assessment strategies were not directly taught. Children often failed to differentiate between the teachers I expectations a n relation to their behaviour and their academic performance within a task. A social constructivist model of learning provided a framework for the development and analysis of these self assessmentactivities. In particular it provided the basis for the development of the role of the teacher and of peers as the 'more capable other' and for the location of self assessment strategies within the stages of 'scaffolding', 'handover' and independent learning. The development of self assessment strategies within this framework included the identification and assessment of targets, the use of the pupil portfolio and the development of an assessment vocabulary by the teachers and pupils which ensured a shared understanding of assessment processes. The thesis concludes that self assessment strategies are integral to the learning process and that the development of these activities can enhance the learning process by raising awareness of the activities and allowing them to be taught directly. Self assessment can increase the efficacy of scaffolding by the more capable other which in turn can lead to greater independence for the child.

Barnes, Robert H. "Implementing pupil self-assessment in teaching and learning." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320813.

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Shippy, Tanya L. "Relationships among teachers' pupil control ideology, teachers' pupil control behavior, student achievement, and self-regulating behaviors /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842582.

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Jackson, Wendy. "A study investigating the role of the teacher pupil relationship in affecting pupils' self-esteem and exploring pupil perceptions of a good teacher pupil relationship." Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1268.

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Teachers are expected to positively impact on the emotional wellbeing of their pupils and raise their self esteem as an outcome of this impact. It has been shown that teachers can contribute to raising the self-esteem of their pupils through different aspects of their role. An element which has been shown to have a significant impact on the self-esteem of pupils is the relationship between the teacher and pupil. Exploration of what a group of year 10 pupils perceive a good teacher pupil relationship to be revealed a number of factors. There were commonalities with the humanist approach to education in that, teacher qualities such as genuineness, prizing, acceptance and trust were identified as being involved in a good relationship. An emphasis was placed on the relationship being a working relationship, involving quality pedagogy and facilitating learning. In addition to this a need for communication was identified as being a key feature of the relationship. It was concluded that it would be beneficial to strike a balance between therapeutic underpinnings and quality pedagogy, to develop a good relationship between the teacher and their pupils. It is proposed that a good working relationships could facilitate learning and also impact positively on a pupil’s self-esteem and hence their overall emotional wellbeing.

Cooke, Heather. "The impact of training in a pupil centred behaviour plan on staff self-efficacy, staff burnout, and pupil challenging behaviour." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/27636/.

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Challenging behaviour in schools is a phenomenon focused on by a number of educational documents (Ofsted, 2010) and the media (Vasager, 2011). Challenging behaviour has been shown to have negative impact on a number of student and staff outcomes (DfE, 2012a). Staff outcomes impacted by challenging behaviour include increasing burnout (Crone, Hawken & Bergstrom, 2007) and decreasing self-efficacy (Mitchell & Hastings, 2001), which have been connected to negative impact on staff health (Hastings & Bham, 2003). Time allocated to staff training in schools is decreasing (Bubb & Earley, 2013), highlighting a need for research which considers how school staff can be supported in the limited time available. The impact of a behaviour plan based on solution focused and behavioural principles (developed by a specialist teacher) on students’ challenging behaviour was explored through single case experimental design. Further to this a randomised control design investigated the impact of whole school training relating to the behaviour plan on school staff burnout and self-efficacy. Results showed that the intervention reduced challenging behaviours to differing degrees of all 3 primary students included in the single case experimental design. The whole school training did not significantly impact the number of behaviour plans implemented in classrooms. However, training was shown to have significant positive effects on school staffs’ personal, general, and overall self-efficacy, with no impact on external self-efficacy. The training was also shown to significantly decrease school staffs’ burnout levels; specifically physical fatigue, cognitive weariness, and overall burnout levels, but not emotional exhaustion. This research suggests that the behaviour plan and the accompanying whole school training have the potential to increase teacher self-efficacy, decrease teacher burnout, and provide staff with a suitable intervention to manage challenging behaviour. Areas for further research are highlighted by the limitations and additional observations made during the research process.

