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You searched for subject:(Grade retention). Showing records 1 – 30 of 77 total matches.

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University of Georgia

1. Fiske, Angela Gannaway. Depression and social functioning of young adolescents who have been retained.

Degree: PhD, Middle School Education, 2006, University of Georgia

 The purpose of this three year study was to investigate the relationship between grade retention, adolescent depression, and the social functioning variables of social acceptance,… (more)

Subjects/Keywords: Grade retention

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APA (6th Edition):

Fiske, A. G. (2006). Depression and social functioning of young adolescents who have been retained. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/fiske_angela_g_200608_phd

Chicago Manual of Style (16th Edition):

Fiske, Angela Gannaway. “Depression and social functioning of young adolescents who have been retained.” 2006. Doctoral Dissertation, University of Georgia. Accessed November 22, 2019. http://purl.galileo.usg.edu/uga_etd/fiske_angela_g_200608_phd.

MLA Handbook (7th Edition):

Fiske, Angela Gannaway. “Depression and social functioning of young adolescents who have been retained.” 2006. Web. 22 Nov 2019.

Vancouver:

Fiske AG. Depression and social functioning of young adolescents who have been retained. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2019 Nov 22]. Available from: http://purl.galileo.usg.edu/uga_etd/fiske_angela_g_200608_phd.

Council of Science Editors:

Fiske AG. Depression and social functioning of young adolescents who have been retained. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/fiske_angela_g_200608_phd


Victoria University of Wellington

2. Leite, Cidalio. Grade Retention Practices in Primary Education in Timor-Leste: A Case Study.

Degree: 2012, Victoria University of Wellington

Grade retention is the practice of requiring a student who has been in a given grade level for a full school year to remain at… (more)

Subjects/Keywords: Grade retention; Primary schools

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APA (6th Edition):

Leite, C. (2012). Grade Retention Practices in Primary Education in Timor-Leste: A Case Study. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2553

Chicago Manual of Style (16th Edition):

Leite, Cidalio. “Grade Retention Practices in Primary Education in Timor-Leste: A Case Study.” 2012. Masters Thesis, Victoria University of Wellington. Accessed November 22, 2019. http://hdl.handle.net/10063/2553.

MLA Handbook (7th Edition):

Leite, Cidalio. “Grade Retention Practices in Primary Education in Timor-Leste: A Case Study.” 2012. Web. 22 Nov 2019.

Vancouver:

Leite C. Grade Retention Practices in Primary Education in Timor-Leste: A Case Study. [Internet] [Masters thesis]. Victoria University of Wellington; 2012. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/10063/2553.

Council of Science Editors:

Leite C. Grade Retention Practices in Primary Education in Timor-Leste: A Case Study. [Masters Thesis]. Victoria University of Wellington; 2012. Available from: http://hdl.handle.net/10063/2553


University of Texas – Austin

3. Yang, Man. The effect of grade retention on academic and social-behavioral outcomes for students with disabilities in elementary grades.

Degree: PhD, Special Education, 2019, University of Texas – Austin

 There is a lack of research examining the rates and effect of grade retention, a widely used intervention at schools, among students with disabilities. The… (more)

Subjects/Keywords: Special education; Grade retention

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APA (6th Edition):

Yang, M. (2019). The effect of grade retention on academic and social-behavioral outcomes for students with disabilities in elementary grades. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/1477

Chicago Manual of Style (16th Edition):

Yang, Man. “The effect of grade retention on academic and social-behavioral outcomes for students with disabilities in elementary grades.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed November 22, 2019. http://dx.doi.org/10.26153/tsw/1477.

MLA Handbook (7th Edition):

Yang, Man. “The effect of grade retention on academic and social-behavioral outcomes for students with disabilities in elementary grades.” 2019. Web. 22 Nov 2019.

Vancouver:

Yang M. The effect of grade retention on academic and social-behavioral outcomes for students with disabilities in elementary grades. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Nov 22]. Available from: http://dx.doi.org/10.26153/tsw/1477.

Council of Science Editors:

Yang M. The effect of grade retention on academic and social-behavioral outcomes for students with disabilities in elementary grades. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/1477

4. Freiburger, Matthew Bradley. Relationship between grade retention and psychological outcomes during adolescence.

Degree: MA, School Psychology, 2015, University of Georgia

 The aim of the current study was to examine the relationship between the experience of grade retention and self-report ratings of depression and competence during… (more)

Subjects/Keywords: grade retention

…education must decide whether to use grade retention as a means for remediating areas of concern… …Although grade retention is deemed an appropriate intervention to facilitate academic and social… …emotional competence, children across grade levels in elementary school rate retention as being a… …environmental stressors through the transition phase of adolescence. The practice of grade retention… …programs, and early reading initiatives, grade retention remains one of the few options available… 

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APA (6th Edition):

Freiburger, M. B. (2015). Relationship between grade retention and psychological outcomes during adolescence. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/freiburger_matthew_b_201508_ma

Chicago Manual of Style (16th Edition):

Freiburger, Matthew Bradley. “Relationship between grade retention and psychological outcomes during adolescence.” 2015. Masters Thesis, University of Georgia. Accessed November 22, 2019. http://purl.galileo.usg.edu/uga_etd/freiburger_matthew_b_201508_ma.

