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You searched for subject:(Academic achievement Evaluation ). Showing records 1 – 30 of 63081 total matches.

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University of Johannesburg

1. Viljoen, Cornelia Fransina. Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase.

Degree: 2014, University of Johannesburg

M. Ed. (Educational Psychology)

The last few decades have brought a significant increase in the amount of research on the subject of motivation, notably in… (more)

Subjects/Keywords: Achievement motivation; Academic achievement; Academic achievement - Evaluation

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APA (6th Edition):

Viljoen, C. F. (2014). Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9676

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Viljoen, Cornelia Fransina. “Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase.” 2014. Thesis, University of Johannesburg. Accessed November 29, 2020. http://hdl.handle.net/10210/9676.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Viljoen, Cornelia Fransina. “Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase.” 2014. Web. 29 Nov 2020.

Vancouver:

Viljoen CF. Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10210/9676.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Viljoen CF. Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9676

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Temple University

2. Fauser, Sandra Lynn. COACHES' AND TEACHERS' PERCEPTIONS OF THE CORRELATION BETWEEN ATHLETICS AND ACADEMICS IN THE CAPITAL AREA INTERMEDIATE UNIT HIGH SCHOOLS.

Degree: 2011, Temple University

Educational Administration

Ed.D.

The purpose of this study is to analyze high school teachers' and coaches' perceptions of participation in extracurricular activities and their relationship… (more)

Subjects/Keywords: Educational evaluation; Academic Achievement; Extracurricular Activities

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APA (6th Edition):

Fauser, S. L. (2011). COACHES' AND TEACHERS' PERCEPTIONS OF THE CORRELATION BETWEEN ATHLETICS AND ACADEMICS IN THE CAPITAL AREA INTERMEDIATE UNIT HIGH SCHOOLS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,146832

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fauser, Sandra Lynn. “COACHES' AND TEACHERS' PERCEPTIONS OF THE CORRELATION BETWEEN ATHLETICS AND ACADEMICS IN THE CAPITAL AREA INTERMEDIATE UNIT HIGH SCHOOLS.” 2011. Thesis, Temple University. Accessed November 29, 2020. http://digital.library.temple.edu/u?/p245801coll10,146832.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fauser, Sandra Lynn. “COACHES' AND TEACHERS' PERCEPTIONS OF THE CORRELATION BETWEEN ATHLETICS AND ACADEMICS IN THE CAPITAL AREA INTERMEDIATE UNIT HIGH SCHOOLS.” 2011. Web. 29 Nov 2020.

Vancouver:

Fauser SL. COACHES' AND TEACHERS' PERCEPTIONS OF THE CORRELATION BETWEEN ATHLETICS AND ACADEMICS IN THE CAPITAL AREA INTERMEDIATE UNIT HIGH SCHOOLS. [Internet] [Thesis]. Temple University; 2011. [cited 2020 Nov 29]. Available from: http://digital.library.temple.edu/u?/p245801coll10,146832.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fauser SL. COACHES' AND TEACHERS' PERCEPTIONS OF THE CORRELATION BETWEEN ATHLETICS AND ACADEMICS IN THE CAPITAL AREA INTERMEDIATE UNIT HIGH SCHOOLS. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,146832

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Johnson, Thaddeus L. Mitigating delinquency through academic intervention: an empirical test of social control theory.

Degree: 2016, University of Tennessee – Chattanooga

 Using school and program records for 236 ninth grade students involved in the GEAR UP program, a partial test of Hirschi’s social control theory (1969)… (more)

Subjects/Keywords: College preparation programs  – Tennessee  – Evaluation; Achievement motivation; Academic achievement

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APA (6th Edition):

Johnson, T. L. (2016). Mitigating delinquency through academic intervention: an empirical test of social control theory. (Masters Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/450

Chicago Manual of Style (16th Edition):

Johnson, Thaddeus L. “Mitigating delinquency through academic intervention: an empirical test of social control theory.” 2016. Masters Thesis, University of Tennessee – Chattanooga. Accessed November 29, 2020. https://scholar.utc.edu/theses/450.

MLA Handbook (7th Edition):

Johnson, Thaddeus L. “Mitigating delinquency through academic intervention: an empirical test of social control theory.” 2016. Web. 29 Nov 2020.

Vancouver:

Johnson TL. Mitigating delinquency through academic intervention: an empirical test of social control theory. [Internet] [Masters thesis]. University of Tennessee – Chattanooga; 2016. [cited 2020 Nov 29]. Available from: https://scholar.utc.edu/theses/450.

Council of Science Editors:

Johnson TL. Mitigating delinquency through academic intervention: an empirical test of social control theory. [Masters Thesis]. University of Tennessee – Chattanooga; 2016. Available from: https://scholar.utc.edu/theses/450


Florida Atlantic University

4. Fulton, Angela R. Examining the Effectiveness of Turnaround Models in Florida Public Schools.

Degree: 2018, Florida Atlantic University

Improving student performance in America’s chronically underperforming schools has been a challenge for many decades. Despite various school reforms, little to no progress has been… (more)

Subjects/Keywords: Public schools – Florida; School improvement programs – Florida – Evaluation; Student achievement; Academic achievement – Florida

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fulton, A. R. (2018). Examining the Effectiveness of Turnaround Models in Florida Public Schools. (Thesis). Florida Atlantic University. Retrieved from http://fau.digital.flvc.org/islandora/object/fau:40923

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fulton, Angela R. “Examining the Effectiveness of Turnaround Models in Florida Public Schools.” 2018. Thesis, Florida Atlantic University. Accessed November 29, 2020. http://fau.digital.flvc.org/islandora/object/fau:40923.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fulton, Angela R. “Examining the Effectiveness of Turnaround Models in Florida Public Schools.” 2018. Web. 29 Nov 2020.