Peel, Patricia Smith. "The relationship of teacher empowerment and pupil control ideology to student school self-concept /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946286.

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Moss, Claudia. "How effective is a group based motivational interviewing intervention in promoting pupil resilience and self-esteem?" Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11584/.

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The research examined the impact of a five week group-based motivational interviewing intervention on pupils’ self-esteem and resilience. The Resiliency Scales for Children and Adolescents (Prince-Embury 2007) and The Self Image Profiles (Butler 2001) were used as tools to obtain pre and post measures of pupil resilience and self-esteem. The researcher also explored teacher and pupil views of mental well being and Goodman’s (1997) Strengths and Difficulties Questionnaire was utilised to measure this. The present study is a randomised control trial sampling 48, mixed participants, aged 13-14, in Y8 of a mainstream secondary school. Participants were initially selected via The Self-Image Profiles (Butler 2001) screener and then randomly assigned to either an experimental or wait list control condition. Statistical analyses indicated a significant increase in the experimental group’s levels of self-esteem in comparison to the wait list control group (The Self Image Profiles, Butler 2001). No significant difference was detected on the Resiliency Scales (Prince-Embury 2007) or the pupil and teacher Strengths and Difficulties Questionnaire (Goodman 1997). Methodological considerations are acknowledged and implications for future practice discussed. Overall, this study offers an insight into the potential of motivational interviewing to positively promote pupil self-esteem when applied across educational contexts with children and young people.

Heslop, Christopher. "Exploring pupil perceptions of self and possible occupational selves, in a school for social emotional and behavioural difficulties." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2644.

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This document comprises of three interrelated papers: a systematic literature review (Chapter 1), a bridging document (Chapter 2) and a piece of empirical research (Chapter 3). An interest in how occupational efficacy may be enhanced during adolescence, led to a systematic review of literature examining the effectiveness of interventions designed to enhance ‘Career Decision Making Self-Efficacy’ (CDSME). The review took a quantitative approach to reviewing the findings of 10 published papers. Findings of this review suggest limited effects of specific short-term interventions designed to increase CDSME in adolescents aged 11-16. An apparent paucity of literature was also apparent regarding CDSME development in young people attending schools for Social Emotional and Behavioural Difficulties (SEBD). Important supplementary outcomes of the review include epistemological reflection on the conceptualisation of self-efficacy, and the methodology employed in its assessment; in particular the seemingly absent perspectives of the young people who partook in the reviewed studies. These considerations led to a piece of qualitative empirical research to explore the views of 6 students attending Riverdale SEBD School regarding perceptions of themselves and their occupational futures. Findings of this study suggest that Riverdale School experiences may potentially contribute to these pupil perceptions of themselves and possible future career options. This tentative understanding of pupils perceptions, developed through interpretation of their accounts, offers implications for local authority professionals responsible for the educational placement and experiences provided for these young people. A bridging document explains how findings of the systematic review led to the development of the research. It details the theoretical and epistemological underpinnings and provides justification for the methodology adopted. It also considers ethical and methodological dilemmas in more detail and provides reflexive commentary on the research process.

Shi, Bin. "Multiscale Statistical Analysis of Self-Similar Processes with Applications in Geophysics and Health Informatics." Diss., Georgia Institute of Technology, 2005. http://hdl.handle.net/1853/6887.

