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You searched for subject:(Achievement). Showing records 1 – 30 of 7412 total matches.

[1] [2] [3] [4] [5] … [248]

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

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 September 30, 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. 30 Sep 2020.

Vancouver:

Viljoen CF. Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Sep 30]. 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


Texas A&M University

2. Ji, Xuejun. Examining the Influence of Early Home Literacy Environment and Socioemotional Competence Development on Reading Achievement.

Degree: PhD, Curriculum and Instruction, 2017, Texas A&M University

 The purpose of this study is to (1) identify the underlying types of home literacy environment (HLE) and their effects on early reading achievement, (2)… (more)

Subjects/Keywords: Home Literacy Achievement; Reading Achievement

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APA (6th Edition):

Ji, X. (2017). Examining the Influence of Early Home Literacy Environment and Socioemotional Competence Development on Reading Achievement. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/166088

Chicago Manual of Style (16th Edition):

Ji, Xuejun. “Examining the Influence of Early Home Literacy Environment and Socioemotional Competence Development on Reading Achievement.” 2017. Doctoral Dissertation, Texas A&M University. Accessed September 30, 2020. http://hdl.handle.net/1969.1/166088.

MLA Handbook (7th Edition):

Ji, Xuejun. “Examining the Influence of Early Home Literacy Environment and Socioemotional Competence Development on Reading Achievement.” 2017. Web. 30 Sep 2020.

Vancouver:

Ji X. Examining the Influence of Early Home Literacy Environment and Socioemotional Competence Development on Reading Achievement. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/1969.1/166088.

Council of Science Editors:

Ji X. Examining the Influence of Early Home Literacy Environment and Socioemotional Competence Development on Reading Achievement. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/166088


Addis Ababa University

3. GETACHEW, ABEBE. Anxiety, Attitude towards Mathematics and Mathematics Achievement of Tenth Grade Students at Government and Private Schools in kolfe keranio sub city of Addis Ababa .

Degree: 2015, Addis Ababa University

 The aim of this study was to investigate differences in attitudes towards mathematics, mathematics anxiety, and mathematical achievement due to sex, and school type, and… (more)

Subjects/Keywords: mathematical achievement

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APA (6th Edition):

GETACHEW, A. (2015). Anxiety, Attitude towards Mathematics and Mathematics Achievement of Tenth Grade Students at Government and Private Schools in kolfe keranio sub city of Addis Ababa . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6998

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):

GETACHEW, ABEBE. “Anxiety, Attitude towards Mathematics and Mathematics Achievement of Tenth Grade Students at Government and Private Schools in kolfe keranio sub city of Addis Ababa .” 2015. Thesis, Addis Ababa University. Accessed September 30, 2020. http://etd.aau.edu.et/dspace/handle/123456789/6998.

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

MLA Handbook (7th Edition):

GETACHEW, ABEBE. “Anxiety, Attitude towards Mathematics and Mathematics Achievement of Tenth Grade Students at Government and Private Schools in kolfe keranio sub city of Addis Ababa .” 2015. Web. 30 Sep 2020.

Vancouver:

GETACHEW A. Anxiety, Attitude towards Mathematics and Mathematics Achievement of Tenth Grade Students at Government and Private Schools in kolfe keranio sub city of Addis Ababa . [Internet] [Thesis]. Addis Ababa University; 2015. [cited 2020 Sep 30]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6998.

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

Council of Science Editors:

GETACHEW A. Anxiety, Attitude towards Mathematics and Mathematics Achievement of Tenth Grade Students at Government and Private Schools in kolfe keranio sub city of Addis Ababa . [Thesis]. Addis Ababa University; 2015. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6998

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

4. Suchawadee, Prasobnet. Factors Affecting Academic Achievement in English Listening-Speaking Course .

Degree: คณะวิทยาศาสตร์และเทคโนโลยี ภาควิชาคณิตศาสตร์และวิทยาการคอมพิวเตอร์, 2018, Prince of Songkla University

 English proficiency of Thai undergraduate students has gained a lot of attention among researchers. High English proficiency may help students exceed in their studies and… (more)

Subjects/Keywords: Achievement; ผลสัมฤิทธิ์ทางการเรียน

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

APA (6th Edition):

Suchawadee, P. (2018). Factors Affecting Academic Achievement in English Listening-Speaking Course . (Thesis). Prince of Songkla University. Retrieved from http://kb.psu.ac.th/psukb/handle/2016/12164

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):

Suchawadee, Prasobnet. “Factors Affecting Academic Achievement in English Listening-Speaking Course .” 2018. Thesis, Prince of Songkla University. Accessed September 30, 2020. http://kb.psu.ac.th/psukb/handle/2016/12164.

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

MLA Handbook (7th Edition):

Suchawadee, Prasobnet. “Factors Affecting Academic Achievement in English Listening-Speaking Course .” 2018. Web. 30 Sep 2020.