Vancouver:

Fulton AR. Examining the Effectiveness of Turnaround Models in Florida Public Schools. [Internet] [Thesis]. Florida Atlantic University; 2018. [cited 2020 Nov 29]. Available from: http://fau.digital.flvc.org/islandora/object/fau:40923.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fulton AR. Examining the Effectiveness of Turnaround Models in Florida Public Schools. [Thesis]. Florida Atlantic University; 2018. Available from: http://fau.digital.flvc.org/islandora/object/fau:40923

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

5. Malee-Ligas, Sibley Ann. Effects of using formative assessments to increase achievement in second grade science.

Degree: Graduate School, 2012, Montana State University

 In this investigation formative assessments were implemented with the purposes of improving student conceptual understanding in science and instructional practices to inform teaching decisions and… (more)

Subjects/Keywords: Science Study and teaching.; Educational evaluation.; Academic achievement.; Education, Primary.

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APA (6th Edition):

Malee-Ligas, S. A. (2012). Effects of using formative assessments to increase achievement in second grade science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1781

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Malee-Ligas, Sibley Ann. “Effects of using formative assessments to increase achievement in second grade science.” 2012. Thesis, Montana State University. Accessed November 29, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1781.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Malee-Ligas, Sibley Ann. “Effects of using formative assessments to increase achievement in second grade science.” 2012. Web. 29 Nov 2020.

Vancouver:

Malee-Ligas SA. Effects of using formative assessments to increase achievement in second grade science. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Nov 29]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1781.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Malee-Ligas SA. Effects of using formative assessments to increase achievement in second grade science. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1781

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Drexel University

6. Maniglia, Ronald J. A Mixed Methods Approach: Reaching a Common Understanding of the Rating of Teacher Effectiveness and Its Perceived Impact on Student Learning Among New Jersey High School Teachers and Administrators Using the Stronge Teacher Effectiveness Performance Evaluation System.

Degree: 2017, Drexel University

The goal of this mixed method sequential study was to investigate the extent of the shared understanding between teachers and administrators in one suburban New… (more)

Subjects/Keywords: Educational evaluation; High school teachers – Rating of; Teacher effectiveness; Academic achievement

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APA (6th Edition):

Maniglia, R. J. (2017). A Mixed Methods Approach: Reaching a Common Understanding of the Rating of Teacher Effectiveness and Its Perceived Impact on Student Learning Among New Jersey High School Teachers and Administrators Using the Stronge Teacher Effectiveness Performance Evaluation System. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7384

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Maniglia, Ronald J. “A Mixed Methods Approach: Reaching a Common Understanding of the Rating of Teacher Effectiveness and Its Perceived Impact on Student Learning Among New Jersey High School Teachers and Administrators Using the Stronge Teacher Effectiveness Performance Evaluation System.” 2017. Thesis, Drexel University. Accessed November 29, 2020. http://hdl.handle.net/1860/idea:7384.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Maniglia, Ronald J. “A Mixed Methods Approach: Reaching a Common Understanding of the Rating of Teacher Effectiveness and Its Perceived Impact on Student Learning Among New Jersey High School Teachers and Administrators Using the Stronge Teacher Effectiveness Performance Evaluation System.” 2017. Web. 29 Nov 2020.

Vancouver:

Maniglia RJ. A Mixed Methods Approach: Reaching a Common Understanding of the Rating of Teacher Effectiveness and Its Perceived Impact on Student Learning Among New Jersey High School Teachers and Administrators Using the Stronge Teacher Effectiveness Performance Evaluation System. [Internet] [Thesis]. Drexel University; 2017. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1860/idea:7384.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maniglia RJ. A Mixed Methods Approach: Reaching a Common Understanding of the Rating of Teacher Effectiveness and Its Perceived Impact on Student Learning Among New Jersey High School Teachers and Administrators Using the Stronge Teacher Effectiveness Performance Evaluation System. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7384

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Drexel University

7. Shull, Amanda M. Examination of Student Affairs Culture in Relation to Student Engagement and Success: An Explanatory Sequential Case Study.

Degree: 2019, Drexel University

Higher education models have continued to shift, with the primary focus of Student Affairs moving from the extra-curricular to the co-curricular, yet little data is… (more)

Subjects/Keywords: Educational leadership; Education – Administration; Student affairs services – Evaluation; Academic achievement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Shull, A. M. (2019). Examination of Student Affairs Culture in Relation to Student Engagement and Success: An Explanatory Sequential Case Study. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A9373

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shull, Amanda M. “Examination of Student Affairs Culture in Relation to Student Engagement and Success: An Explanatory Sequential Case Study.” 2019. Thesis, Drexel University. Accessed November 29, 2020. https://idea.library.drexel.edu/islandora/object/idea%3A9373.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shull, Amanda M. “Examination of Student Affairs Culture in Relation to Student Engagement and Success: An Explanatory Sequential Case Study.” 2019. Web. 29 Nov 2020.

Vancouver:

Shull AM. Examination of Student Affairs Culture in Relation to Student Engagement and Success: An Explanatory Sequential Case Study. [Internet] [Thesis]. Drexel University; 2019. [cited 2020 Nov 29]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9373.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shull AM. Examination of Student Affairs Culture in Relation to Student Engagement and Success: An Explanatory Sequential Case Study. [Thesis]. Drexel University; 2019. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9373

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Wisconsin – Stout

8. Seanor, Laura M. Common characteristics of elementary schools that have been recognized as Wisconsin Promise Schools of Recognition.