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In this dissertation, we address the statistical analysis under the multiscale framework for the self-similar process. Motivated by the problems arising from geophysics and health informatics, we develop a set of statistical measures as discriminative summaries of the self-similar process. These measures include Multiscale Schur Monotone (MSM) measures, Geometric Attributes of Multifractal Spectrum (GAMFS), Quasi-Hurst exponents, Mallat Model and Tsallis Maxent Model. These measures are used as methods to quantify the difference (or similarities) or as input (feature) vectors in the classification model. As the cornstone of GAMFS, we study the estimation of multifractal spectrum and adopt a Weighted Least Squares (WLS) schemes in the wavelet domain to minimize the heteroskedastic effects , which is inherent because the sample variances of the wavelet coefficients depend on the scale. We also propose a Combined K-Nearest-Neighbor classifier (Comb-K-NN) to address the inhomogeneity of the class attributes, which is indicated by the large variations between subsets of input vectors. The Comb-K-NN classifier stabilizes the variations in the sense of reducing the misclassification rates. Bayesian justifications of Comb-K-NN classifier are provided. GAMFS, Quasi-Hurst exponents, Mallat Model and Tsallis Maxent Model are used in the study of assessing the effects of atmospheric stability on the turbulence measurements in the inertial subrange. We also formulate the criteria for success in evaluating how atmospheric stability alters the MFS of a single flow variable time series as a statistical classification model. We use the multifractal discriminate model as the solution of this problem. Also, high frequency pupil-diameter dynamic measurements, which are well documented as measures of mental workload, are summarized using both GAMFS and MSM. These summaries are further used as the feature vector in the Comb-K-NN classifier. The serious inhomogeneity among subjects in the same user group makes classification difficult. These difficulties are overcome by using Comb-K-NN classifier.

Bhana, Kamal. "Evaluating the impact of whole-class self-management and interdependent group contingency approaches on pupil engagement and disruptive behaviour." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/44943/.

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This study investigates the efficacy of two whole-class approaches to classroom management, self-management and interdependent group contingency, in a sample of 8-9 year olds in the UK. Phase A investigates which approach is most effective in reducing off-task and disruptive behaviours in target lessons, and in improving behaviour in general. Phase B investigates whether combining the approaches further reduces off-task and disruptive behaviour, and improves general behaviour. The research employed a quasi-experimental design. In Phase A, pupils were allocated to one of four conditions: self-management (n=30), interdependent group contingency (n=29), waitlist control receiving daily rule reminders (n=28), or a waitlist control who continued as usual (n=26). The approaches were delivered by class teachers over four-weeks. In Phase B, the class receiving self-management in Phase A, received interdependent group contingency as well, for a further four weeks. The waitlist control group continued as per Phase A. Pre- and post-test measures for both phases were obtained through structured observations of whole-class on-task, off-task and disruptive behaviours. Teachers also completed the Strengths and Difficulties Questionnaire (SDQ) for each pupil. Findings indicated that self-management and interdependent group contingency reduced off-task behaviour, however only interdependent group contingency reduced disruptive behaviour. Combining the approaches led to no further reductions in these behaviours. SDQ data suggested that self-management, either alone or combined with interdependent group contingency, had no significant impact on general behaviour. However, interdependent group contingency alone, appeared to lead to greater general behaviour concerns. The findings are reviewed in light of the literature with limitations acknowledged. Avenues for future research are also identified. In conclusion, this research presents tentative evidence supporting the efficacy of these individual approaches for off-task and/or disruptive behaviour. Findings that the combined approach is not efficacious and that neither approach improves general behaviour, should be interpreted cautiously given the study’s limitations.

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Книги з теми "Self-Pupil":

Hardeman, Carole Hall. The quest for excellence/pupil self-esteem. Washington, D.C: EducationalResources Information Center, 1985.

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Webb, Susan. Records of achievement: Their value in raising pupil self-esteem. Birmingham: University of Birmingham, 1994.

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Rowe, Steve. Managing subject departments for pupil achievement: A self-help guide for heads of department and subject leaders in secondary schools. Dunstable: Folens, 1998.

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Cremin, Hilary. An investigation into whether the 'iceberg' system of peer mediation training, and peer mediation, reduce levels of bullying, raise self-esteem, and increase pupil empowerment amongst upper primary age children. Northampton: University College Northampton, 2001.

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Joan, Dean, Adams, David, 1937 Nov. 27-, and Great Britain. School Curriculum Development Committee., eds. "Where am I going?": A study of pupil goal-setting in three Surrey secondary schools. Layerthorpe, York: Longman, 1985.