Vancouver:

Suchawadee P. Factors Affecting Academic Achievement in English Listening-Speaking Course . [Internet] [Thesis]. Prince of Songkla University; 2018. [cited 2020 Sep 30]. Available from: http://kb.psu.ac.th/psukb/handle/2016/12164.

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

Council of Science Editors:

Suchawadee P. Factors Affecting Academic Achievement in English Listening-Speaking Course . [Thesis]. Prince of Songkla University; 2018. Available from: http://kb.psu.ac.th/psukb/handle/2016/12164

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


Rutgers University

5. 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 September 30, 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. 30 Sep 2020.

Vancouver:

Gold, Sarah 1. Housing assistance and children’s educational attainment: a longitudinal study. [Internet] [Doctoral dissertation]. Rutgers University; 2018. [cited 2020 Sep 30]. 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 Houston

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

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 September 30, 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. 30 Sep 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 Sep 30]. 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


Texas A&M University

7. Mumphord, Karen Monette. Elementary Teachers' Perceptions of Instructional Leadership and Student Achievement.

Degree: EdD, Educational Administration, 2013, Texas A&M University

 This quantitative study has two purposes. The primary purpose of this study was to investigate how teachers’ perceptions of principals’ instructional leadership affects student achievement(more)

Subjects/Keywords: instructional leadership; student achievement; perception; reading achievement

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

APA (6th Edition):

Mumphord, K. M. (2013). Elementary Teachers' Perceptions of Instructional Leadership and Student Achievement. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149515

Chicago Manual of Style (16th Edition):

Mumphord, Karen Monette. “Elementary Teachers' Perceptions of Instructional Leadership and Student Achievement.” 2013. Doctoral Dissertation, Texas A&M University. Accessed September 30, 2020. http://hdl.handle.net/1969.1/149515.

MLA Handbook (7th Edition):

Mumphord, Karen Monette. “Elementary Teachers' Perceptions of Instructional Leadership and Student Achievement.” 2013. Web. 30 Sep 2020.

Vancouver:

Mumphord KM. Elementary Teachers' Perceptions of Instructional Leadership and Student Achievement. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/1969.1/149515.

Council of Science Editors:

Mumphord KM. Elementary Teachers' Perceptions of Instructional Leadership and Student Achievement. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149515


University of Johannesburg

8. Van Zyl, André. The predictive value of pre-entry attributes for student academic performance in the South African context.

Degree: 2012, University of Johannesburg

M.Ed. et Phil.

Poor academic performance and high drop out rates are of particular concern in South African higher education in general, and also at… (more)

Subjects/Keywords: Academic achievement; Academic achievement - South Africa

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

APA (6th Edition):

Van Zyl, A. (2012). The predictive value of pre-entry attributes for student academic performance in the South African context. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5081

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):

Van Zyl, André. “The predictive value of pre-entry attributes for student academic performance in the South African context.” 2012. Thesis, University of Johannesburg. Accessed September 30, 2020. http://hdl.handle.net/10210/5081.

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

MLA Handbook (7th Edition):

Van Zyl, André. “The predictive value of pre-entry attributes for student academic performance in the South African context.” 2012. Web. 30 Sep 2020.

Vancouver:

Van Zyl A. The predictive value of pre-entry attributes for student academic performance in the South African context. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/10210/5081.

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

Council of Science Editors:

Van Zyl A. The predictive value of pre-entry attributes for student academic performance in the South African context. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5081

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


University of Zambia

9. Maguswi, Buumba Victoria. Factors contributing to under achievement of Zambia female students in O-level Physics examinations: a case of selected high schools in Central Province .

Degree: 2012, University of Zambia

 This study is aimed at investigating factors inhibiting good performance in female learners at O-Level Physics examinations. The study also looked at views held by… (more)

Subjects/Keywords: Achievement tests(physics) – Zambia; Academic achievement(females)

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

APA (6th Edition):

Maguswi, B. V. (2012). Factors contributing to under achievement of Zambia female students in O-level Physics examinations: a case of selected high schools in Central Province . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/1901

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):

Maguswi, Buumba Victoria. “Factors contributing to under achievement of Zambia female students in O-level Physics examinations: a case of selected high schools in Central Province .” 2012. Thesis, University of Zambia. Accessed September 30, 2020. http://hdl.handle.net/123456789/1901.

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

MLA Handbook (7th Edition):

Maguswi, Buumba Victoria. “Factors contributing to under achievement of Zambia female students in O-level Physics examinations: a case of selected high schools in Central Province .” 2012. Web. 30 Sep 2020.

Vancouver:

Maguswi BV. Factors contributing to under achievement of Zambia female students in O-level Physics examinations: a case of selected high schools in Central Province . [Internet] [Thesis]. University of Zambia; 2012. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/123456789/1901.