Degree: 2006, University of Wisconsin – Stout

Subjects/Keywords: Academic achievement; Elementary schools – Evaluation

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APA (6th Edition):

Seanor, L. M. (2006). Common characteristics of elementary schools that have been recognized as Wisconsin Promise Schools of Recognition. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2006/2006seanorl.pdf ; http://digital.library.wisc.edu/1793/42151

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Seanor, Laura M. “Common characteristics of elementary schools that have been recognized as Wisconsin Promise Schools of Recognition.” 2006. Thesis, University of Wisconsin – Stout. Accessed November 29, 2020. http://www.uwstout.edu/lib/thesis/2006/2006seanorl.pdf ; http://digital.library.wisc.edu/1793/42151.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Seanor, Laura M. “Common characteristics of elementary schools that have been recognized as Wisconsin Promise Schools of Recognition.” 2006. Web. 29 Nov 2020.

Vancouver:

Seanor LM. Common characteristics of elementary schools that have been recognized as Wisconsin Promise Schools of Recognition. [Internet] [Thesis]. University of Wisconsin – Stout; 2006. [cited 2020 Nov 29]. Available from: http://www.uwstout.edu/lib/thesis/2006/2006seanorl.pdf ; http://digital.library.wisc.edu/1793/42151.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Seanor LM. Common characteristics of elementary schools that have been recognized as Wisconsin Promise Schools of Recognition. [Thesis]. University of Wisconsin – Stout; 2006. Available from: http://www.uwstout.edu/lib/thesis/2006/2006seanorl.pdf ; http://digital.library.wisc.edu/1793/42151

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Central Connecticut State University

9. Shiffer, Ryan G. (Ryan Gregory), 1978-. The Relationship between Students' Attitudes and Perceptions of Mathematics and Their Achievement as Measured By Unit Grade Level Assessments.

Degree: Department of Mathematical Sciences, 2016, Central Connecticut State University

Several factors influence students on how they might feel about a particular subject. Many of these factors may not have anything to do with the… (more)

Subjects/Keywords: Students – Attitudes.; Academic achievement.; Mathematics – Study and teaching – Evaluation.

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APA (6th Edition):

Shiffer, Ryan G. (Ryan Gregory), 1. (2016). The Relationship between Students' Attitudes and Perceptions of Mathematics and Their Achievement as Measured By Unit Grade Level Assessments. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2306

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shiffer, Ryan G. (Ryan Gregory), 1978-. “The Relationship between Students' Attitudes and Perceptions of Mathematics and Their Achievement as Measured By Unit Grade Level Assessments.” 2016. Thesis, Central Connecticut State University. Accessed November 29, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2306.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shiffer, Ryan G. (Ryan Gregory), 1978-. “The Relationship between Students' Attitudes and Perceptions of Mathematics and Their Achievement as Measured By Unit Grade Level Assessments.” 2016. Web. 29 Nov 2020.

Vancouver:

Shiffer, Ryan G. (Ryan Gregory) 1. The Relationship between Students' Attitudes and Perceptions of Mathematics and Their Achievement as Measured By Unit Grade Level Assessments. [Internet] [Thesis]. Central Connecticut State University; 2016. [cited 2020 Nov 29]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2306.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shiffer, Ryan G. (Ryan Gregory) 1. The Relationship between Students' Attitudes and Perceptions of Mathematics and Their Achievement as Measured By Unit Grade Level Assessments. [Thesis]. Central Connecticut State University; 2016. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2306

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Michigan State University

10. Vital, Louise Michelle. Tet chage! : an investigation of the Haitian Education and Leadership Program in the higher education landscape in Haiti.

Degree: 2015, Michigan State University

Thesis Ph. D. Michigan State University. Higher, Adult, and Lifelong Education 2015

Despite the large quantity of information regarding deficiencies within the Haitian education system,… (more)

Subjects/Keywords: Education, Higher – Haiti – Evaluation; Academic achievement – Haiti; Higher education

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APA (6th Edition):

Vital, L. M. (2015). Tet chage! : an investigation of the Haitian Education and Leadership Program in the higher education landscape in Haiti. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3707

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vital, Louise Michelle. “Tet chage! : an investigation of the Haitian Education and Leadership Program in the higher education landscape in Haiti.” 2015. Thesis, Michigan State University. Accessed November 29, 2020. http://etd.lib.msu.edu/islandora/object/etd:3707.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vital, Louise Michelle. “Tet chage! : an investigation of the Haitian Education and Leadership Program in the higher education landscape in Haiti.” 2015. Web. 29 Nov 2020.

Vancouver:

Vital LM. Tet chage! : an investigation of the Haitian Education and Leadership Program in the higher education landscape in Haiti. [Internet] [Thesis]. Michigan State University; 2015. [cited 2020 Nov 29]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3707.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vital LM. Tet chage! : an investigation of the Haitian Education and Leadership Program in the higher education landscape in Haiti. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3707

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


East Carolina University

11. Hill, William Steven. SCHOOL PROFESSIONALS' PERCEPTIONS OF FORMATIVE ASSESSMENT AS RELATED TO STUDENT ACHIEVEMENT.

Degree: EdD, Educational Leadership, 2014, East Carolina University

 This study examined potential relationships between North Carolina school professionals' perceptions of formative assessment and district-level EOG, EOC, and AYP proficiencies. There were three primary… (more)

Subjects/Keywords: Educational leadership; Formative assessment in N.C.; Educational evaluation; Academic achievement

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APA (6th Edition):

Hill, W. S. (2014). SCHOOL PROFESSIONALS' PERCEPTIONS OF FORMATIVE ASSESSMENT AS RELATED TO STUDENT ACHIEVEMENT. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/4633

Chicago Manual of Style (16th Edition):

Hill, William Steven. “SCHOOL PROFESSIONALS' PERCEPTIONS OF FORMATIVE ASSESSMENT AS RELATED TO STUDENT ACHIEVEMENT.” 2014. Doctoral Dissertation, East Carolina University. Accessed November 29, 2020. http://hdl.handle.net/10342/4633.