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Power, Anna-Maria. Severe learning difficulties: Self concept : self concept and the pupil with severe learning difficulties. 1992.

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Johnson, Linda A. The role of pupil self-assessment in the primary school. 1994.

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Thurtell, Matthew J., and Robert L. Tomsak. Neuro-Ophthalmology. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190603953.001.0001.

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Part of the “What Do I Do Now?” series, Neuro-Ophthalmology uses a case-based approach to cover common and important topics in the examination, investigation, and management of afferent (visual), efferent (eye movement), eyelid, pupil, and orbital disorders. Each chapter provides a discussion of the diagnosis, key points to remember, and selected references for further reading. For this new edition, all cases and references have been updated and several new cases have been added. Neuro-Ophthalmology is an engaging collection of thought-provoking cases that clinicians can use when they encounter difficult patients. The volume is also a self-assessment tool that tests the reader’s ability to answer the question, “What do I do now?”

Holford-Strevens, Leofranc. Favorinus and Herodes Atticus. Edited by Daniel S. Richter and William A. Johnson. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199837472.013.35.

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Favorinus is chiefly known, besides the brief account in Philostratus and three speeches of his own composition, from his admirer Aulus Gellius and his enemy M. Antonius Polemon, who dilates on his lurid private life; this apparently made Hadrian, with whom he had a fraught relationship, banish him to Chios. His engagement with philosophy was sufficient to bring him into conflict with Galen. His close friend Herodes, a man of high birth and immense wealth, enjoyed a great reputation as an orator that did not secure the survival of any speeches barring one miserable effort almost certainly spurious. Despite his munificence, his overbearing power at Athens was much resented by its upper class; his lack of self-control, manifested in his excessive displays of mourning, brought him more than once into court, but he never lost the protection of his former pupil Marcus Aurelius.

McCrea, Terri L. When You Fly - the Quintessential Guide for Becoming a Well-Balanced, Well-Aware and Well-Rounded Pupil. Poetic Expressions by Terri, 2021.

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Частини книг з теми "Self-Pupil":

Swain, Monica. "Pupil self-assessment." In Reducing Teachers’ Marking Workload and Developing Pupils’ Learning, 53–60. Abingdon, Oxon ; New York, NY : Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429243288-6.

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Clarke, Shirley, Angela Evans, and Kate Moss. "Pupil self-efficacy." In Understanding and Reducing Anxiety in the Primary School, 89–98. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003454434-12.

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Coleman, Gemma. "Developing pupil self-assessment." In Reducing Teachers’ Marking Workload and Developing Pupils’ Learning, 61–74. Abingdon, Oxon ; New York, NY : Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429243288-7.

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Fusek, Radovan, and Petr Dobeš. "Pupil Localization Using Self-organizing Migrating Algorithm." In Lecture Notes in Electrical Engineering, 207–16. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14907-9_21.

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Hsieh, Yu-Hsin, Mats Granlund, Ai-Wen Hwang, and Helena Hemmingsson. "Impact of Using an Eye-Gaze Technology by a Young Adult with Severe Cerebral Palsy Without Speech." In Lecture Notes in Computer Science, 347–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08648-9_40.

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AbstractThis case study explores an eye-gaze technology intervention for a young adult with severe physical and speech difficulties and visual impairments. Data were collected over a six-month intervention period encompassing measures on pupil’s occupational performance of computer activities and psychosocial impact, and interviews with the user, the parents, and the teacher on the technology acceptability. The results showed that the six-month intervention enhanced the pupil’s performance in three computer activities and led to a positive psychosocial impact. The parent and teacher described the intervention as appropriate to increase the pupil’s self-expression and interaction with others, and there was no adverse event during the study period. The pupil demonstrated motivation to use the eye-gaze technology after the intervention continuously. In conclusion, this study shows that a young adult with severe motor impairments and visual problems can benefit from using eye-gaze technology to increase participation in leisure activities, communication, and social interactions.