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

Council of Science Editors:

Maguswi BV. Factors contributing to under achievement of Zambia female students in O-level Physics examinations: a case of selected high schools in Central Province . [Thesis]. University of Zambia; 2012. Available from: http://hdl.handle.net/123456789/1901

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


Virginia Tech

10. Phillips, Joey Heyward. The Relationship Between Elementary School Climate and Student Achievement in a School Division in The Commonwealth of Virginia.

Degree: PhD, Educational Leadership and Policy Studies, 2010, Virginia Tech

 Studies suggest a relationship exists between school climate and student achievement (Hoy & Woolfolk, 1993; Smith, 2005; Warren, 2007). This study investigated the relationship between… (more)

Subjects/Keywords: Achievement Gap; Student Achievement; School Climate

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APA (6th Edition):

Phillips, J. H. (2010). The Relationship Between Elementary School Climate and Student Achievement in a School Division in The Commonwealth of Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77257

Chicago Manual of Style (16th Edition):

Phillips, Joey Heyward. “The Relationship Between Elementary School Climate and Student Achievement in a School Division in The Commonwealth of Virginia.” 2010. Doctoral Dissertation, Virginia Tech. Accessed September 30, 2020. http://hdl.handle.net/10919/77257.

MLA Handbook (7th Edition):

Phillips, Joey Heyward. “The Relationship Between Elementary School Climate and Student Achievement in a School Division in The Commonwealth of Virginia.” 2010. Web. 30 Sep 2020.

Vancouver:

Phillips JH. The Relationship Between Elementary School Climate and Student Achievement in a School Division in The Commonwealth of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/10919/77257.

Council of Science Editors:

Phillips JH. The Relationship Between Elementary School Climate and Student Achievement in a School Division in The Commonwealth of Virginia. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/77257

11. Chamvu, Florence. Analysis of the psychometric properties of the Zambia achievement test : reading recognition.

Degree: 2011, University of Zimbabwe

 This study set out to analyze the psychometric properties of the Reading Recognition part of the Zambia Achievement Test. This test was developed by a… (more)

Subjects/Keywords: Achievement tests  – Zambia – Achievement tests  – Zambia; Psychometrics

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

APA (6th Edition):

Chamvu, F. (2011). Analysis of the psychometric properties of the Zambia achievement test : reading recognition. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/337

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):

Chamvu, Florence. “Analysis of the psychometric properties of the Zambia achievement test : reading recognition.” 2011. Thesis, University of Zimbabwe. Accessed September 30, 2020. http://dspace.unza.zm/handle/123456789/337.

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

MLA Handbook (7th Edition):

Chamvu, Florence. “Analysis of the psychometric properties of the Zambia achievement test : reading recognition.” 2011. Web. 30 Sep 2020.

Vancouver:

Chamvu F. Analysis of the psychometric properties of the Zambia achievement test : reading recognition. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2020 Sep 30]. Available from: http://dspace.unza.zm/handle/123456789/337.

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

Council of Science Editors:

Chamvu F. Analysis of the psychometric properties of the Zambia achievement test : reading recognition. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/337

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


Mississippi State University

12. Foster, Barbara Ann. NATIONAL BOARD CERTIFICATION AND STUDENT ACHIEVEMENT: DO THEY RELATE IN LOUISIANA?.

Degree: PhD, Leadership and Foundations, 2011, Mississippi State University

 Name: Barbara Ann Foster Date of Degree: April 29, 2011 Institution: Mississippi State University Major Field: Educational Leadership Major Professor: Dr. Dwight Hare Title of… (more)

Subjects/Keywords: Student Achievement; National Board Certification; Certification; Achievement

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APA (6th Edition):

Foster, B. A. (2011). NATIONAL BOARD CERTIFICATION AND STUDENT ACHIEVEMENT: DO THEY RELATE IN LOUISIANA?. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03252011-153604/ ;

Chicago Manual of Style (16th Edition):

Foster, Barbara Ann. “NATIONAL BOARD CERTIFICATION AND STUDENT ACHIEVEMENT: DO THEY RELATE IN LOUISIANA?.” 2011. Doctoral Dissertation, Mississippi State University. Accessed September 30, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03252011-153604/ ;.

MLA Handbook (7th Edition):

Foster, Barbara Ann. “NATIONAL BOARD CERTIFICATION AND STUDENT ACHIEVEMENT: DO THEY RELATE IN LOUISIANA?.” 2011. Web. 30 Sep 2020.

Vancouver:

Foster BA. NATIONAL BOARD CERTIFICATION AND STUDENT ACHIEVEMENT: DO THEY RELATE IN LOUISIANA?. [Internet] [Doctoral dissertation]. Mississippi State University; 2011. [cited 2020 Sep 30]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03252011-153604/ ;.