MLA Handbook (7th Edition):

Hill, William Steven. “SCHOOL PROFESSIONALS' PERCEPTIONS OF FORMATIVE ASSESSMENT AS RELATED TO STUDENT ACHIEVEMENT.” 2014. Web. 29 Nov 2020.

Vancouver:

Hill WS. SCHOOL PROFESSIONALS' PERCEPTIONS OF FORMATIVE ASSESSMENT AS RELATED TO STUDENT ACHIEVEMENT. [Internet] [Doctoral dissertation]. East Carolina University; 2014. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10342/4633.

Council of Science Editors:

Hill WS. SCHOOL PROFESSIONALS' PERCEPTIONS OF FORMATIVE ASSESSMENT AS RELATED TO STUDENT ACHIEVEMENT. [Doctoral Dissertation]. East Carolina University; 2014. Available from: http://hdl.handle.net/10342/4633

12. Bandy, Ryan E. Impact of advanced placement student selection models on academic achievement and stakeholder perceptions of program effectiveness.

Degree: 2014, University of Tennessee – Chattanooga

 This research study was designed to examine the relationship between the use of open and closed student selection systems for the enrollment of students in… (more)

Subjects/Keywords: Advanced placement programs (Education)  – Evaluation; Academic achievement; Educational equalization

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APA (6th Edition):

Bandy, R. E. (2014). Impact of advanced placement student selection models on academic achievement and stakeholder perceptions of program effectiveness. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/142

Chicago Manual of Style (16th Edition):

Bandy, Ryan E. “Impact of advanced placement student selection models on academic achievement and stakeholder perceptions of program effectiveness.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed November 29, 2020. https://scholar.utc.edu/theses/142.

MLA Handbook (7th Edition):

Bandy, Ryan E. “Impact of advanced placement student selection models on academic achievement and stakeholder perceptions of program effectiveness.” 2014. Web. 29 Nov 2020.

Vancouver:

Bandy RE. Impact of advanced placement student selection models on academic achievement and stakeholder perceptions of program effectiveness. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2020 Nov 29]. Available from: https://scholar.utc.edu/theses/142.

Council of Science Editors:

Bandy RE. Impact of advanced placement student selection models on academic achievement and stakeholder perceptions of program effectiveness. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/142

13. Freeman, Yancy. The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program.

Degree: 2018, University of Tennessee – Chattanooga

 The purpose of this study was to evaluate whether a relationship existed between a set of prescribed student success quality indicators and retention of the… (more)

Subjects/Keywords: College attendance  – Tennessee; Academic achievement  – Tennessee  – Evaluation; Lotteries  – Tennessee

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Freeman, Y. (2018). The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/560

Chicago Manual of Style (16th Edition):

Freeman, Yancy. “The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program.” 2018. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed November 29, 2020. https://scholar.utc.edu/theses/560.

MLA Handbook (7th Edition):

Freeman, Yancy. “The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program.” 2018. Web. 29 Nov 2020.

Vancouver:

Freeman Y. The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2018. [cited 2020 Nov 29]. Available from: https://scholar.utc.edu/theses/560.

Council of Science Editors:

Freeman Y. The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/560

14. Hale, David E. Factors that contribute to student achievement: a case study of one high school.

Degree: 2015, University of Tennessee – Chattanooga

 ABSTRACT The purpose of this study was to determine if there were definable factors, which contributed to or impacted the ACT scores, end of course… (more)

Subjects/Keywords: Educational equalization; Academic achievement  – Evaluation; Educational tests and measurements

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APA (6th Edition):

Hale, D. E. (2015). Factors that contribute to student achievement: a case study of one high school. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/157

Chicago Manual of Style (16th Edition):

Hale, David E. “Factors that contribute to student achievement: a case study of one high school.” 2015. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed November 29, 2020. https://scholar.utc.edu/theses/157.

MLA Handbook (7th Edition):

Hale, David E. “Factors that contribute to student achievement: a case study of one high school.” 2015. Web. 29 Nov 2020.

Vancouver:

Hale DE. Factors that contribute to student achievement: a case study of one high school. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2015. [cited 2020 Nov 29]. Available from: https://scholar.utc.edu/theses/157.

Council of Science Editors:

Hale DE. Factors that contribute to student achievement: a case study of one high school. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2015. Available from: https://scholar.utc.edu/theses/157

15. Best, Zachary A. Academic optimism in middle schools: a study of factors that appear to contribute to its development.

Degree: 2014, University of Tennessee – Chattanooga

 The need to increase student academic achievement has been established and well-documented in the literature. With a heightened focus on accountability measures, school personnel are… (more)

Subjects/Keywords: Academic achievement; Teacher effectiveness, Educational evaluation; Self-efficacy

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APA (6th Edition):

Best, Z. A. (2014). Academic optimism in middle schools: a study of factors that appear to contribute to its development. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/140

Chicago Manual of Style (16th Edition):

Best, Zachary A. “Academic optimism in middle schools: a study of factors that appear to contribute to its development.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed November 29, 2020. https://scholar.utc.edu/theses/140.

MLA Handbook (7th Edition):

Best, Zachary A. “Academic optimism in middle schools: a study of factors that appear to contribute to its development.” 2014. Web. 29 Nov 2020.

Vancouver:

Best ZA. Academic optimism in middle schools: a study of factors that appear to contribute to its development. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2020 Nov 29]. Available from: https://scholar.utc.edu/theses/140.