Pitkänen, Hannele. "Finnish Quality Evaluation Discourse: Swimming Against the Global Tide?" In Finland’s Famous Education System, 71–86. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_5.

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AbstractThis chapter discusses Finnish quality evaluation in comprehensive education, recognising that it frequently differs from that used by the Global Education Reform Movement (GERM) in most countries. Instead of high-stakes testing of pupil achievement, monitoring or school inspection, Finnish quality evaluation (QE) rests mainly on sample-based national testing and self-evaluations conducted in schools and municipalities. The argument presented here is that, although reform of the Finnish education system has often taken a different path from other countries, at the level of discourse, the Finnish system is increasingly caught between the more usual approach to QE and the Finnish variant approach. This follows an analysis of the emergence and formation of the present quality evaluation discourse, consisting of historical layers of discursive practices of school-based development, performance and market-oriented quality. Between the rationalities of these discursive practices but also in relation to recent political concerns about the QE system, it remains to be seen to what extent the Finnish system is able to resist the power of the discourse into which global ideas and rationalities of quality evaluation have been imprinted.

Mygind, Erik, and Mads Bølling. "Pupils’ Well-Being, Mental and Social Health." In High-Quality Outdoor Learning, 153–68. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_8.

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AbstractThe purpose of this chapter is to present research results on pupils’ well-being and health when integrating regular education outside the classroom (i.e. udeskole) into teaching. We believe that this chapter may be of particular interest to government employees (consultants), municipalities, school principals and teachers, teacher trainers and educators seeking arguments for and against outdoor teaching and learning. The argument is based on both empirical studies of pupils’ well-being, mental and social health, and theoretical assumptions (mainly the so-called Self-Determination Theory). Three key questions will be the focal points of the chapter: Is udeskole a viable approach to strengthen pupils’ well-being, mental and social health? Does udeskole have a demonstrable impact on pupils’ well-being, mental and social health? Should education outside the classroom be a regular applied practice in schools? In schools in several western countries, but especially in Scandinavia, udeskole is a teaching method, which is increasingly used both for its learning and health potentials. In this chapter, we focus on the importance of udeskole, based on relevant results from the Danish TEACHOUT research study. Although Danish children generally thrive and have high levels of mental and social health, initiatives are still needed to promote an even more positive school experience for every child. Early prevention of psychosocial illness is on the political agenda and school is considered a major arena for initiatives aimed at promoting mental and social health. The results of the TEACHOUT study show that if teaching outside the classroom is made a regular component of the annual plan, it can be expected to have a positive impact on pupils’ social well-being and intrinsic school motivation. It is still too early to determine whether udeskole has a real effect on the formation of friendships in the classroom community. However, the TEACHOUT study shows a small but significant increase in the number of new in-class friendships. Based on the Self-Determination Theory, we provide an understanding of the reasons why udeskole can have a positive effect on pupil well-being, mental and social health.

Hazra, Lakshminarayan, and Pubali Mukherjee. "Computation of Farfield Diffraction Characteristics of Radial and Annular Walsh Filters on the Pupil of Axisymmetric Imaging Systems." In Self-similarity in Walsh Functions and in the Farfield Diffraction Patterns of Radial Walsh Filters, 25–46. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2809-0_3.

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Wilcox, Brian, Jacqueline Dunn, Sue Lavercombe, and Lesley Burn. "Pupil Records and Pupil Self Assessment." In The Preparation for Life Curriculum, 143–54. Routledge, 2018. http://dx.doi.org/10.4324/9780429453908-9.

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"Pupil self-assessment and positive outcomes." In Positive Teaching, Positive Learning, 77–93. Routledge, 2002. http://dx.doi.org/10.4324/9780203021170-8.

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Тези доповідей конференцій з теми "Self-Pupil":

CURACIȚCHI, Angela. "Development of reading literacy of younger schoolchildren as a condition for a successful learning process." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p275-279.