Council of Science Editors:

Foster BA. NATIONAL BOARD CERTIFICATION AND STUDENT ACHIEVEMENT: DO THEY RELATE IN LOUISIANA?. [Doctoral Dissertation]. Mississippi State University; 2011. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03252011-153604/ ;


University of Southern California

13. Lee, Sue. Academic achievement among Hmong students in California: a quantitative and comparative analysis.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 This quantitative study compared Hmong high school students’ scores in English language arts (ELA) and mathematics on the 2010 California Standards Tests (CST) to the… (more)

Subjects/Keywords: Hmong; academic achievement; test scores; achievement gap

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

APA (6th Edition):

Lee, S. (2014). Academic achievement among Hmong students in California: a quantitative and comparative analysis. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/361858/rec/462

Chicago Manual of Style (16th Edition):

Lee, Sue. “Academic achievement among Hmong students in California: a quantitative and comparative analysis.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 30, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/361858/rec/462.

MLA Handbook (7th Edition):

Lee, Sue. “Academic achievement among Hmong students in California: a quantitative and comparative analysis.” 2014. Web. 30 Sep 2020.

Vancouver:

Lee S. Academic achievement among Hmong students in California: a quantitative and comparative analysis. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Sep 30]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/361858/rec/462.

Council of Science Editors:

Lee S. Academic achievement among Hmong students in California: a quantitative and comparative analysis. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/361858/rec/462


University of Georgia

14. Taylor, Gwendolyn Shenell. The impact of literacy collaborative and success for all on the reading achievement of third and fifth grade students.

Degree: 2014, University of Georgia

 The purpose of this study was to analyze the impact of the Literacy Collaborative and Success for All programs reading achievement. The study compared the… (more)

Subjects/Keywords: Achievement; Reading Achievement; Restructing; Whole-School Reform

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APA (6th Edition):

Taylor, G. S. (2014). The impact of literacy collaborative and success for all on the reading achievement of third and fifth grade students. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/29442

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):

Taylor, Gwendolyn Shenell. “The impact of literacy collaborative and success for all on the reading achievement of third and fifth grade students.” 2014. Thesis, University of Georgia. Accessed September 30, 2020. http://hdl.handle.net/10724/29442.

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

MLA Handbook (7th Edition):

Taylor, Gwendolyn Shenell. “The impact of literacy collaborative and success for all on the reading achievement of third and fifth grade students.” 2014. Web. 30 Sep 2020.

Vancouver:

Taylor GS. The impact of literacy collaborative and success for all on the reading achievement of third and fifth grade students. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/10724/29442.

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

Council of Science Editors:

Taylor GS. The impact of literacy collaborative and success for all on the reading achievement of third and fifth grade students. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/29442

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


California State University – Sacramento

15. Mendoza, Norma Y. What influences the academic performance of students of color in California high schools?.

Degree: M.P.P.A., Public Policy and Administration, 2020, California State University – Sacramento

 Despite progress over the last decade, California???s teacher workforce remains far from reflecting the diversity of its students. California is the leading state with the… (more)

Subjects/Keywords: Academic achievement; Achievement gap; Multicultural education

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APA (6th Edition):

Mendoza, N. Y. (2020). What influences the academic performance of students of color in California high schools?. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/215089

Chicago Manual of Style (16th Edition):

Mendoza, Norma Y. “What influences the academic performance of students of color in California high schools?.” 2020. Masters Thesis, California State University – Sacramento. Accessed September 30, 2020. http://hdl.handle.net/10211.3/215089.

MLA Handbook (7th Edition):

Mendoza, Norma Y. “What influences the academic performance of students of color in California high schools?.” 2020. Web. 30 Sep 2020.

Vancouver:

Mendoza NY. What influences the academic performance of students of color in California high schools?. [Internet] [Masters thesis]. California State University – Sacramento; 2020. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/10211.3/215089.

Council of Science Editors:

Mendoza NY. What influences the academic performance of students of color in California high schools?. [Masters Thesis]. California State University – Sacramento; 2020. Available from: http://hdl.handle.net/10211.3/215089


University of Edinburgh

16. Whalen, Alex. Ampliative Understanding.

Degree: 2012, University of Edinburgh

 The primary goal of this dissertation is to develop and defend an account of understanding, which I call ampliative understanding. I will begin by defending… (more)

Subjects/Keywords: understanding; cognitive achievement

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APA (6th Edition):

Whalen, A. (2012). Ampliative Understanding. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8416

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):

Whalen, Alex. “Ampliative Understanding.” 2012. Thesis, University of Edinburgh. Accessed September 30, 2020. http://hdl.handle.net/1842/8416.

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

MLA Handbook (7th Edition):

Whalen, Alex. “Ampliative Understanding.” 2012. Web. 30 Sep 2020.

Vancouver:

Whalen A. Ampliative Understanding. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/1842/8416.