Council of Science Editors:

Best ZA. Academic optimism in middle schools: a study of factors that appear to contribute to its development. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/140


University of Hong Kong

16. 王晶. Analysing synergies between assessment and metacognitive knowledge : case studies of three award-winning university teachers' design and implementation of assessment in Hong Kong.

Degree: 2017, University of Hong Kong

 This thesis sets out to explore the relationship between assessment and metacognitive knowledge (MK) in one Hong Kong university setting. It examines how assessment stimulates… (more)

Subjects/Keywords: Metacognition; Academic achievement - Evaluation

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APA (6th Edition):

王晶. (2017). Analysing synergies between assessment and metacognitive knowledge : case studies of three award-winning university teachers' design and implementation of assessment in Hong Kong. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/249863

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

王晶. “Analysing synergies between assessment and metacognitive knowledge : case studies of three award-winning university teachers' design and implementation of assessment in Hong Kong.” 2017. Thesis, University of Hong Kong. Accessed November 29, 2020. http://hdl.handle.net/10722/249863.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

王晶. “Analysing synergies between assessment and metacognitive knowledge : case studies of three award-winning university teachers' design and implementation of assessment in Hong Kong.” 2017. Web. 29 Nov 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

王晶. Analysing synergies between assessment and metacognitive knowledge : case studies of three award-winning university teachers' design and implementation of assessment in Hong Kong. [Internet] [Thesis]. University of Hong Kong; 2017. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10722/249863.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

王晶. Analysing synergies between assessment and metacognitive knowledge : case studies of three award-winning university teachers' design and implementation of assessment in Hong Kong. [Thesis]. University of Hong Kong; 2017. Available from: http://hdl.handle.net/10722/249863

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation


University of Missouri – Columbia

17. Presley, Morgan L. Investigating how participatory action research and the use of assessment instruments can support college science instructors science assessment literacy.

Degree: 2015, University of Missouri – Columbia

 The purpose of this dissertation study was to investigate how engaging in participatory action research (PAR) and using assessment instruments can support a college science… (more)

Subjects/Keywords: Science teachers; Science  – Study and teaching  – Higher; Educational evaluation; Academic achievement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Presley, M. L. (2015). Investigating how participatory action research and the use of assessment instruments can support college science instructors science assessment literacy. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/46891

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Presley, Morgan L. “Investigating how participatory action research and the use of assessment instruments can support college science instructors science assessment literacy.” 2015. Thesis, University of Missouri – Columbia. Accessed November 29, 2020. http://hdl.handle.net/10355/46891.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Presley, Morgan L. “Investigating how participatory action research and the use of assessment instruments can support college science instructors science assessment literacy.” 2015. Web. 29 Nov 2020.

Vancouver:

Presley ML. Investigating how participatory action research and the use of assessment instruments can support college science instructors science assessment literacy. [Internet] [Thesis]. University of Missouri – Columbia; 2015. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10355/46891.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Presley ML. Investigating how participatory action research and the use of assessment instruments can support college science instructors science assessment literacy. [Thesis]. University of Missouri – Columbia; 2015. Available from: http://hdl.handle.net/10355/46891

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Missouri – Columbia

18. Kearney, Matthew L., 1983-. A freshman seminar course evaluation : short- and long-term academic outcomes.

Degree: 2016, University of Missouri – Columbia

 Freshman seminar courses are designed to enhance a student's first year experience and help students succeed academically. Review of the literature found studies on seminar… (more)

Subjects/Keywords: College freshmen; College student development programs  – Evaluation; Academic achievement  – Research

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APA (6th Edition):

Kearney, Matthew L., 1. (2016). A freshman seminar course evaluation : short- and long-term academic outcomes. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/59841

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kearney, Matthew L., 1983-. “A freshman seminar course evaluation : short- and long-term academic outcomes.” 2016. Thesis, University of Missouri – Columbia. Accessed November 29, 2020. https://doi.org/10.32469/10355/59841.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kearney, Matthew L., 1983-. “A freshman seminar course evaluation : short- and long-term academic outcomes.” 2016. Web. 29 Nov 2020.

Vancouver:

Kearney, Matthew L. 1. A freshman seminar course evaluation : short- and long-term academic outcomes. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2020 Nov 29]. Available from: https://doi.org/10.32469/10355/59841.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kearney, Matthew L. 1. A freshman seminar course evaluation : short- and long-term academic outcomes. [Thesis]. University of Missouri – Columbia; 2016. Available from: https://doi.org/10.32469/10355/59841

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Missouri – Columbia

19. Bard, Kali. Successful rural community college students : examining the association of student demographics, high school environmental variables, and high school outcome variables on community college degree attainment.

Degree: 2016, University of Missouri – Columbia

 Traditionally known for their open-door admission policies, low tuition, and convenience, community college enrollment has grown drastically in the last decade. This increased enrollment, however,… (more)

Subjects/Keywords: Community college students; Rural population; Academic achievement  – Research; Educational evaluation

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APA (6th Edition):

Bard, K. (2016). Successful rural community college students : examining the association of student demographics, high school environmental variables, and high school outcome variables on community college degree attainment. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/57014

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bard, Kali. “Successful rural community college students : examining the association of student demographics, high school environmental variables, and high school outcome variables on community college degree attainment.” 2016. Thesis, University of Missouri – Columbia. Accessed November 29, 2020. https://doi.org/10.32469/10355/57014.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bard, Kali. “Successful rural community college students : examining the association of student demographics, high school environmental variables, and high school outcome variables on community college degree attainment.” 2016. Web. 29 Nov 2020.

