Sentences with phrase «performance evaluation study»

«The UTI Cartridge is a highly comprehensive tool for the diagnosis of urinary tract infections,» said Prof. Cattoir, University Hospital of Rennes, France, one of the sites participating in the performance evaluation study.

The prospective, multi-center clinical performance evaluation study for CE - IVD marking was conducted at Curetis and three clinical centers in France and Germany.

Not exact matches

A 2007 study in the Journal of Applied Psychology examined ingratiation techniques during mock performance evaluations.

According to Forbes, studies conducted by University of Florida professor Timothy Judge found that «people with high core self evaluations, or positive self - concepts, had increased levels of job satisfaction, better job performance, higher income, higher work motivation and reduced stress and burnout.»

Study after study has been done that shows when we're presented with extrinsic motivators — a performance evaluation, a stats counter, a grade at the end off a class — these motivators actually become shiny objects that conceal our own intrinsic reasons for doinStudy after study has been done that shows when we're presented with extrinsic motivators — a performance evaluation, a stats counter, a grade at the end off a class — these motivators actually become shiny objects that conceal our own intrinsic reasons for doinstudy has been done that shows when we're presented with extrinsic motivators — a performance evaluation, a stats counter, a grade at the end off a class — these motivators actually become shiny objects that conceal our own intrinsic reasons for doing it.

The vacancies on the board come after Regents backed a plan to place a moratorium on linking Common Core - based test results to teacher performance evaluations as the standards are being studied and potentially revised in New York.

However, results from a new study show that teacher turnover under IMPACT, the teacher - evaluation system used in the District of Columbia Public Schools, improved student performance on average.

Inclusion Criteria: • Eastern Cooperative Oncology Group (ECOG) performance status of 0 or 1 • Have histologically or cytologically confirmed advanced or metastatic non-small cell lung cancer (NSCLC)(Stage IIIb or greater) • Measurable disease, as defined by Response Evaluation Criteria in Solid Tumors (RECIST) 1.1 • Known PD - L1 tumor status as determined by an immunohistochemistry (IHC) assay performed by the central laboratory on tissue obtained at Screening • A woman of childbearing potential must have a negative highly sensitive serum (beta - human chorionic gonadotropin [beta - hCG]-RRB- at Screening within 14 days prior to study drug administration Inclusion Criteria for Crossover: • Participants must have been randomized to Arm A of the study and had radiographic disease progression according to RECIST 1.1 • Participants must have a mandatory biopsy at the time of disease progression according to RECIST 1.1 prior to crossing over.

Each evaluation study often uses a different model and / or data set, making it impossible to directly compare the performance and computational efficiency of various approaches that simulate the same aerosol process.

Studies included performance evaluation of HIV Rapid tests, 4th generation HIV - 1 / 2 Ag / Ab Combo tests, Aptima other serological and molecular tests used in manual or automated formats.

He led numerous studies related to the international climate change negotiations and national climate policies, for example several evaluations of countries» performances in climate change.

Teachers on the cusp of dismissal under the IMPACT evaluation system in the nation's capital improved their performance by statistically significant margins, as did those on the cusp of winning a large financial bonus, according to the study, published as a working paper last week by the Cambridge, Mass. - based National Bureau of Economic Research.

He studies the economics of education, with a particular interest in employer - employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Other studies have documented that having a demographically similar teacher positively influences teachers» subjective evaluations of student performance and behavior.

This year the list is topped by four major research pieces: an analysis of how U.S. students from highly educated families perform compare with similarly advantaged students from other countries; a study investigating what students gain when they are taken on field trips to see high - quality theater performances; a study of teacher evaluation systems in four urban school districts that identifies strengths and weaknesses of different evaluation systems; and the results of Education Next's annual survey of public opinion on education.

Instead of an impressionistic study of the sort offered by Mirel, the kinds of reports that would be helpful to education professionals, and ultimately to students, include evaluations of designs that track individual student performance year to year; the percentage of students reaching local and state standards; a more widely disseminated study of design implementation so others can benefit from lessons learned; and the establishment of a district - wide roadmap for bringing comprehensive school improvement to fruition.

Previous studies of evaluations by principals have used only the overall rating of the teacher, a less direct assessment of a teacher's ability to raise student performance.

Several studies, including our own, clearly demonstrate that teacher evaluation systems that are based on a number of components, such as classroom observation scores and test - score gains, are already much more effective at predicting future teacher performance than paper credentials and years of experience.

«We have been studying, along with our partners in Tennessee, how teachers learn from each other at work, and how performance evaluation data might help foster and inform learning between colleagues.

A pilot study conducted by the researchers has shown that the initiative is effective at increasing teacher performance and student achievement and in improving teachers» views of the evaluation system.

This component makes up 50 and 75 percent of the overall evaluation scores in the districts we studied, and much less is known about observation - based measures of teacher performance than about value - added measures based on test scores.

This study evaluates a subjective performance - evaluation regime in place in the English public school system since the early 1990s.

When they insist that ideas like school choice, performance pay, and teacher evaluations based on value - added measures will themselves boost student achievement, would - be reformers stifle creativity, encourage their allies to lock elbows and march forward rather than engage in useful debate and reflection, turn every reform proposal into an us - against - them steel - cage match, and push researchers into the awkward position of studying whether reforms «work» rather than when, why, and how they make it easier to improve schooling.

IMPACT, the controversial teacher - evaluation system recently introduced in the District of Columbia Public Schools, appears to have caused hundreds of teachers in the district to improve their performance markedly while also encouraging some low - performing teachers to voluntarily leave the district's classrooms, according to a new study from the University of Virginia's Curry School of Education and the Stanford Graduate School of Education.