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

Council of Science Editors:

Whalen A. Ampliative Understanding. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/8416

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


Texas A&M University

17. Yulia, Astri. Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals.

Degree: PhD, Curriculum and Instruction, 2013, Texas A&M University

 The purpose of this study is to examine the links between family background and home language factors on English reading achievement among bi/multilingual students. To… (more)

Subjects/Keywords: Bilingualism; Reading Achievement

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APA (6th Edition):

Yulia, A. (2013). Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149440

Chicago Manual of Style (16th Edition):

Yulia, Astri. “Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals.” 2013. Doctoral Dissertation, Texas A&M University. Accessed September 30, 2020. http://hdl.handle.net/1969.1/149440.

MLA Handbook (7th Edition):

Yulia, Astri. “Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals.” 2013. Web. 30 Sep 2020.

Vancouver:

Yulia A. Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/1969.1/149440.

Council of Science Editors:

Yulia A. Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149440


Victoria University of Wellington

18. Lipine, Tavita. Education of Secondary Samoan Students in New Zealand: The Road to Success.

Degree: 2010, Victoria University of Wellington

 This research was undertaken under the framework by Bronfenbrenner (1990). This study was carried out in six secondary in New Zealand to identify the factors… (more)

Subjects/Keywords: Achievement; Polynesian students

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APA (6th Edition):

Lipine, T. (2010). Education of Secondary Samoan Students in New Zealand: The Road to Success. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1317

Chicago Manual of Style (16th Edition):

Lipine, Tavita. “Education of Secondary Samoan Students in New Zealand: The Road to Success.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed September 30, 2020. http://hdl.handle.net/10063/1317.

MLA Handbook (7th Edition):

Lipine, Tavita. “Education of Secondary Samoan Students in New Zealand: The Road to Success.” 2010. Web. 30 Sep 2020.

Vancouver:

Lipine T. Education of Secondary Samoan Students in New Zealand: The Road to Success. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/10063/1317.

Council of Science Editors:

Lipine T. Education of Secondary Samoan Students in New Zealand: The Road to Success. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1317


University of Zambia

19. Mwape, Getrude kasuba. Academic achievement, attitudes towards education and the home-background : their relationship to absenteeism in selected school of the Lusaka Region, Zambia .

Degree: 2011, University of Zambia

 Pupil absenteeism from school has been, and continues to be, a major disciplinary problem amongst pupils in Zambian schools. It was thought that absenteeism from… (more)

Subjects/Keywords: Academic Achievement – zambia

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APA (6th Edition):

Mwape, G. k. (2011). Academic achievement, attitudes towards education and the home-background : their relationship to absenteeism in selected school of the Lusaka Region, Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/481

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):

Mwape, Getrude kasuba. “Academic achievement, attitudes towards education and the home-background : their relationship to absenteeism in selected school of the Lusaka Region, Zambia .” 2011. Thesis, University of Zambia. Accessed September 30, 2020. http://hdl.handle.net/123456789/481.

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

MLA Handbook (7th Edition):

Mwape, Getrude kasuba. “Academic achievement, attitudes towards education and the home-background : their relationship to absenteeism in selected school of the Lusaka Region, Zambia .” 2011. Web. 30 Sep 2020.

Vancouver:

Mwape Gk. Academic achievement, attitudes towards education and the home-background : their relationship to absenteeism in selected school of the Lusaka Region, Zambia . [Internet] [Thesis]. University of Zambia; 2011. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/123456789/481.

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

Council of Science Editors:

Mwape Gk. Academic achievement, attitudes towards education and the home-background : their relationship to absenteeism in selected school of the Lusaka Region, Zambia . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/481

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


Boston College

20. Mims, Adrian Blair. Improving African American Achievement In Geometry Honors.

Degree: EdD, Educational Administration and Higher Education, 2010, Boston College

 This case study evaluated the significance of implementing an enrichment mathematics course during the summer to rising African American ninth graders entitled, "Geometry Honors Preview".… (more)

Subjects/Keywords: achievement gap; mathematics

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APA (6th Edition):

Mims, A. B. (2010). Improving African American Achievement In Geometry Honors. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101557

Chicago Manual of Style (16th Edition):

Mims, Adrian Blair. “Improving African American Achievement In Geometry Honors.” 2010. Doctoral Dissertation, Boston College. Accessed September 30, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101557.

MLA Handbook (7th Edition):

Mims, Adrian Blair. “Improving African American Achievement In Geometry Honors.” 2010. Web. 30 Sep 2020.

Vancouver:

Mims AB. Improving African American Achievement In Geometry Honors. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2020 Sep 30]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101557.

Council of Science Editors:

Mims AB. Improving African American Achievement In Geometry Honors. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101557


University of New South Wales

21. Grant, Tamica. The Roles of Motivation, Engagement, and Achievement in Student's Academic Achievement at Jamaican Schools.