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For successful functioning in the modern world, a pupil needs to master a system of competencies that adapt and socialize him in society as much as possible. One of the main tools that is significant in the process of resolving various situations, as well as in the context of self-education, self-development and self-improvement of pupils, is the possession of reading literacy, which must be laid down from the first stage of education - in primary school. When organizing the reading process, it is important to bring the content of the text closer to the communicative situations that the pupil encounters in life and to activate the process of forming various reading skills. The extraction of information from the text, its interpretation, comprehension and evaluation, integration into one’s own actions are the components of the process of reading literacy, which forms an active position in the application of knowledge by each pupil-reader. In modern primary school, reading literacy is presented as a meta-subject result of formed metacognitive competencies that represent a pupil’s personal resource – his/her knowledge, experience, goals and strategies for using the information received through reading in life.

Valverde, Llorenç, Eva de Lera, and Carlos Fernàndez. "Inferencing Emotions through the Triangulation of Pupil Size Data, Facial Heuristics and Self-Assessment Techniques." In 2010 Second International Conference on Mobile, Hybrid, and On-Line Learning (ELML). IEEE, 2010. http://dx.doi.org/10.1109/elml.2010.37.

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Zheng, Chenyang, and Tsuyoshi Usagawa. "Self-training Pupil Detection Based on Mouse Click Calibration for Eye-Tracking Under Low Resolution." In 2020 6th International Conference on Control, Automation and Robotics (ICCAR). IEEE, 2020. http://dx.doi.org/10.1109/iccar49639.2020.9107973.

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Chugh, Soumil, Juntao Ye, Yuqi Fu, and Moshe Eizenman. "CSA-CNN: A Contrastive Self-Attention Neural Network for Pupil Segmentation in Eye Gaze Tracking." In ETRA '24: The 2024 Symposium on Eye Tracking Research and Applications. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3649902.3653351.

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Lee, Seungwoo, Yeeun Park, Seungryeol Lee, Hoonchul Chang, Jaehwang Jung, Inho Shin, Seoyeon Jeong, et al. "Improving the accuracy and precision of OCD measurement by systematic error correction in self-interference pupil ellipsometry." In Optical Measurement Systems for Industrial Inspection XIII, edited by Peter Lehmann, Wolfgang Osten, and Armando Albertazzi Gonçalves. SPIE, 2023. http://dx.doi.org/10.1117/12.2677195.

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Simione, Luca, Alisha Vabba, Antonino Raffone, and Marco Mirolli. "Pupil dilation and self-reported emotional response to IAPS pictures: the role of emotional regulation and trait mindfulness." In 2022 IEEE International Conference on Metrology for Extended Reality, Artificial Intelligence and Neural Engineering (MetroXRAINE). IEEE, 2022. http://dx.doi.org/10.1109/metroxraine54828.2022.9967538.

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Částková, Pavlína. "THE PERSONALITY ASPECTS OF THE PUPIL OF THE PRIMARY SCHOOL INFLUENCING THE SELF-ASSESSING PROCESSES IN THE TECHNICAL EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0168.

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Predanocyová, Ľubica, Gabriela Jonášková, and Melánia Feszterová. "APPLICATION OF TEACHER COMPETENCES IN EDUCATIONAL PRACTICE." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/01.

