Winburn Community Academy: A University-Assisted Community School and Professional Development School

Moore, Sara Delano; Brennan, Sharon; Garrity, Ann R.; Godecker, Sandra W.

doi:10.1207/s15327930pje7503_3

Cited by 6 publications

(6 citation statements)

References 4 publications

(2 reference statements)

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“…Text weighting through TF-IDF is based on comparing the frequency of occurrence of a word in a text document and the number of documents containing that word. Calculation of weights with TF-IDF is done using equation (1).…”

Section: (Bad)mentioning

confidence: 99%

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An Automated Essay Scoring Based on Neural Networks to Predict and Classify Competence of Examinees in Community Academy

Buditjahjanto¹,

Idhom²,

Munoto³

et al. 2022

TEM Journal

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AES has been widely used in assessing student learning outcomes. However, few studies use Automated Essay Scoring (AES) to simultaneously determine the community academy's competency test scores and levels. This study aims to apply AES to assess essays on the competency certification test. The AES can predict the examinees' scores and classify examinees' competency levels. The method used to build AES uses Back Propagation Neural Networks (BPNN). BPNN was chosen because of its simplicity and ease in building the model. The results showed that the AES for predicting the examinee's competency value showed the MAE value is 0.061621 and the accuracy value is = 97.9665 %. The results of the classification of student competency levels show Accuracy= 0.9063, Precision= 0.9167, Recall= 0.8888, and F1 Score= 0.8857.

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Section: (Bad)mentioning

confidence: 99%

“…Community Academy is a university that provides vocational education at the level of diploma one or diploma two in one or several branches of particular science and technology [1]. Community Academy in East Java -Indonesia, focuses on multimedia IT expertise.…”

Section: Introductionmentioning

confidence: 99%

An Automated Essay Scoring Based on Neural Networks to Predict and Classify Competence of Examinees in Community Academy

Buditjahjanto¹,

Idhom²,

Munoto³

et al. 2022

TEM Journal

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“…Empirical yes Community service learning: preparing teachers to learn and act upon teaching from a social justice perspective. Moore et al (2000) Conceptual no Community service learning: importance of strong personal relationships between middle school, university and neighbourhood to ensure all partners are heard and valued. Norman et al (2005) Conceptual no Guidelines for conversation within a "critical friends group" and the importance of clear delineation what role each group member plays (e.g., facilitator, presenter and participants) within professional development schools.…”

Section: Mcdonald Et Al (2013)mentioning

confidence: 99%

Design principles to support student learning in teacher learning groups

Vrieling-Teunter

Hebing

Vermeulen

2021

Teachers and Teaching

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This study presents design principles for student facilitation in teacher learning groups (TLGs), based on a systematic literature review searching for characteristics, conditions, and outcomes of students working in TLGs. Notions of team learning, network learning, community learning, and collective learning within teacher education were taken as the main components of the search. The review turned out to be very lean in terms of input; only 17 articles did justice to this theme. The exercise resulted in five main characteristics of TLGs (i.e. shared vision and goals; a project-based approach; shared responsibility and ownership; diversity and equality; supportive structures, resources and roles) and associated conditional factors. We combined these characteristics and conditional factors to formulate design principles, which can serve as a starting point for the supervision of students in TLGs. The limited number of search results shows that more research into student learning in TLGs is needed. Furthermore, the design principles yielded by the review are formulated in very general terms. In follow-up research, we will monitor four institutes for primary teacher education that enable student learning in TLGs with various social configurations. This study is expected to further concretise the design principles for student learning in TLGs.

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“…However, barriers to evaluation do exist within these partnerships, given the cost of evaluation, availability of appropriate and reliable assessment measures, capacity for experimental or quasi-experimental designs to mitigate validity threats with small sample sizes, and the like. One program remarked that shifts in student populations and therefore a potential shift in their conception of "community" also made it hard to know just whose success they were evaluating and for how long (Moore, Brennan, Garrity, & Godecker, 2000). When looking to implement or sustain direct service provision in education, it is therefore critical that universities seek out best practices, examine case studies, and evaluate the context in which the university is philosophically, financially, and physically situated (Ostrander, 2004).…”

Section: N Benefits and Challenges Of University Service Provision Inmentioning

confidence: 99%

University as Provider: Education and Youth Development

Faude¹,

Gardinier²,

Mann³

2016

Service Learning Through Community Engagement

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Winburn Community Academy: A University-Assisted Community School and Professional Development School

Cited by 6 publications

References 4 publications

An Automated Essay Scoring Based on Neural Networks to Predict and Classify Competence of Examinees in Community Academy

An Automated Essay Scoring Based on Neural Networks to Predict and Classify Competence of Examinees in Community Academy

Design principles to support student learning in teacher learning groups

University as Provider: Education and Youth Development

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