MLA Handbook (7th Edition):

Freiburger, Matthew Bradley. “Relationship between grade retention and psychological outcomes during adolescence.” 2015. Web. 22 Nov 2019.

Vancouver:

Freiburger MB. Relationship between grade retention and psychological outcomes during adolescence. [Internet] [Masters thesis]. University of Georgia; 2015. [cited 2019 Nov 22]. Available from: http://purl.galileo.usg.edu/uga_etd/freiburger_matthew_b_201508_ma.

Council of Science Editors:

Freiburger MB. Relationship between grade retention and psychological outcomes during adolescence. [Masters Thesis]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/freiburger_matthew_b_201508_ma


University of Houston

5. Medrano, Imelda 1964-. AN INVESTIGATION INTO THE IMPACT OF GRADE RETENTION AND GRADE.

Degree: Educational Leadership and Cultural Studies, Department of, 2012, University of Houston

 The purpose of this study was to examine the impact of grade retention and grade placement on student achievement in both reading and math over… (more)

Subjects/Keywords: grade retention; grade placement; failure; social promotion; Educational leadership

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APA (6th Edition):

Medrano, I. 1. (2012). AN INVESTIGATION INTO THE IMPACT OF GRADE RETENTION AND GRADE. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/615

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):

Medrano, Imelda 1964-. “AN INVESTIGATION INTO THE IMPACT OF GRADE RETENTION AND GRADE.” 2012. Thesis, University of Houston. Accessed November 22, 2019. http://hdl.handle.net/10657/615.

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

MLA Handbook (7th Edition):

Medrano, Imelda 1964-. “AN INVESTIGATION INTO THE IMPACT OF GRADE RETENTION AND GRADE.” 2012. Web. 22 Nov 2019.

Vancouver:

Medrano I1. AN INVESTIGATION INTO THE IMPACT OF GRADE RETENTION AND GRADE. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/10657/615.

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

Council of Science Editors:

Medrano I1. AN INVESTIGATION INTO THE IMPACT OF GRADE RETENTION AND GRADE. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/615

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


University of Oklahoma

6. Buckmaster, Jamie. Holding Back English Learners: The Impact of Early Elementary Grade Retention on Language Development.

Degree: EdD, 2019, University of Oklahoma

 An abundance of scholarly work indicates that the practice of requiring a student to repeat a grade likely has significant academic, social and long-term effects… (more)

Subjects/Keywords: Grade retention; English learners; Language development; Grade repetition

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APA (6th Edition):

Buckmaster, J. (2019). Holding Back English Learners: The Impact of Early Elementary Grade Retention on Language Development. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319605

Chicago Manual of Style (16th Edition):

Buckmaster, Jamie. “Holding Back English Learners: The Impact of Early Elementary Grade Retention on Language Development.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed November 22, 2019. http://hdl.handle.net/11244/319605.

MLA Handbook (7th Edition):

Buckmaster, Jamie. “Holding Back English Learners: The Impact of Early Elementary Grade Retention on Language Development.” 2019. Web. 22 Nov 2019.

Vancouver:

Buckmaster J. Holding Back English Learners: The Impact of Early Elementary Grade Retention on Language Development. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/11244/319605.

Council of Science Editors:

Buckmaster J. Holding Back English Learners: The Impact of Early Elementary Grade Retention on Language Development. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/319605


University of Southern California

7. Hamlin, Christine A. The practice and effects of a school district's retention policies.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 During conferences to decide whether or not to retain a child, usually two questions are asked. The first is, “Will retention bring success in school?”… (more)

Subjects/Keywords: grade level retention; social promotion; academic effects of retention

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APA (6th Edition):

Hamlin, C. A. (2013). The practice and effects of a school district's retention policies. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236161/rec/7111

Chicago Manual of Style (16th Edition):

Hamlin, Christine A. “The practice and effects of a school district's retention policies.” 2013. Doctoral Dissertation, University of Southern California. Accessed November 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236161/rec/7111.

MLA Handbook (7th Edition):

Hamlin, Christine A. “The practice and effects of a school district's retention policies.” 2013. Web. 22 Nov 2019.

Vancouver:

Hamlin CA. The practice and effects of a school district's retention policies. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Nov 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236161/rec/7111.

Council of Science Editors:

Hamlin CA. The practice and effects of a school district's retention policies. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/236161/rec/7111


Temple University

8. Feldman, Rachel B. The Second Year: A Qualitative Case Study of the Influences on a Student's Experience with Kindergarten, First, and Second Grade Retention.

Degree: 2009, Temple University

Educational Administration

Ed.D.

