Student Performance Analysis Paper

1. What three success strategies (from the Student Success Strategies Guide) will you plan on using throughout your degree program to help you be a successful student? My 1st strategies is to schedule times to study and do assignments , The 2nd to attend all the live chat sessions and 3rd to log into the Virtual Campus at least twice a day.

This paper will explain the reasons that I want to obtain a college degree at Columbia Southern University and how I will make that happen. It will be a difficult task to accomplish but I believe that it can be done.By putting in the work and staying motivated to accomplish this goal I will be successful.

Some people may call Attention-Deficit Hyperactivity Disorder a curse; I would actually consider it a gift. Having the disorder has its challenges, and blessings. However, I find that when managed, ADHD can be a genuine asset in my life. The website “Study Guides and Strategies” provided many useful tips that I hope to use as a tool while learning, or apply in any classroom setting. Using these tricks and tips, the issues that I face while learning will hopefully become managed, and eventually become an asset to this journey we call learning.

I feel the information presented in this article is accurate, and cited many experiments/studies to back up information presented within the article. One of the most useful items I found in this article was the last point which is structuring collaboration for motivation. This section of the article was very helpful as it points out how the relationship between the teacher and student is a great factor when increasing motivation. I have seen this first hand with my younger sister, and I completely believe teacher-student relationships are very important, especially when aiming for motivation as the child has to be able to connect with the

Robert Lehnen and Guodong Liang talk about incentive pay programs and how productivity are affected by equivalent and bonus pay. According to Liang, incentive pay will be able to motivate teachers given that their hard work as a teacher pays off through increased pay. Lehnen also has a similar point when viewing different perspectives of teacher pay in Indiana. First, he talks about the 10-month work year that teachers have, saying it is a benefit and reason for lower salaries among teachers. Also, according to Lehnen (1994), the Indiana State Chamber of Commerce looks at test scores to consider performance among teachers and if scores are not high, spending within the districts will remain the same. Liang presents an incentive based pay, rather than Lehnen bringing other perspectives to the table concerning the necessity of raising pay compared to high test

As a student in the Educational Doctorate (EdD) program, I had the unique opportunity to assist in the development and analysis of a qualitative method study designed to investigate the doctoral student experience at Lindenwood University (LU). Even though my primary role in the study was as principle investigator, I also was part of the eight doctoral students currently enrolled in Qualitative Methods who participated in the study. An inductive approach was applied to the data collected from the study with “little to no predetermined theory, structure, or framework” (Burnard, Gill, Stewart, Treasure, & Chadwick, 2008). Student responses were coded to identify

This type of motivation is influenced heavily by rewards and external incentives. It also implies the notion that “I have to do something” in order to be compliant with what someone else wants me to do. It is a motivation that is primarily influenced by the hope of attaining tangible items such as prizes, special privileges, or money. Although Drive implies the heavy use of Motivation 2.0 by the corporate world, Pink also draws attention to the fact that schools typically operate under this mode, as well, and that it can have detrimental effects on our students and on learning, in general. Motivation 2.0 is also referred to in the book as the “Carrots and Sticks Approach”, and although it may yield positive results in the short-term, the repeated or incorrect use of extrinsic rewards can actually work against what educators are trying to achieve in terms of truly motivating their students.

Most of my teaching experiences consist of teaching children from ages 3 to 8 at numerous summer camps during my high school years. Many things I have taught were based on general knowledge, such as teaching children how to play soccer and how to make a stuffed animal with an old pair of socks. Such topics never required a thorough background research or a specific knowledge on children’s development. Yet, my active interactions and attention were always in need considering the children’s age and the nature of the topics being taught. The two major obstacles I had to overcome—and sometimes, I am still struggling with—was to properly motivate and to discipline them. Through this course, I have learned different methods of motivating students

The first route (on the left of figure 1), which is applicable to any school, new or well-established, is based on the theory that increased motivation and work satisfaction will lead to better teaching − happier employees produce better work. In addition, it can also improve teacher retention rates. Schools can expect to observe lowered teacher attrition rates, lowered hiring costs and less teacher replacement training.

Tajh is an attentive and dedicated student. She seems to enjoy rock ensemble and is always eager to participate in singing and keyboard activities. She seems to have a genuine interest in the historical component of the course as well. Performance assessments reveal that she is comfortable with the repertoire and showing confidence in her vocal ability.

The first study I am using focuses on teachers’ motivation and how it has come to be very important

A major factor in performance is the student's attitude. A group of students in Louisiana were offered cash incentives. The teachers automatically saw a difference. Many of the students easily attained a C average, and physiologically improved. They also began reporting positive feelings about themselves and their goals. As a student at Bailey Middle School I totally agree with that. When I ace a test or pass an exam, I feel like I have earned something. My parents reward me with some cash which makes me want to do phenomenal again. Having students have this feeling will make them carry out more, and makes them more

Christine was seen for evaluation over the course of 2.5 hours at Gerena and Associates located in Coral Springs, Florida. She presented as a Black female of average height and build, who appeared her stated age of 17. Christine was appropriately dressed and evidenced adequate grooming and hygiene. No gross abnormalities were noted in ambulation, coordination, motor skills, and/or posture.

Mrachko, A. A., Kostewicz, D. E., & Martin, W. P. (2017). Increasing positive and decreasing

A multiple regression analysis showed intellectual stimulation and efficacy in classroom management predicted job satisfaction in lower achieving schools and inspirational motivation predicted job satisfaction in higher achieving schools. Teacher efficacy in classroom management was significant in predicting teacher placement in a lower or higher performing