This report presents findings from the second year of the Enhanced Reading Opportunities (ERO) study, a demonstration and random assignment evaluation of two supplemental literacy programs — Reading Apprenticeship Academic Literacy and Xtreme Reading — that aim to improve the reading comprehension skills and school performance of struggling ninth - grade readers.

A study published by Education Next in 2012 looked at how some kinds of evaluations can improve teacher performance.

Copyright 1988 The study looked at student achievement in the 16 school systems participating in the three - year - old pilot program, which seeks to improve the teaching force through incentives, performance - based pay, and improved evaluation techniques.

Assesses instructional materials including training manuals, teaching aids, self - paced study and performance evaluation tools and provides appropriate feedback to Instructional Designer and Training...

Assesses instructional materials including training manuals, teaching aids, self - paced study and performance evaluation tools and provides appropriate feedback to Instructional Designer and Training Manager.

However, results from a new study shows that teacher turnover under IMPACT, the teacher - evaluation system used in the District of Columbia Public Schools (DCPS), improved student performance on average.

Eric studies the economics of education, with a particular interest in employer - employee interactions between schools and teachers — hiring and firing decisions, job design, training, performance evaluation.

A new study released this month in Educational Evaluation and Policy Analysis found that pay - for - performance programs do not affect teacher motivation.

Data were collected from November 2004 - February 2006 through an online Annual Performance Report in which grantees provided project - level characteristics and outcomes, eight case studies of grantees, a participant survey of teachers of record, and interim evaluations submitted by grantees.

Using data from the Measures of Effective Teaching study, we conduct simulation - based analyses that illustrate the critical role that performance measure weights and ratings thresholds play in determining teachers» summative evaluation ratings and the distribution of teacher proficiency rates.

He has been the lead or co-lead author of numerous evaluations (including It's More Than Money, Catalyst for Change, and Pathway to Results, the first comprehensive, longitudinal evaluative studies of the impact of performance - based compensation on student achievement, teacher effectiveness and systems change) and articles, and provides briefings to members of the U.S. Congress, the U.S. Department of Education, state legislatures and departments of education, and the media.

This CTAC evaluation is a groundbreaking longitudinal study of impact of performance - based compensation on student achievement, teacher effectiveness, and systemic change.

And a new study from the National Center on Performance Incentives at Vanderbilt University — although not studying the important question of whether teachers who receive high scores on TAP evaluations tend to produce greater gains in their students» test scores — found that a small sample of secondary schools using TAP produced no higher levels of student achievement than schools that hadn't implemented the TAP program.

The Family Engagement Partnership Student Outcome Evaluation, a study conducted by the Johns Hopkins University School of Education, links improvements in the performance of D.C. public elementary school students with Flamboyan's Family Engagement Partnership (FEP).

In the study titled «Incentives, Selection, and Teacher Performance: Evidence from IMPACT,» Dee and Wyckoff (2013) analyzed the controversial IMPACT educator evaluation system that was put into place in Washington DC Public Schools (DCPS) under the then Chancellor, Michelle Rhee.

The Century Foundation's Greg Anrig has argued in Pacific Standard magazine that reducing teacher evaluations to standardized tests amounts to subjecting education to Taylorism — the time - and - motion studies that so entranced corporate managers (and even Lenin) in the early 20th century and that boiled down worker performance to basic, repetitive tasks.

Findings from literature reviews, case studies, and program evaluations suggest that districts should align recruitment, selection, and hiring procedures to a set of research - based leadership performance standards or competencies.

The Colorado study comes as education officials in Los Angeles and across the country are moving to incorporate more objective measures of performance into teacher evaluations.

The federal research team noted that more study is needed to better understand the reliability of alternative evaluations and the extent to which they differentiate teacher performance — questions that were not undertaken in this report.

But a recent study by the New Teacher Project, a training organization in New York, found that in many schools where teachers agreed that a colleague should be fired for poor performance, no one was even given an «unsatisfactory» rating on evaluations.

The study examined the first year implementation of a set of three performance measures: observations of teachers» classroom practices; Read more about Evaluation of Performance Measures for Teachers and Principalperformance measures: observations of teachers» classroom practices; Read more about Evaluation of Performance Measures for Teachers and PrincipalPerformance Measures for Teachers and Principals -LSB-...]

In addition to ESEA waiver requirements that districts incorporate evaluation data into personnel decisions (though compensation isn't specified), the Teacher Incentive Fund (TIF), a federal grant program that has allocated over $ 2 billion since its inception, began supporting state and district efforts to implement performance - based compensation in 2006.79 Grantees from across the country have included Miami - Dade County Public Schools, Mississippi, Pittsburgh Public Schools, Seattle Public Schools, and Washington, D.C. Public Schools (see Case Study: Lessons From Washington, D.C.'s IMPACT System).

One of the only studies to date to examine this hypothesis looked at performance trajectories of midcareer teachers in Cincinnati who participated in an evaluation system that employed multiple, structured observations done by experienced peers from other schools (Taylor & Tyler, 2012).

Public school teachers in the District of Columbia are improving their performance because they're motivated by the possibility of substantial pay raises or because they don't want to get fired, according to an academic study of the groundbreaking teacher - evaluation system implemented by former schools chancellor Michelle Rhee.

AIR has an abiding interest in conducting rigorous studies that address pressing educational issues, particularly in the area of principal professional development and performance evaluation.

The study revealed that applicants with good credit reports were no more likely to receive positive performance evaluations and were no less likely to be terminated from their jobs.