This study examines primary grade retention as it is utilized in one suburban school district as an intervention for low achievement. Since… (more)

Subjects/Keywords: Education, Elementary; Education, Early Childhood; Education, General; academic intervention; developmental readiness; grade retention; primary grade retention; retention; social promotion

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APA (6th Edition):

Feldman, R. B. (2009). The Second Year: A Qualitative Case Study of the Influences on a Student's Experience with Kindergarten, First, and Second Grade Retention. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,28565

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):

Feldman, Rachel B. “The Second Year: A Qualitative Case Study of the Influences on a Student's Experience with Kindergarten, First, and Second Grade Retention.” 2009. Thesis, Temple University. Accessed November 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,28565.

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

MLA Handbook (7th Edition):

Feldman, Rachel B. “The Second Year: A Qualitative Case Study of the Influences on a Student's Experience with Kindergarten, First, and Second Grade Retention.” 2009. Web. 22 Nov 2019.

Vancouver:

Feldman RB. The Second Year: A Qualitative Case Study of the Influences on a Student's Experience with Kindergarten, First, and Second Grade Retention. [Internet] [Thesis]. Temple University; 2009. [cited 2019 Nov 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,28565.

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

Council of Science Editors:

Feldman RB. The Second Year: A Qualitative Case Study of the Influences on a Student's Experience with Kindergarten, First, and Second Grade Retention. [Thesis]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,28565

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

9. Kosiba, Judith. When does retention have the greatest positive impact on a student's academic success?.

Degree: MA, Education, 2008, Wittenberg University

 The goal of this study is to understand and develop information for retention and social promotion which will provide insight for administrators, teachers, and parents… (more)

Subjects/Keywords: Education; Educational Evaluation; Elementary Education; Secondary Education; grade repetition; grade retention; retention (school); academic achievement; academic success

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APA (6th Edition):

Kosiba, J. (2008). When does retention have the greatest positive impact on a student's academic success?. (Masters Thesis). Wittenberg University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=witt1220887368

Chicago Manual of Style (16th Edition):

Kosiba, Judith. “When does retention have the greatest positive impact on a student's academic success?.” 2008. Masters Thesis, Wittenberg University. Accessed November 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=witt1220887368.

MLA Handbook (7th Edition):

Kosiba, Judith. “When does retention have the greatest positive impact on a student's academic success?.” 2008. Web. 22 Nov 2019.

Vancouver:

Kosiba J. When does retention have the greatest positive impact on a student's academic success?. [Internet] [Masters thesis]. Wittenberg University; 2008. [cited 2019 Nov 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=witt1220887368.

Council of Science Editors:

Kosiba J. When does retention have the greatest positive impact on a student's academic success?. [Masters Thesis]. Wittenberg University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=witt1220887368


University of Zambia

10. Phiri, William. Pupils'perception towards grade retention and it's effects on academic perfomance in selected grant-aided secondary schools in central province,Zambia .

Degree: 2015, University of Zambia

 ABSTRACT The purpose of the study was to establish pupils’ perceptions towards grade retention and its effects on academic performance in selected grant-aided secondary schools… (more)

Subjects/Keywords: Academic achievement – Zambia; Grade retention – Zambia; Grade repetition – Zambia; Reading(primary) – Ability testing; Third grade education – Zambia

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APA (6th Edition):

Phiri, W. (2015). Pupils'perception towards grade retention and it's effects on academic perfomance in selected grant-aided secondary schools in central province,Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4302

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):

Phiri, William. “Pupils'perception towards grade retention and it's effects on academic perfomance in selected grant-aided secondary schools in central province,Zambia .” 2015. Thesis, University of Zambia. Accessed November 22, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4302.

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

MLA Handbook (7th Edition):

Phiri, William. “Pupils'perception towards grade retention and it's effects on academic perfomance in selected grant-aided secondary schools in central province,Zambia .” 2015. Web. 22 Nov 2019.

Vancouver:

Phiri W. Pupils'perception towards grade retention and it's effects on academic perfomance in selected grant-aided secondary schools in central province,Zambia . [Internet] [Thesis]. University of Zambia; 2015. [cited 2019 Nov 22]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4302.

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

Council of Science Editors:

Phiri W. Pupils'perception towards grade retention and it's effects on academic perfomance in selected grant-aided secondary schools in central province,Zambia . [Thesis]. University of Zambia; 2015. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4302

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


Marshall University

11. Gray, Elizabeth R. Effect of Researched-Based Information on Principals' Actions Regarding Retention.

Degree: 2010, Marshall University

 This study examines the relationship between the thoughts and actions of principals regarding retention in some West Virginia and Ohio schools. This research is a… (more)

Subjects/Keywords: grade retention; public schools; West Virginia; Ohio; Grade repetition - West Virginia. Grade repetition - Ohio. School principals - West Virginia. School principals - Ohio.

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APA (6th Edition):

Gray, E. R. (2010). Effect of Researched-Based Information on Principals' Actions Regarding Retention. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/257

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):

Gray, Elizabeth R. “Effect of Researched-Based Information on Principals' Actions Regarding Retention.” 2010. Thesis, Marshall University. Accessed November 22, 2019. http://mds.marshall.edu/etd/257.

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

MLA Handbook (7th Edition):

Gray, Elizabeth R. “Effect of Researched-Based Information on Principals' Actions Regarding Retention.” 2010. Web. 22 Nov 2019.