Vancouver:

Bard K. Successful rural community college students : examining the association of student demographics, high school environmental variables, and high school outcome variables on community college degree attainment. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2020 Nov 29]. Available from: https://doi.org/10.32469/10355/57014.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bard K. Successful rural community college students : examining the association of student demographics, high school environmental variables, and high school outcome variables on community college degree attainment. [Thesis]. University of Missouri – Columbia; 2016. Available from: https://doi.org/10.32469/10355/57014

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Wisconsin – Stout

20. Strand, Jon E. The relationship between children's at-home activity involvement and academic achievement.

Degree: 2005, University of Wisconsin – Stout

Subjects/Keywords: Academic achievement – Evaluation; Student activities – Evaluation

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APA (6th Edition):

Strand, J. E. (2005). The relationship between children's at-home activity involvement and academic achievement. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2005/2005strandj.pdf ; http://digital.library.wisc.edu/1793/41847

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Strand, Jon E. “The relationship between children's at-home activity involvement and academic achievement.” 2005. Thesis, University of Wisconsin – Stout. Accessed November 29, 2020. http://www.uwstout.edu/lib/thesis/2005/2005strandj.pdf ; http://digital.library.wisc.edu/1793/41847.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Strand, Jon E. “The relationship between children's at-home activity involvement and academic achievement.” 2005. Web. 29 Nov 2020.

Vancouver:

Strand JE. The relationship between children's at-home activity involvement and academic achievement. [Internet] [Thesis]. University of Wisconsin – Stout; 2005. [cited 2020 Nov 29]. Available from: http://www.uwstout.edu/lib/thesis/2005/2005strandj.pdf ; http://digital.library.wisc.edu/1793/41847.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Strand JE. The relationship between children's at-home activity involvement and academic achievement. [Thesis]. University of Wisconsin – Stout; 2005. Available from: http://www.uwstout.edu/lib/thesis/2005/2005strandj.pdf ; http://digital.library.wisc.edu/1793/41847

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of New Mexico

21. Morimoto, Yasushi. DO DUAL CREDIT PROGRAM LOCATIONS AND NUMBER OF COURSES STUDENTS TAKE MATTER: A FIRST LOOK AT DUAL CREDIT IN NEW MEXICO.

Degree: School of Public Administration, 2011, University of New Mexico

 Dual Credit programs allow secondary students to earn high school and college credit simultaneously upon completion of the requisite course. Over the past decade, the… (more)

Subjects/Keywords: College credits; College freshmen – New Mexico – Evaluation; Academic achievement – New Mexico – Evaluation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Morimoto, Y. (2011). DO DUAL CREDIT PROGRAM LOCATIONS AND NUMBER OF COURSES STUDENTS TAKE MATTER: A FIRST LOOK AT DUAL CREDIT IN NEW MEXICO. (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/13103

Chicago Manual of Style (16th Edition):

Morimoto, Yasushi. “DO DUAL CREDIT PROGRAM LOCATIONS AND NUMBER OF COURSES STUDENTS TAKE MATTER: A FIRST LOOK AT DUAL CREDIT IN NEW MEXICO.” 2011. Masters Thesis, University of New Mexico. Accessed November 29, 2020. http://hdl.handle.net/1928/13103.

MLA Handbook (7th Edition):

Morimoto, Yasushi. “DO DUAL CREDIT PROGRAM LOCATIONS AND NUMBER OF COURSES STUDENTS TAKE MATTER: A FIRST LOOK AT DUAL CREDIT IN NEW MEXICO.” 2011. Web. 29 Nov 2020.

Vancouver:

Morimoto Y. DO DUAL CREDIT PROGRAM LOCATIONS AND NUMBER OF COURSES STUDENTS TAKE MATTER: A FIRST LOOK AT DUAL CREDIT IN NEW MEXICO. [Internet] [Masters thesis]. University of New Mexico; 2011. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1928/13103.

Council of Science Editors:

Morimoto Y. DO DUAL CREDIT PROGRAM LOCATIONS AND NUMBER OF COURSES STUDENTS TAKE MATTER: A FIRST LOOK AT DUAL CREDIT IN NEW MEXICO. [Masters Thesis]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/13103


University of Florida

22. Toth, Katrina A. The Relationship between Teacher Evaluation and Student Achievement in Middle School Physical Education.

Degree: EdD, Educational Leadership - Human Development and Organizational Studies in Education, 2016, University of Florida

 The purpose of this study was to determine the relationship between evaluation scores and the student achievement on district standardized exams for middle school physical… (more)

Subjects/Keywords: Academic achievement; Educational evaluation; Learning; Middle schools; Personnel evaluation; Physical education; Student teacher evaluation; Students; Teacher evaluation; Teachers; achievement  – danielson  – education  – evaluation  – physical  – student  – teacher; City of Tampa ( local )

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APA (6th Edition):

Toth, K. A. (2016). The Relationship between Teacher Evaluation and Student Achievement in Middle School Physical Education. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0050524

Chicago Manual of Style (16th Edition):

Toth, Katrina A. “The Relationship between Teacher Evaluation and Student Achievement in Middle School Physical Education.” 2016. Doctoral Dissertation, University of Florida. Accessed November 29, 2020. https://ufdc.ufl.edu/UFE0050524.

MLA Handbook (7th Edition):

Toth, Katrina A. “The Relationship between Teacher Evaluation and Student Achievement in Middle School Physical Education.” 2016. Web. 29 Nov 2020.

Vancouver:

Toth KA. The Relationship between Teacher Evaluation and Student Achievement in Middle School Physical Education. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2020 Nov 29]. Available from: https://ufdc.ufl.edu/UFE0050524.

Council of Science Editors:

Toth KA. The Relationship between Teacher Evaluation and Student Achievement in Middle School Physical Education. [Doctoral Dissertation]. University of Florida; 2016. Available from: https://ufdc.ufl.edu/UFE0050524


Nelson Mandela Metropolitan University

23. Pienaar, Joné. Academic performance and cognitive critical thinking skills of certificate in theory of accounting students at Nelson Mandela University.