Degree: Education, 2017, University of New South Wales

 Evidence suggests that many Jamaican students perform below established national achievement benchmarks (Davis, 2004). Internationally, Jamaican literacy and numeracy outcomes trail those of other nations,… (more)

Subjects/Keywords: Achievement; Motivation; Engagement

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APA (6th Edition):

Grant, T. (2017). The Roles of Motivation, Engagement, and Achievement in Student's Academic Achievement at Jamaican Schools. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/59021 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:48294/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Grant, Tamica. “The Roles of Motivation, Engagement, and Achievement in Student's Academic Achievement at Jamaican Schools.” 2017. Doctoral Dissertation, University of New South Wales. Accessed September 30, 2020. http://handle.unsw.edu.au/1959.4/59021 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:48294/SOURCE02?view=true.

MLA Handbook (7th Edition):

Grant, Tamica. “The Roles of Motivation, Engagement, and Achievement in Student's Academic Achievement at Jamaican Schools.” 2017. Web. 30 Sep 2020.

Vancouver:

Grant T. The Roles of Motivation, Engagement, and Achievement in Student's Academic Achievement at Jamaican Schools. [Internet] [Doctoral dissertation]. University of New South Wales; 2017. [cited 2020 Sep 30]. Available from: http://handle.unsw.edu.au/1959.4/59021 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:48294/SOURCE02?view=true.

Council of Science Editors:

Grant T. The Roles of Motivation, Engagement, and Achievement in Student's Academic Achievement at Jamaican Schools. [Doctoral Dissertation]. University of New South Wales; 2017. Available from: http://handle.unsw.edu.au/1959.4/59021 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:48294/SOURCE02?view=true


University of Oklahoma

22. Casper, David C. THE RELATIONSHIP BETWEEN COLLECTIVE STUDENT TRUST AND STUDENT ACHIEVEMENT.

Degree: EdD, 2012, University of Oklahoma

 The relationship between collective student trust and student achievement was tested in a sample of 1,748 5th grade students in 34 Title I elementary schools… (more)

Subjects/Keywords: Academic achievement; Trust

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APA (6th Edition):

Casper, D. C. (2012). THE RELATIONSHIP BETWEEN COLLECTIVE STUDENT TRUST AND STUDENT ACHIEVEMENT. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318736

Chicago Manual of Style (16th Edition):

Casper, David C. “THE RELATIONSHIP BETWEEN COLLECTIVE STUDENT TRUST AND STUDENT ACHIEVEMENT.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed September 30, 2020. http://hdl.handle.net/11244/318736.

MLA Handbook (7th Edition):

Casper, David C. “THE RELATIONSHIP BETWEEN COLLECTIVE STUDENT TRUST AND STUDENT ACHIEVEMENT.” 2012. Web. 30 Sep 2020.

Vancouver:

Casper DC. THE RELATIONSHIP BETWEEN COLLECTIVE STUDENT TRUST AND STUDENT ACHIEVEMENT. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/11244/318736.

Council of Science Editors:

Casper DC. THE RELATIONSHIP BETWEEN COLLECTIVE STUDENT TRUST AND STUDENT ACHIEVEMENT. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318736


University of Texas – Austin

23. Smith, Leann Vernice. Set-up to succeed : examining parental and peer influences on Black adolescents’ achievement related outcomes.

Degree: PhD, Educational Psychology, 2018, University of Texas – Austin

 According to national education statistics, the achievement gap between Black students and their White and Asian counterparts persists (U.S. Department of Education, 2013a). Scholars have… (more)

Subjects/Keywords: Achievement; Black youth

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

APA (6th Edition):

Smith, L. V. (2018). Set-up to succeed : examining parental and peer influences on Black adolescents’ achievement related outcomes. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63360

Chicago Manual of Style (16th Edition):

Smith, Leann Vernice. “Set-up to succeed : examining parental and peer influences on Black adolescents’ achievement related outcomes.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed September 30, 2020. http://hdl.handle.net/2152/63360.

MLA Handbook (7th Edition):

Smith, Leann Vernice. “Set-up to succeed : examining parental and peer influences on Black adolescents’ achievement related outcomes.” 2018. Web. 30 Sep 2020.

Vancouver:

Smith LV. Set-up to succeed : examining parental and peer influences on Black adolescents’ achievement related outcomes. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/2152/63360.

Council of Science Editors:

Smith LV. Set-up to succeed : examining parental and peer influences on Black adolescents’ achievement related outcomes. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/63360


Rutgers University

24. Wright, Jermaine, 1982-. Equity as an outcome: the use of performance information to address the achievement gap in higher education for men of color.