Vancouver:

Gray ER. Effect of Researched-Based Information on Principals' Actions Regarding Retention. [Internet] [Thesis]. Marshall University; 2010. [cited 2019 Nov 22]. Available from: http://mds.marshall.edu/etd/257.

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

Council of Science Editors:

Gray ER. Effect of Researched-Based Information on Principals' Actions Regarding Retention. [Thesis]. Marshall University; 2010. Available from: http://mds.marshall.edu/etd/257

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


University of Southern California

12. Rodriguez, Michelle L. Motivational and academic outcomes in retained middle school students.

Degree: EdD, Education, 2012, University of Southern California

 There is a relationship between self-efficacy, goal orientation, and academic performance, which is based on the social cognitive theoretical framework and substantiated by a large… (more)

Subjects/Keywords: grade retention; English language learners; self efficacy; goal orientation

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APA (6th Edition):

Rodriguez, M. L. (2012). Motivational and academic outcomes in retained middle school students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/3811/rec/4228

Chicago Manual of Style (16th Edition):

Rodriguez, Michelle L. “Motivational and academic outcomes in retained middle school students.” 2012. Doctoral Dissertation, University of Southern California. Accessed November 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/3811/rec/4228.

MLA Handbook (7th Edition):

Rodriguez, Michelle L. “Motivational and academic outcomes in retained middle school students.” 2012. Web. 22 Nov 2019.

Vancouver:

Rodriguez ML. Motivational and academic outcomes in retained middle school students. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Nov 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/3811/rec/4228.

Council of Science Editors:

Rodriguez ML. Motivational and academic outcomes in retained middle school students. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/3811/rec/4228


University of Newcastle

13. Wangmo, Pema. An investigation of phonological processing and reading skills in Bhutanese primary students.

Degree: PhD, 2013, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Learning to read in the English language can be a problem for students whose first language is English… (more)

Subjects/Keywords: reading; English Language Learners; grade retention; phonological processing skills

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APA (6th Edition):

Wangmo, P. (2013). An investigation of phonological processing and reading skills in Bhutanese primary students. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1036809

Chicago Manual of Style (16th Edition):

Wangmo, Pema. “An investigation of phonological processing and reading skills in Bhutanese primary students.” 2013. Doctoral Dissertation, University of Newcastle. Accessed November 22, 2019. http://hdl.handle.net/1959.13/1036809.

MLA Handbook (7th Edition):

Wangmo, Pema. “An investigation of phonological processing and reading skills in Bhutanese primary students.” 2013. Web. 22 Nov 2019.

Vancouver:

Wangmo P. An investigation of phonological processing and reading skills in Bhutanese primary students. [Internet] [Doctoral dissertation]. University of Newcastle; 2013. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/1959.13/1036809.

Council of Science Editors:

Wangmo P. An investigation of phonological processing and reading skills in Bhutanese primary students. [Doctoral Dissertation]. University of Newcastle; 2013. Available from: http://hdl.handle.net/1959.13/1036809


Delft University of Technology

14. Pol, J.C. Hydrograph shape variability on the river Meuse:.

Degree: 2014, Delft University of Technology

 Design water levels are a basic concept in flood risk management practice. These water levels with a specified return period are used for the design… (more)

Subjects/Keywords: design water levels; hydrograph shape; probabilistic; Meuse; GRADE; retention basins

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APA (6th Edition):

Pol, J. C. (2014). Hydrograph shape variability on the river Meuse:. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:f4ac12a4-20c0-4b87-8d18-4cf9effe9131

Chicago Manual of Style (16th Edition):

Pol, J C. “Hydrograph shape variability on the river Meuse:.” 2014. Masters Thesis, Delft University of Technology. Accessed November 22, 2019. http://resolver.tudelft.nl/uuid:f4ac12a4-20c0-4b87-8d18-4cf9effe9131.

MLA Handbook (7th Edition):

Pol, J C. “Hydrograph shape variability on the river Meuse:.” 2014. Web. 22 Nov 2019.

Vancouver:

Pol JC. Hydrograph shape variability on the river Meuse:. [Internet] [Masters thesis]. Delft University of Technology; 2014. [cited 2019 Nov 22]. Available from: http://resolver.tudelft.nl/uuid:f4ac12a4-20c0-4b87-8d18-4cf9effe9131.

Council of Science Editors:

Pol JC. Hydrograph shape variability on the river Meuse:. [Masters Thesis]. Delft University of Technology; 2014. Available from: http://resolver.tudelft.nl/uuid:f4ac12a4-20c0-4b87-8d18-4cf9effe9131


George Mason University

15. Kelly-Winstead, Deanna. New Directions in Education Research: Using Data Mining Techniques to Explore Predictors of Grade Retention .