Degree: 2019, Nelson Mandela Metropolitan University

 With advances in computerisation, the skills that accountants need to remain relevant in an ever-changing world deserves consideration. Literature indicates that “critical thinking skills” form… (more)

Subjects/Keywords: Academic achievement  – South Africa  – Port Elizabeth  – Evaluation; Academic achievement; Thought and thinking; Cognitive learning; Educational tests and measurements

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APA (6th Edition):

Pienaar, J. (2019). Academic performance and cognitive critical thinking skills of certificate in theory of accounting students at Nelson Mandela University. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/43196

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pienaar, Joné. “Academic performance and cognitive critical thinking skills of certificate in theory of accounting students at Nelson Mandela University.” 2019. Thesis, Nelson Mandela Metropolitan University. Accessed November 29, 2020. http://hdl.handle.net/10948/43196.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pienaar, Joné. “Academic performance and cognitive critical thinking skills of certificate in theory of accounting students at Nelson Mandela University.” 2019. Web. 29 Nov 2020.

Vancouver:

Pienaar J. Academic performance and cognitive critical thinking skills of certificate in theory of accounting students at Nelson Mandela University. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2019. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10948/43196.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pienaar J. Academic performance and cognitive critical thinking skills of certificate in theory of accounting students at Nelson Mandela University. [Thesis]. Nelson Mandela Metropolitan University; 2019. Available from: http://hdl.handle.net/10948/43196

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of California – San Diego

24. Nunn, Lisa Michele. Identity and the pursuit of school success understandings of intelligence and effort in three high schools.

Degree: Sociology, 2009, University of California – San Diego

 A great deal of sociological literature seeks to understand how and why students pursue-and achieve-school success differently. To further our understanding of inequality in achievement,… (more)

Subjects/Keywords: Sociological aspects Academic achievement; Psychological aspects Academic achievement; Personality and academic achievement; Intelligence levels High school students; Schemas (Psychology) in children; California Evaluation High schools

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APA (6th Edition):

Nunn, L. M. (2009). Identity and the pursuit of school success understandings of intelligence and effort in three high schools. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/6fz7567b

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nunn, Lisa Michele. “Identity and the pursuit of school success understandings of intelligence and effort in three high schools.” 2009. Thesis, University of California – San Diego. Accessed November 29, 2020. http://www.escholarship.org/uc/item/6fz7567b.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nunn, Lisa Michele. “Identity and the pursuit of school success understandings of intelligence and effort in three high schools.” 2009. Web. 29 Nov 2020.

Vancouver:

Nunn LM. Identity and the pursuit of school success understandings of intelligence and effort in three high schools. [Internet] [Thesis]. University of California – San Diego; 2009. [cited 2020 Nov 29]. Available from: http://www.escholarship.org/uc/item/6fz7567b.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nunn LM. Identity and the pursuit of school success understandings of intelligence and effort in three high schools. [Thesis]. University of California – San Diego; 2009. Available from: http://www.escholarship.org/uc/item/6fz7567b

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

25. Pelton, Michael. Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance.

Degree: EdD, Higher Education Leadership and Policy, 2019, University of Houston

 Background: In 1966, a report was commissioned to determine the academic status of students across the United States (Dickenson, Winter 2016). The Coleman report determined… (more)

Subjects/Keywords: Academic achievement

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APA (6th Edition):

Pelton, M. (2019). Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5536

Chicago Manual of Style (16th Edition):

Pelton, Michael. “Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance.” 2019. Doctoral Dissertation, University of Houston. Accessed November 29, 2020. http://hdl.handle.net/10657/5536.

MLA Handbook (7th Edition):

Pelton, Michael. “Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance.” 2019. Web. 29 Nov 2020.

Vancouver:

Pelton M. Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10657/5536.

Council of Science Editors:

Pelton M. Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5536


Rutgers University

26. Gold, Sarah, 1989-. Housing assistance and children’s educational attainment: a longitudinal study.

Degree: PhD, Social Work, 2018, Rutgers University

Existing research on the effects of housing assistance on high school completion is limited and the pathways between such assistance and high school completion have… (more)

Subjects/Keywords: Academic achievement

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APA (6th Edition):

Gold, Sarah, 1. (2018). Housing assistance and children’s educational attainment: a longitudinal study. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/57561/

Chicago Manual of Style (16th Edition):

Gold, Sarah, 1989-. “Housing assistance and children’s educational attainment: a longitudinal study.” 2018. Doctoral Dissertation, Rutgers University. Accessed November 29, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/57561/.

MLA Handbook (7th Edition):

Gold, Sarah, 1989-. “Housing assistance and children’s educational attainment: a longitudinal study.” 2018. Web. 29 Nov 2020.

Vancouver:

Gold, Sarah 1. Housing assistance and children’s educational attainment: a longitudinal study. [Internet] [Doctoral dissertation]. Rutgers University; 2018. [cited 2020 Nov 29]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57561/.

Council of Science Editors:

Gold, Sarah 1. Housing assistance and children’s educational attainment: a longitudinal study. [Doctoral Dissertation]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57561/


University of Johannesburg

27. Aucamp, Hester Petronella Helena. Prestasiebeoordeling van akademiese personeel aan 'n verplegingskollege.

Degree: 2014, University of Johannesburg

M.Cur.

