Professionalperformance in education is now calling the attention of researcher due to its role in the professionalizing process intended to increase international education standards. In this article the term professionalperformance is examined from the two socio-historic traditional roles involved in training the individuals as a bio-psychic and social entity: teachers and executive. By means of scientific methods, the author gives the theoretical grounds connecting professionalperformance, learning and individual capacity of using them in solving problem at his labor position. The professionalperformance is regarded as a human value that stimulates the activity. By predicting educational alternatives, the paper portraits a model of professionalperformance in education, referring the necessary actions needed for achieving the goals of education. Searching and discussing such alternatives leads to reinterpret professional problems and to find out ways of improving educational standards.
This paper deals with the librarian’s professional role within the context of the society of knowledge. The objective was to characterize the professionalperformance of librarians consequently the study was carried out by means of theoretical methods and procedures to systematize the ideas of contemporary author on the topic. Data has been multiplied geometrically as a result of scientific development, such a prolific production of data together with innovation in the field of the sciences of education and information make new demands for the training of librarian and their subsequent performance, which the study attempt to portray.
The analysis of the curricular design theories shows that the concept of performance has not yet been sufficiently studied; this explains actual inconsistencies in the design methodologies that claim to be focused on professional activity. However, in practice they are focusing professional problems instead, or simply copying other universities curricula without considering the particular country stage of development. Taking Chemical engineers as a referent point, the authors devise a methodology of curricular design focused on professional activity leading to the comprehension of this particular engineers ‘performance. The findings result from the application of the functional structural systemic method.
La palabra ‘performance’ remite a una multiplicidad de significados. Quizá el más cercano para cualquiera sea el de ‘rendimiento’. La incorporamos desde la cultura de habla inglesa en la que significa también simp lemente ‘actuación’. Pero los que de algún modo estamos relacionados con el arte sabemos que performance significa otra cosa: la palabra ‘performance’ alude a una diversidad de manifestaciones culturales. La palabra conserva una ambigüedad, una apertura, una especie de indefinición. Ahora bien, hay un núcleo de significados en esa palabra que sería bueno que nosotros, los que actuamos de algún modo en el arte, conociéramos y reflexionáramos centrados en nudos o núcleos pregnantes, que podrían ser algunos de los siguientes: los límites, los umbrales, las fronteras (el más allá del escenario, tanto en un sentido real como ficcional); el más allá de la convención teatral, del pacto entre público y actores; la profundización de las problemáticas básicas de las artes espacio-temporales (danza, mímica y teatro), relacionada con la relación compleja entre el tiempo y el espacio; un cuestionamiento de lo que quiere decir ‘espectacular’ y del servicio prestado a distintas causas políticas, sociales, económicas; una transición entre la política y el arte; una reflexión sobre la vida cotidiana (una reflexión-fractal sobre nuestras costumbres y hábitos, una especie de ‘descripción densa’); un reclamo del espacio público y un reflexionar sobre el tema del espacio, sus significados y las relaciones de poder que trasuntan; por último, una transición entre las experiencias perceptivas y la intervención pública.
Get relevant information about players and team performance to take decisions causes a continuous analysis of factors affecting individual and group performance in sport context. The need for positive results takes to use management tools that estimate athletic performance of professional players relia- ble in regards to the decision by the sport managers, for example, when they are designing the player roster. This study aims to improve the existing analysis by providing, on the one hand, new indexes to measure performance and regularity of professional basketball players, and showing how traditional sta- tistics tools can detect relevant information. We use data from every player in terms of performance according to Spanish basketball league ACB in the 2014/2015 season with a minimum of ten games pla- yed and ten minutes averaged per game to redefine and show new elements to consider in assessing the performance of the players. The results obtained have interesting prospects for aspects of sports mana- gement as recruiting, roster designing and performance of sports teams.
The No Child Left Behind (NCLB, 2002) Act is undoubtedly the most far-reaching education policy initiative in the USA since the Elementary and Secondary Education Act (ESEA, 1965). The trademark of this legislation required states to conduct annual student evaluations to identify schools that are failing to make “adequate yearly progress” (AYP) towards the explicit goal of having all students achieve proficiency in reading and math by 2013-14. The notion of “Accountability” is remarkable independently of the specific programs and policies designed to improve the students’ performance. A vast literature has been written in this respect, theoretical and empirical, to support or to reject the apparent benefits of NCLB’s accountability improvements. Critics usually argue that accountability has several negative consequences for the broad cognitive development of children. Nichols and Berliner (2007) argue that NCLB and other test-based accountability policies cause educators to shift resources away from non-tested subjects (like arts) and to focus instruction in math and reading on the set of topics that are most surely represented on the standardized tests (Rothstein et al. 2008, Koretz, 2008). On the other hand, Dee and Jacob (2011) found generally positive impacts in some especial groups: a large impact on Math, 4th graders, more concentrated among white and Hispanic students, among students who were eligible for subsidized lunch, and among students at all levels of performance; and a moderate positive effect in 8th grade for Math tests.