Degree: 2010, George Mason University

 The purpose of this study was to use classification trees and logistic regression to identify subgroups of students more likely to be retained. The National… (more)

Subjects/Keywords: classification trees; grade retention; logistic regression; held back; risk factors

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APA (6th Edition):

Kelly-Winstead, D. (2010). New Directions in Education Research: Using Data Mining Techniques to Explore Predictors of Grade Retention . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/5818

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):

Kelly-Winstead, Deanna. “New Directions in Education Research: Using Data Mining Techniques to Explore Predictors of Grade Retention .” 2010. Thesis, George Mason University. Accessed November 22, 2019. http://hdl.handle.net/1920/5818.

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

MLA Handbook (7th Edition):

Kelly-Winstead, Deanna. “New Directions in Education Research: Using Data Mining Techniques to Explore Predictors of Grade Retention .” 2010. Web. 22 Nov 2019.

Vancouver:

Kelly-Winstead D. New Directions in Education Research: Using Data Mining Techniques to Explore Predictors of Grade Retention . [Internet] [Thesis]. George Mason University; 2010. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/1920/5818.

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

Council of Science Editors:

Kelly-Winstead D. New Directions in Education Research: Using Data Mining Techniques to Explore Predictors of Grade Retention . [Thesis]. George Mason University; 2010. Available from: http://hdl.handle.net/1920/5818

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


Washington State University

16. [No author]. First Collegiate Mathematics Grade and Persistence to Graduation in STEM .

Degree: 2015, Washington State University

 This study explores the relationship between college students’ first mathematics course and persistence to graduation with a bachelor’s degree in a Scientific, Technical, Engineering, or… (more)

Subjects/Keywords: Mathematics; Mathematics education; Higher education; attrition; calculus; grade; persistence; retention; STEM

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

APA (6th Edition):

author], [. (2015). First Collegiate Mathematics Grade and Persistence to Graduation in STEM . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/5539

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):

author], [No. “First Collegiate Mathematics Grade and Persistence to Graduation in STEM .” 2015. Thesis, Washington State University. Accessed November 22, 2019. http://hdl.handle.net/2376/5539.

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

MLA Handbook (7th Edition):

author], [No. “First Collegiate Mathematics Grade and Persistence to Graduation in STEM .” 2015. Web. 22 Nov 2019.

Vancouver:

author] [. First Collegiate Mathematics Grade and Persistence to Graduation in STEM . [Internet] [Thesis]. Washington State University; 2015. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/2376/5539.

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

Council of Science Editors:

author] [. First Collegiate Mathematics Grade and Persistence to Graduation in STEM . [Thesis]. Washington State University; 2015. Available from: http://hdl.handle.net/2376/5539

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


Northeastern University

17. Thomas, Edie. Exploring teachers' experiences with grade retention.

Degree: EdD, School of Education, 2018, Northeastern University

Grade retention is an ineffective intervention that has a direct correlation with unfavorable affect on students. Yet, it remains a common practice throughout public schools… (more)

Subjects/Keywords: constructivism; grade retention; interpretative phenomenological analysis; scientific research-based interventions; retained

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

APA (6th Edition):

Thomas, E. (2018). Exploring teachers' experiences with grade retention. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20292232

Chicago Manual of Style (16th Edition):

Thomas, Edie. “Exploring teachers' experiences with grade retention.” 2018. Doctoral Dissertation, Northeastern University. Accessed November 22, 2019. http://hdl.handle.net/2047/D20292232.

MLA Handbook (7th Edition):

Thomas, Edie. “Exploring teachers' experiences with grade retention.” 2018. Web. 22 Nov 2019.

Vancouver:

Thomas E. Exploring teachers' experiences with grade retention. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/2047/D20292232.

Council of Science Editors:

Thomas E. Exploring teachers' experiences with grade retention. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20292232


Northeastern University

18. Kay, Kathleen. Experiences with grade repetition: a narrative inquiry using a resiliency lens.

Degree: EdD, School of Education, 2017, Northeastern University

 For decades, retention has been a common practice implemented as an intervention for the at-risk or underperforming student (Alexander, Entwisle, & Dauber, 2003; Jimerson, Pletcher,… (more)

Subjects/Keywords: academic resilience; accountability; grade repetition; readiness; retention; social promotion

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APA (6th Edition):

Kay, K. (2017). Experiences with grade repetition: a narrative inquiry using a resiliency lens. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20266373

Chicago Manual of Style (16th Edition):

Kay, Kathleen. “Experiences with grade repetition: a narrative inquiry using a resiliency lens.” 2017. Doctoral Dissertation, Northeastern University. Accessed November 22, 2019. http://hdl.handle.net/2047/D20266373.

MLA Handbook (7th Edition):

Kay, Kathleen. “Experiences with grade repetition: a narrative inquiry using a resiliency lens.” 2017. Web. 22 Nov 2019.

Vancouver:

Kay K. Experiences with grade repetition: a narrative inquiry using a resiliency lens. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/2047/D20266373.