Performance assessment of academic staff (tutor) at a nursing college is an essential component in the establishment of a well-prepared teacher corps which contributes… (more)

Subjects/Keywords: Nurses - Training of - South Africa - Evaluation; Nursing - Study and teaching - South Africa - Evaluation; Academic achievement - Evaluation

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APA (6th Edition):

Aucamp, H. P. H. (2014). Prestasiebeoordeling van akademiese personeel aan 'n verplegingskollege. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9102

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Aucamp, Hester Petronella Helena. “Prestasiebeoordeling van akademiese personeel aan 'n verplegingskollege.” 2014. Thesis, University of Johannesburg. Accessed November 29, 2020. http://hdl.handle.net/10210/9102.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Aucamp, Hester Petronella Helena. “Prestasiebeoordeling van akademiese personeel aan 'n verplegingskollege.” 2014. Web. 29 Nov 2020.

Vancouver:

Aucamp HPH. Prestasiebeoordeling van akademiese personeel aan 'n verplegingskollege. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10210/9102.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Aucamp HPH. Prestasiebeoordeling van akademiese personeel aan 'n verplegingskollege. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9102

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Johannesburg

28. Snyman, Jacobus Johannes. 'n Diagnostiese voorspellingsmodel vir wiskundeprestasie aan 'n universiteit.

Degree: 2014, University of Johannesburg

D.Ed. (Didactics)

The main objective of this research is to develop a diagnostic model for the prediction of mathematics achievement for first year university students.… (more)

Subjects/Keywords: Prediction of scholastic success; Mathematical readiness - Evaluation; Mathematical readiness - Evaluation; Academic achievement - Evaluation; Mathematics - Study and teaching (Higher) - South Africa - Johannesburg

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Snyman, J. J. (2014). 'n Diagnostiese voorspellingsmodel vir wiskundeprestasie aan 'n universiteit. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11927

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Snyman, Jacobus Johannes. “'n Diagnostiese voorspellingsmodel vir wiskundeprestasie aan 'n universiteit.” 2014. Thesis, University of Johannesburg. Accessed November 29, 2020. http://hdl.handle.net/10210/11927.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Snyman, Jacobus Johannes. “'n Diagnostiese voorspellingsmodel vir wiskundeprestasie aan 'n universiteit.” 2014. Web. 29 Nov 2020.

Vancouver:

Snyman JJ. 'n Diagnostiese voorspellingsmodel vir wiskundeprestasie aan 'n universiteit. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10210/11927.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Snyman JJ. 'n Diagnostiese voorspellingsmodel vir wiskundeprestasie aan 'n universiteit. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11927

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Wisconsin – Stout

29. Reid, Paul W. A comparison of student achievement and satisfaction between a hybrid technical reporting class and an online technical reporting class at Chippewa Valley Technical College.

Degree: 2006, University of Wisconsin – Stout

Subjects/Keywords: Academic achievement – Evaluation; Distance education – Evaluation; Blended learning – Evaluation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Reid, P. W. (2006). A comparison of student achievement and satisfaction between a hybrid technical reporting class and an online technical reporting class at Chippewa Valley Technical College. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2006/2006reidp.pdf ; http://digital.library.wisc.edu/1793/42123

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Reid, Paul W. “A comparison of student achievement and satisfaction between a hybrid technical reporting class and an online technical reporting class at Chippewa Valley Technical College.” 2006. Thesis, University of Wisconsin – Stout. Accessed November 29, 2020. http://www.uwstout.edu/lib/thesis/2006/2006reidp.pdf ; http://digital.library.wisc.edu/1793/42123.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Reid, Paul W. “A comparison of student achievement and satisfaction between a hybrid technical reporting class and an online technical reporting class at Chippewa Valley Technical College.” 2006. Web. 29 Nov 2020.

Vancouver:

Reid PW. A comparison of student achievement and satisfaction between a hybrid technical reporting class and an online technical reporting class at Chippewa Valley Technical College. [Internet] [Thesis]. University of Wisconsin – Stout; 2006. [cited 2020 Nov 29]. Available from: http://www.uwstout.edu/lib/thesis/2006/2006reidp.pdf ; http://digital.library.wisc.edu/1793/42123.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reid PW. A comparison of student achievement and satisfaction between a hybrid technical reporting class and an online technical reporting class at Chippewa Valley Technical College. [Thesis]. University of Wisconsin – Stout; 2006. Available from: http://www.uwstout.edu/lib/thesis/2006/2006reidp.pdf ; http://digital.library.wisc.edu/1793/42123

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of British Columbia

30. Shim, Minsuk. Models comparing estimates of school effectiveness based on cross-sectional and longitudinal designs.

Degree: MA- MA, School Psychology, 1991, University of British Columbia

 The primary purpose of this study is to compare the six models (cross-sectional, two-wave, and multiwave, with and without controls) and determine which of the… (more)

Subjects/Keywords: Academic achievement  – Evaluation; Education  – Evaluation; Educational evaluation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Shim, M. (1991). Models comparing estimates of school effectiveness based on cross-sectional and longitudinal designs. (Masters Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/31519

Chicago Manual of Style (16th Edition):

Shim, Minsuk. “Models comparing estimates of school effectiveness based on cross-sectional and longitudinal designs.” 1991. Masters Thesis, University of British Columbia. Accessed November 29, 2020. http://hdl.handle.net/2429/31519.

MLA Handbook (7th Edition):

Shim, Minsuk. “Models comparing estimates of school effectiveness based on cross-sectional and longitudinal designs.” 1991. Web. 29 Nov 2020.

Vancouver:

Shim M. Models comparing estimates of school effectiveness based on cross-sectional and longitudinal designs. [Internet] [Masters thesis]. University of British Columbia; 1991. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/2429/31519.

Council of Science Editors:

Shim M. Models comparing estimates of school effectiveness based on cross-sectional and longitudinal designs. [Masters Thesis]. University of British Columbia; 1991. Available from: http://hdl.handle.net/2429/31519

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