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"The requirements for the quality of the teacher's pedagogical work and its assessment are constantly increasing. The paper focused on knowledge related to teacher competence. It resulted from research activities in several scientific research projects (e.g. the Slovak Research and Development Agency, Evaluation of Teacher Competencies), implemented at the University of Constantine the Philosopher in Nitra (Slovakia). The team of Slovak experts and teachers monitored (researched) the possibilities of identifying a complex of relevant professional competencies that need to be taken and developed. Overall, the research work within the national survey in the Slovak Republic was determined ten essential competencies of a teacher. The aim of the paper is to introduce the competence of a teacher - the competence to develop a positive climate in the classroom. The positive climate in the classroom acts to shape the relationship between teacher and pupils. It affects the results of the pupil team and uses not only education but also training. Today (current) school is oriented on the personal and social development of the pupils. It is reflected not only in good school results, but also in the complexity of pupil values. As part of the research process, the participating experts and pedagogues developed tools and criteria for the evaluation and self-assessment of the teacher's quality and the teacher's applied competencies in educational practice. These competencies were presented through case studies and the use of the implementation of the AAA evaluation methodology model. We consider it important to point out that the teacher should be a professionally qualified pedagogue who is always competent to educate and train. The essential condition for his further qualification growth is, at the same time, focused on attention and his own self-improvement."

Zeevi, Y. Y., L. Rosenfeld, and T. Williams. "Electrooptical gaze measurement with high spatial and temporal resolution." In OSA Annual Meeting. Washington, D.C.: Optica Publishing Group, 1986. http://dx.doi.org/10.1364/oam.1986.wg53.

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The stringent requirements of achieving both high spatial (0.25°) and temporal (1-ms) resolution in a helmet-mounted electrooptical system permitting 2-D gaze measurements independent of head translation prohibits implementation of 2-D sensors. To meet these requirements, SRD has recently introduced a novel technique wherein two 1-D, photoelectric self-scanned arrays detect projections of the bright pupil (P) and corneal reflection (CR) images, thereby reducing the number of sampled pixels from n2 to 2n. To achieve subpixel resolution we have developed algorithms based on models of the P, CR, and iris signals. The pupil center is immediately provided with subpixel resolution once its elliptic model parameters are determined by a least-squares fit of the P-set of data. Alternatively it can be determined using the P-edges defined by the intersection of the P-model with the iris model. The P-model enables definition of its center and/or edges even in extreme cases where the CR obscures one of the latter. The distorted CR signal is first restored by subtraction of the P-model from the raw data. The set of 5–7 points of the restored CR signal is then used for computation of a Gaussian model to provide the center of the CR with 0.25 pixel resolution. Measurements with an artificial eye indicate resolution (and accuracy) of better than 0.25° at a rate of 1000 frames/s.

Latkovska, Evija, and Klinta Ieleja. "‘Can-Do Statements’ to Improve Year 4 Pupils’ Performance in English Lessons." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.58.

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Nowadays, school education concentrates on developing pupils’ skill to learn – teachers should help pupils understand the meaning of education in their life and encourage their independent inquiry. The essence is not just getting excellent grades. Instead, it is about pupils taking responsibility for being interested, for participating and for reflecting on their performance. The mentioned features are characteristic of self-regulated learning – a transversal skill to be honed from early school years. Overall, research on pupils’ self-regulated learning reveals that if mastered as a skill at an early age, it positively influences pupils’ academic performance. Based on the evidence of prior research, the authors of the article consider relevant ‘Can-Do Statements’ to be of importance to develop and enhance pupils’ self-regulated learning skills parallel to their academic achievement. Therefore, the current study aims to examine how self-regulated learning ‘Can-Do Statements’ applied in lessons of English in Year 4, can improve pupils’ confidence regarding their self-regulated learning and their foreign language achievement. The research method is a case study comprising a research sample of 19 Year 4 pupils (nine to ten years old). The pupils come from a rural school in Latvia, Vidzeme region. The data are collected using lesson observation sheets, language tests and a questionnaire for pupils to ensure triangulation of the data. Empirical data show that ‘Can-Do Statements’ implemented in English language lessons help pupils work on self-regulated learning skills simultaneously achieving academic performance goals they set for themselves. However, the level of achievement depends on whether an individual pupil relates ‘Can-Do Statements’ to oneself and one’s learning process. Even though the data show that the efficient use of ‘Can-Do Statements’ would ask for meticulous lesson planning, it can also be witnessed that their application allows creating a positive learning environment, which in its turn is beneficial for the rapport of the teacher and pupils.