Council of Science Editors:

Kay K. Experiences with grade repetition: a narrative inquiry using a resiliency lens. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20266373


Eastern Illinois University

19. Graham, Ronald Dean. An Investigation Into the Retention Policies Regarding Special Needs Students.

Degree: Education Specialist (EdS), Educational Administration, 1995, Eastern Illinois University

  The purpose of this study was to investigate the retention of special needs students in the Sangamon Area Special Education District (SASED) in Illinois.… (more)

Subjects/Keywords: grade retention; Special Education Administration

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

APA (6th Edition):

Graham, R. D. (1995). An Investigation Into the Retention Policies Regarding Special Needs Students. (Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/1960

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):

Graham, Ronald Dean. “An Investigation Into the Retention Policies Regarding Special Needs Students.” 1995. Thesis, Eastern Illinois University. Accessed November 22, 2019. https://thekeep.eiu.edu/theses/1960.

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

MLA Handbook (7th Edition):

Graham, Ronald Dean. “An Investigation Into the Retention Policies Regarding Special Needs Students.” 1995. Web. 22 Nov 2019.

Vancouver:

Graham RD. An Investigation Into the Retention Policies Regarding Special Needs Students. [Internet] [Thesis]. Eastern Illinois University; 1995. [cited 2019 Nov 22]. Available from: https://thekeep.eiu.edu/theses/1960.

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

Council of Science Editors:

Graham RD. An Investigation Into the Retention Policies Regarding Special Needs Students. [Thesis]. Eastern Illinois University; 1995. Available from: https://thekeep.eiu.edu/theses/1960

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


University of Alabama

20. Bright, Anthony Dewayne. A meta-analysis of the effects of grade retention of K-6 students on student achievement, 1990-2010.

Degree: 2011, University of Alabama

 This dissertation investigates the relationship between grade retention and students' academic achievement for K-6 students. A meta-analysis was conducted from studies published between 1990 and… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Education; Elementary education; Educational administration; academic failure; grade repetition; grade retention; held back; nonpromotion; retained

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

APA (6th Edition):

Bright, A. D. (2011). A meta-analysis of the effects of grade retention of K-6 students on student achievement, 1990-2010. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/43385

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):

Bright, Anthony Dewayne. “A meta-analysis of the effects of grade retention of K-6 students on student achievement, 1990-2010.” 2011. Thesis, University of Alabama. Accessed November 22, 2019. http://purl.lib.ua.edu/43385.

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

MLA Handbook (7th Edition):

Bright, Anthony Dewayne. “A meta-analysis of the effects of grade retention of K-6 students on student achievement, 1990-2010.” 2011. Web. 22 Nov 2019.

Vancouver:

Bright AD. A meta-analysis of the effects of grade retention of K-6 students on student achievement, 1990-2010. [Internet] [Thesis]. University of Alabama; 2011. [cited 2019 Nov 22]. Available from: http://purl.lib.ua.edu/43385.

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

Council of Science Editors:

Bright AD. A meta-analysis of the effects of grade retention of K-6 students on student achievement, 1990-2010. [Thesis]. University of Alabama; 2011. Available from: http://purl.lib.ua.edu/43385

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


Liberty University

21. White, Robin Lynn. A Qualitative Inquiry of Grade Retention as Perceived by Adults Who Were Retained.

Degree: 2010, Liberty University

 The purpose of this study was to explore the views and recollections of adults who were retained in elementary, middle, or high school. This qualitative,… (more)

Subjects/Keywords: adults; failed; held back; in grade retention; retention; social promotion; Education, Curriculum and Instruction; Education, Educational Psychology

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

APA (6th Edition):

White, R. L. (2010). A Qualitative Inquiry of Grade Retention as Perceived by Adults Who Were Retained. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/389

Chicago Manual of Style (16th Edition):

White, Robin Lynn. “A Qualitative Inquiry of Grade Retention as Perceived by Adults Who Were Retained.” 2010. Doctoral Dissertation, Liberty University. Accessed November 22, 2019. http://digitalcommons.liberty.edu/doctoral/389.

MLA Handbook (7th Edition):

White, Robin Lynn. “A Qualitative Inquiry of Grade Retention as Perceived by Adults Who Were Retained.” 2010. Web. 22 Nov 2019.

Vancouver:

White RL. A Qualitative Inquiry of Grade Retention as Perceived by Adults Who Were Retained. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2019 Nov 22]. Available from: http://digitalcommons.liberty.edu/doctoral/389.

Council of Science Editors:

White RL. A Qualitative Inquiry of Grade Retention as Perceived by Adults Who Were Retained. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/389


Universidade Nova

22. Sousa, Diogo. Are there different cultures of retention across Portuguese Regions?.

Degree: 2017, Universidade Nova

 One of the possible explanations for the high levels of grade retention in Portugal is a prevailing “culture retention” - the set of beliefs embedded… (more)

Subjects/Keywords: Primary school; Grade retention; Culture of retention; Persistency analysis; Domínio/Área Científica::Ciências Sociais::Economia e Gestão

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

APA (6th Edition):

Sousa, D. (2017). Are there different cultures of retention across Portuguese Regions?. (Thesis). Universidade Nova. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/22249

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):

Sousa, Diogo. “Are there different cultures of retention across Portuguese Regions?.” 2017. Thesis, Universidade Nova. Accessed November 22, 2019. https://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/22249.