Degree: PhD, Public Administration (SPAA), 2017, Rutgers University

Social equity, often understood to be the third pillar of public administration, relies on the values of fairness and equality in the delivery of public… (more)

Subjects/Keywords: Academic achievement; Equity

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APA (6th Edition):

Wright, Jermaine, 1. (2017). Equity as an outcome: the use of performance information to address the achievement gap in higher education for men of color. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/54165/

Chicago Manual of Style (16th Edition):

Wright, Jermaine, 1982-. “Equity as an outcome: the use of performance information to address the achievement gap in higher education for men of color.” 2017. Doctoral Dissertation, Rutgers University. Accessed September 30, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/54165/.

MLA Handbook (7th Edition):

Wright, Jermaine, 1982-. “Equity as an outcome: the use of performance information to address the achievement gap in higher education for men of color.” 2017. Web. 30 Sep 2020.

Vancouver:

Wright, Jermaine 1. Equity as an outcome: the use of performance information to address the achievement gap in higher education for men of color. [Internet] [Doctoral dissertation]. Rutgers University; 2017. [cited 2020 Sep 30]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/54165/.

Council of Science Editors:

Wright, Jermaine 1. Equity as an outcome: the use of performance information to address the achievement gap in higher education for men of color. [Doctoral Dissertation]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/54165/


Victoria University of Wellington

25. Shallard, Steven Dillon. “Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School.

Degree: 2016, Victoria University of Wellington

 Underachievement in mathematics in Aotearoa/New Zealand continues to be an issue for some students. Inquiry-Based Learning (IBL) has been described by research as one way… (more)

Subjects/Keywords: Inquiry; Achievement; Confidence

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APA (6th Edition):

Shallard, S. D. (2016). “Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6162

Chicago Manual of Style (16th Edition):

Shallard, Steven Dillon. ““Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School.” 2016. Masters Thesis, Victoria University of Wellington. Accessed September 30, 2020. http://hdl.handle.net/10063/6162.

MLA Handbook (7th Edition):

Shallard, Steven Dillon. ““Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School.” 2016. Web. 30 Sep 2020.

Vancouver:

Shallard SD. “Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School. [Internet] [Masters thesis]. Victoria University of Wellington; 2016. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/10063/6162.

Council of Science Editors:

Shallard SD. “Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School. [Masters Thesis]. Victoria University of Wellington; 2016. Available from: http://hdl.handle.net/10063/6162


Victoria University of Wellington

26. Sanders, Peter. Motivation interventions via study programmes for under-achieving students, focusing on Paifika students.

Degree: 2015, Victoria University of Wellington

 Research has shown that lower motivation orientations are associated with under-achievement and that ethnicity may also be associated with motivation and achievement. This study investigates… (more)

Subjects/Keywords: Motivation; Achievement; Pasifika

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APA (6th Edition):

Sanders, P. (2015). Motivation interventions via study programmes for under-achieving students, focusing on Paifika students. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8738

Chicago Manual of Style (16th Edition):

Sanders, Peter. “Motivation interventions via study programmes for under-achieving students, focusing on Paifika students.” 2015. Doctoral Dissertation, Victoria University of Wellington. Accessed September 30, 2020. http://hdl.handle.net/10063/8738.

MLA Handbook (7th Edition):

Sanders, Peter. “Motivation interventions via study programmes for under-achieving students, focusing on Paifika students.” 2015. Web. 30 Sep 2020.

Vancouver:

Sanders P. Motivation interventions via study programmes for under-achieving students, focusing on Paifika students. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2015. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/10063/8738.

Council of Science Editors:

Sanders P. Motivation interventions via study programmes for under-achieving students, focusing on Paifika students. [Doctoral Dissertation]. Victoria University of Wellington; 2015. Available from: http://hdl.handle.net/10063/8738


University of Illinois – Chicago

27. Speed, Tony C. Jr. Against All Odds: The Story of Four High-Achieving African-American Males (An Ethno-Case Study).

Degree: 2012, University of Illinois – Chicago

 African-American students, particularly males, achieve at levels below their White and Asian-American counterparts as measured on traditional academic indices (e.g., standardized test scores, high school… (more)

Subjects/Keywords: Achievement gap; African-American male achievement; Student voice in achievement gap

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APA (6th Edition):

Speed, T. C. J. (2012). Against All Odds: The Story of Four High-Achieving African-American Males (An Ethno-Case Study). (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/8662

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):

Speed, Tony C Jr. “Against All Odds: The Story of Four High-Achieving African-American Males (An Ethno-Case Study).” 2012. Thesis, University of Illinois – Chicago. Accessed September 30, 2020. http://hdl.handle.net/10027/8662.

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

MLA Handbook (7th Edition):

Speed, Tony C Jr. “Against All Odds: The Story of Four High-Achieving African-American Males (An Ethno-Case Study).” 2012. Web. 30 Sep 2020.

Vancouver:

Speed TCJ. Against All Odds: The Story of Four High-Achieving African-American Males (An Ethno-Case Study). [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/10027/8662.

