title: Increasing compliance with teacher instructions within the classroom using variable interval tactile prompting in a self-management intervention

authors: Veitch, Sarah

subjects: Compliance

abstract: The skill of compliance is considered an essential keystone behaviour that correlates with academic performance and pro-social behaviours. This study extended the research of Lee (2016) by implementing a self-management intervention (with and without a tactile prompt) to increase compliant behaviour of a typically developing child in a mainstream New Zealand classroom. Two key components of this intervention were treating compliance as a skill to be taught, and evaluating the use of a discrete tactile prompt. It was expected that this self-management intervention would effectively increase compliance with teacher instructions within the classroom. The main hypothesis of this study was that a self-management intervention is more effective at increasing compliance with teacher instructions if it includes the use of a tactile prompt than if no prompts are used. A single-subject alternating treatment design was used to assess and compare the efficacy of both conditions. Secondly it was hypothesised that this self-management intervention would have high social validity for both the student and teacher. Thirdly, it was hypothesised that the intervention would result in a concomitant increase in on task behaviour. The findings of this study supported these hypotheses. Additionally increases in both compliance and on-task behaviour generalised to other settings and were maintained beyond the fading phase of the intervention. The findings of this study have theoretical implications relevant to the general classroom and future research.

text: Increasing compliance with teacher instructions within the classroom using variable interval tactile prompting in a self-management intervention The skill of compliance is considered an essential keystone behaviour that correlates with academic performance and pro-social behaviours. This study extended the research of Lee (2016) by implementing a self-management intervention (with and without a tactile prompt) to increase compliant behaviour of a typically developing child in a mainstream New Zealand classroom. Two key components of this intervention were treating compliance as a skill to be taught, and evaluating the use of a discrete tactile prompt. It was expected that this self-management intervention would effectively increase compliance with teacher instructions within the classroom. The main hypothesis of this study was that a self-management intervention is more effective at increasing compliance with teacher instructions if it includes the use of a tactile prompt than if no prompts are used. A single-subject alternating treatment design was used to assess and compare the efficacy of both conditions. Secondly it was hypothesised that this self-management intervention would have high social validity for both the student and teacher. Thirdly, it was hypothesised that the intervention would result in a concomitant increase in on task behaviour. The findings of this study supported these hypotheses. Additionally increases in both compliance and on-task behaviour generalised to other settings and were maintained beyond the fading phase of the intervention. The findings of this study have theoretical implications relevant to the general classroom and future research.

year: 2022

title: Large-scale attribute selection using wrappers

authors: Gutlein, Martin

subjects: computer science

abstract: Scheme-specific attribute selection with the wrapper and variants of forward selection is a popular attribute selection technique for classification that yields good results. However, it can run the risk of overfitting because of the extent of the search and the extensive use of internal cross-validation. Moreover, although wrapper evaluators tend to achieve superior accuracy compared to filters, they face a high computational cost. The problems of overfitting and high runtime occur in particular on high-dimensional datasets, like microarray data.
We investigate Linear Forward Selection, a technique to reduce the number of attributes expansions in each forward selection step. Our experiments demonstrate that this approach is faster, finds smaller subsets and can even increase the accuracy compared to standard forward selection. We also investigate a variant that applies explicit subset size determination in forward selection to combat overfitting, where the search is forced to stop at a precomputed “optimal” subset size. We show that this technique reduces subset size while maintaining comparable accuracy.

text: Large-scale attribute selection using wrappers Scheme-specific attribute selection with the wrapper and variants of forward selection is a popular attribute selection technique for classification that yields good results. However, it can run the risk of overfitting because of the extent of the search and the extensive use of internal cross-validation. Moreover, although wrapper evaluators tend to achieve superior accuracy compared to filters, they face a high computational cost. The problems of overfitting and high runtime occur in particular on high-dimensional datasets, like microarray data.
We investigate Linear Forward Selection, a technique to reduce the number of attributes expansions in each forward selection step. Our experiments demonstrate that this approach is faster, finds smaller subsets and can even increase the accuracy compared to standard forward selection. We also investigate a variant that applies explicit subset size determination in forward selection to combat overfitting, where the search is forced to stop at a precomputed “optimal” subset size. We show that this technique reduces subset size while maintaining comparable accuracy.

year: 2009

title: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools?

authors: McLocklan, Sue

subjects: Maori student achievement

abstract: The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

text: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools? The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

year: 2013