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

MLA Handbook (7th Edition):

Sousa, Diogo. “Are there different cultures of retention across Portuguese Regions?.” 2017. Web. 22 Nov 2019.

Vancouver:

Sousa D. Are there different cultures of retention across Portuguese Regions?. [Internet] [Thesis]. Universidade Nova; 2017. [cited 2019 Nov 22]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/22249.

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

Council of Science Editors:

Sousa D. Are there different cultures of retention across Portuguese Regions?. [Thesis]. Universidade Nova; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/22249

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


Texas A&M University

23. Taylor, Brenda Kaye. Pre-service Teachers' Knowledge of Reading and Assessment for Providing Differentiated Instruction to Struggling Readers and How This Knowledge Relates to Their Perceptions for the Use of Retention.

Degree: PhD, Curriculum and Instruction, 2016, Texas A&M University

 The purpose of the present study was twofold: (1) to examine what preservice teachers (PSTs) understand about reading and assessment processes within the RTI framework… (more)

Subjects/Keywords: reading instruction; teacher knowledge; assessment; Response to Intervention (RTI); at-risk readers; grade retention

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

APA (6th Edition):

Taylor, B. K. (2016). Pre-service Teachers' Knowledge of Reading and Assessment for Providing Differentiated Instruction to Struggling Readers and How This Knowledge Relates to Their Perceptions for the Use of Retention. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157142

Chicago Manual of Style (16th Edition):

Taylor, Brenda Kaye. “Pre-service Teachers' Knowledge of Reading and Assessment for Providing Differentiated Instruction to Struggling Readers and How This Knowledge Relates to Their Perceptions for the Use of Retention.” 2016. Doctoral Dissertation, Texas A&M University. Accessed November 22, 2019. http://hdl.handle.net/1969.1/157142.

MLA Handbook (7th Edition):

Taylor, Brenda Kaye. “Pre-service Teachers' Knowledge of Reading and Assessment for Providing Differentiated Instruction to Struggling Readers and How This Knowledge Relates to Their Perceptions for the Use of Retention.” 2016. Web. 22 Nov 2019.

Vancouver:

Taylor BK. Pre-service Teachers' Knowledge of Reading and Assessment for Providing Differentiated Instruction to Struggling Readers and How This Knowledge Relates to Their Perceptions for the Use of Retention. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/1969.1/157142.

Council of Science Editors:

Taylor BK. Pre-service Teachers' Knowledge of Reading and Assessment for Providing Differentiated Instruction to Struggling Readers and How This Knowledge Relates to Their Perceptions for the Use of Retention. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157142


East Tennessee State University

24. Stewart, Lisa Wynn. At-Risk Indicators: The Impact on School Success.

Degree: EdD (Doctor of Education), Educational Leadership, 2010, East Tennessee State University

  The hope of educators is that children will obtain a strong educational foundation that will lead to life-long learning and a bright future. However,… (more)

Subjects/Keywords: Disability Status; Socioeconomic Status; Family Composition; Behavior Issues; School Absences; Grade Retention; Education; Educational Psychology

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

APA (6th Edition):

Stewart, L. W. (2010). At-Risk Indicators: The Impact on School Success. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1711

Chicago Manual of Style (16th Edition):

Stewart, Lisa Wynn. “At-Risk Indicators: The Impact on School Success.” 2010. Doctoral Dissertation, East Tennessee State University. Accessed November 22, 2019. https://dc.etsu.edu/etd/1711.

MLA Handbook (7th Edition):

Stewart, Lisa Wynn. “At-Risk Indicators: The Impact on School Success.” 2010. Web. 22 Nov 2019.

Vancouver:

Stewart LW. At-Risk Indicators: The Impact on School Success. [Internet] [Doctoral dissertation]. East Tennessee State University; 2010. [cited 2019 Nov 22]. Available from: https://dc.etsu.edu/etd/1711.

Council of Science Editors:

Stewart LW. At-Risk Indicators: The Impact on School Success. [Doctoral Dissertation]. East Tennessee State University; 2010. Available from: https://dc.etsu.edu/etd/1711

25. Lyttle-Burns, Ann. Factors That Contribute to Student Graduation and Dropout Rates: An In-Depth Study of a Rural Appalachian School District.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2011, Encompass Digital Archive, Eastern Kentucky University

  There has been a wealth of research conducted on the national epidemic of high school dropouts spanning several decades. It is estimated that the… (more)

Subjects/Keywords: Appalachia; community; Dropout; Grade retention; Graduation; Rural; Educational Administration and Supervision; Rural Sociology

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

APA (6th Edition):

Lyttle-Burns, A. (2011). Factors That Contribute to Student Graduation and Dropout Rates: An In-Depth Study of a Rural Appalachian School District. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/13

Chicago Manual of Style (16th Edition):

Lyttle-Burns, Ann. “Factors That Contribute to Student Graduation and Dropout Rates: An In-Depth Study of a Rural Appalachian School District.” 2011. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed November 22, 2019. https://encompass.eku.edu/etd/13.