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

Council of Science Editors:

Speed TCJ. Against All Odds: The Story of Four High-Achieving African-American Males (An Ethno-Case Study). [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/8662

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

28. Wilhelmsson, Martin. A Personalized Achievement System for Educational Games : Targeting the achievement goals of the student.

Degree: Humanities and Informatics, 2013, University of Skövde

  This thesis is an interdisciplinary project based on motivation research in educational games and research on psychological achievement goals. The purpose was to present… (more)

Subjects/Keywords: Achievement; Achievement system; Achievement goals; Educational Game; Motivation; Computer Sciences; Datavetenskap (datalogi)

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APA (6th Edition):

Wilhelmsson, M. (2013). A Personalized Achievement System for Educational Games : Targeting the achievement goals of the student. (Thesis). University of Skövde. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8273

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):

Wilhelmsson, Martin. “A Personalized Achievement System for Educational Games : Targeting the achievement goals of the student.” 2013. Thesis, University of Skövde. Accessed September 30, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8273.

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

MLA Handbook (7th Edition):

Wilhelmsson, Martin. “A Personalized Achievement System for Educational Games : Targeting the achievement goals of the student.” 2013. Web. 30 Sep 2020.

Vancouver:

Wilhelmsson M. A Personalized Achievement System for Educational Games : Targeting the achievement goals of the student. [Internet] [Thesis]. University of Skövde; 2013. [cited 2020 Sep 30]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8273.

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

Council of Science Editors:

Wilhelmsson M. A Personalized Achievement System for Educational Games : Targeting the achievement goals of the student. [Thesis]. University of Skövde; 2013. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8273

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

29. Ridder, Jessica. Evaluating the Correlations Between Teacher–Student Relationships, Friendship, and Reading and Writing Achievement.

Degree: MSin Early Childhood and Family Development, Early Childhood and Family Development, 2018, Missouri State University

  The purpose of this correlational study is to assess the extent to which teacher–student relationships, children’s friendship, writing scores and reading scores are related… (more)

Subjects/Keywords: teacher–student relationships; friendship; academic achievement; reading achievement; writing achievement; elementary school; Education

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

APA (6th Edition):

Ridder, J. (2018). Evaluating the Correlations Between Teacher–Student Relationships, Friendship, and Reading and Writing Achievement. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/3315

Chicago Manual of Style (16th Edition):

Ridder, Jessica. “Evaluating the Correlations Between Teacher–Student Relationships, Friendship, and Reading and Writing Achievement.” 2018. Masters Thesis, Missouri State University. Accessed September 30, 2020. https://bearworks.missouristate.edu/theses/3315.

MLA Handbook (7th Edition):

Ridder, Jessica. “Evaluating the Correlations Between Teacher–Student Relationships, Friendship, and Reading and Writing Achievement.” 2018. Web. 30 Sep 2020.

Vancouver:

Ridder J. Evaluating the Correlations Between Teacher–Student Relationships, Friendship, and Reading and Writing Achievement. [Internet] [Masters thesis]. Missouri State University; 2018. [cited 2020 Sep 30]. Available from: https://bearworks.missouristate.edu/theses/3315.

Council of Science Editors:

Ridder J. Evaluating the Correlations Between Teacher–Student Relationships, Friendship, and Reading and Writing Achievement. [Masters Thesis]. Missouri State University; 2018. Available from: https://bearworks.missouristate.edu/theses/3315


University of Kansas

30. Buller, Eric F. The Relationship between Grit and Academic, Military and Physical Performance at the United States Military Academy.

Degree: EdD, Educational Leadership and Policy Studies, 2012, University of Kansas

 Perseverance (persistence) is a personality trait that has been historically measured through the presentation of difficult or impossible tasks and then observations made as to… (more)

Subjects/Keywords: Higher education administration; Academic achievement; Grit; Military achievement; Perseverence; Persistence; Physical achievement

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

APA (6th Edition):

Buller, E. F. (2012). The Relationship between Grit and Academic, Military and Physical Performance at the United States Military Academy. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15084

Chicago Manual of Style (16th Edition):

Buller, Eric F. “The Relationship between Grit and Academic, Military and Physical Performance at the United States Military Academy.” 2012. Doctoral Dissertation, University of Kansas. Accessed September 30, 2020. http://hdl.handle.net/1808/15084.

MLA Handbook (7th Edition):

Buller, Eric F. “The Relationship between Grit and Academic, Military and Physical Performance at the United States Military Academy.” 2012. Web. 30 Sep 2020.

Vancouver:

Buller EF. The Relationship between Grit and Academic, Military and Physical Performance at the United States Military Academy. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/1808/15084.

Council of Science Editors:

Buller EF. The Relationship between Grit and Academic, Military and Physical Performance at the United States Military Academy. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/15084

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