MLA Handbook (7th Edition):

Lyttle-Burns, Ann. “Factors That Contribute to Student Graduation and Dropout Rates: An In-Depth Study of a Rural Appalachian School District.” 2011. Web. 22 Nov 2019.

Vancouver:

Lyttle-Burns A. Factors That Contribute to Student Graduation and Dropout Rates: An In-Depth Study of a Rural Appalachian School District. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2011. [cited 2019 Nov 22]. Available from: https://encompass.eku.edu/etd/13.

Council of Science Editors:

Lyttle-Burns A. Factors That Contribute to Student Graduation and Dropout Rates: An In-Depth Study of a Rural Appalachian School District. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2011. Available from: https://encompass.eku.edu/etd/13


Université Catholique de Louvain

26. Drappier, Marie. L'année supplémentaire: un dispositif efficace de lutte contre l'échec scolaire? Enquête par questionnaire dans les établissements de la Fédération Wallonie-Bruxelles.

Degree: 2016, Université Catholique de Louvain

 La lutte contre l’échec scolaire est le cheval de bataille des politiques éducatives depuis plusieurs années. En effet, il y a quelques années la Belgique… (more)

Subjects/Keywords: redoublement; politiques éducatives; échec scolaire; année supplémentaire; grade retention; analyse quantitative; questionnaire

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

APA (6th Edition):

Drappier, M. (2016). L'année supplémentaire: un dispositif efficace de lutte contre l'échec scolaire? Enquête par questionnaire dans les établissements de la Fédération Wallonie-Bruxelles. (Thesis). Université Catholique de Louvain. Retrieved from http://hdl.handle.net/2078.1/thesis:6987

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):

Drappier, Marie. “L'année supplémentaire: un dispositif efficace de lutte contre l'échec scolaire? Enquête par questionnaire dans les établissements de la Fédération Wallonie-Bruxelles.” 2016. Thesis, Université Catholique de Louvain. Accessed November 22, 2019. http://hdl.handle.net/2078.1/thesis:6987.

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

MLA Handbook (7th Edition):

Drappier, Marie. “L'année supplémentaire: un dispositif efficace de lutte contre l'échec scolaire? Enquête par questionnaire dans les établissements de la Fédération Wallonie-Bruxelles.” 2016. Web. 22 Nov 2019.

Vancouver:

Drappier M. L'année supplémentaire: un dispositif efficace de lutte contre l'échec scolaire? Enquête par questionnaire dans les établissements de la Fédération Wallonie-Bruxelles. [Internet] [Thesis]. Université Catholique de Louvain; 2016. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/2078.1/thesis:6987.

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

Council of Science Editors:

Drappier M. L'année supplémentaire: un dispositif efficace de lutte contre l'échec scolaire? Enquête par questionnaire dans les établissements de la Fédération Wallonie-Bruxelles. [Thesis]. Université Catholique de Louvain; 2016. Available from: http://hdl.handle.net/2078.1/thesis:6987

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


Iowa State University

27. Walker, Robert Bruce. Business internships and their relationship with retention, academic performance, and degree completion.

Degree: 2011, Iowa State University

 The purpose of this study was to understand the relationship between internships and grade point average, retention, and persistence to degree completion for business students… (more)

Subjects/Keywords: business; degree completion; grade point average; internships; persistence; retention; Educational Administration and Supervision

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

APA (6th Edition):

Walker, R. B. (2011). Business internships and their relationship with retention, academic performance, and degree completion. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/12015

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):

Walker, Robert Bruce. “Business internships and their relationship with retention, academic performance, and degree completion.” 2011. Thesis, Iowa State University. Accessed November 22, 2019. https://lib.dr.iastate.edu/etd/12015.

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

MLA Handbook (7th Edition):

Walker, Robert Bruce. “Business internships and their relationship with retention, academic performance, and degree completion.” 2011. Web. 22 Nov 2019.

Vancouver:

Walker RB. Business internships and their relationship with retention, academic performance, and degree completion. [Internet] [Thesis]. Iowa State University; 2011. [cited 2019 Nov 22]. Available from: https://lib.dr.iastate.edu/etd/12015.

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

Council of Science Editors:

Walker RB. Business internships and their relationship with retention, academic performance, and degree completion. [Thesis]. Iowa State University; 2011. Available from: https://lib.dr.iastate.edu/etd/12015

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


University of Minnesota

28. Elbadrawy, Asmaa. Prediction, Ranking and Mining Methods for Higher Educational Data.

Degree: PhD, Computer Science, 2017, University of Minnesota

 Higher educational institutions rely on retention programs in order to reduce the high student drop-out rates and ensure their timely graduation. These programs utilize various… (more)

Subjects/Keywords: Course Recommendation; Educational Data Mining; Grade Prediction; Personalized Course Ranking; Student Enrollment Patterns; Student Retention

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

APA (6th Edition):

Elbadrawy, A. (2017). Prediction, Ranking and Mining Methods for Higher Educational Data. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/191366

Chicago Manual of Style (16th Edition):

Elbadrawy, Asmaa. “Prediction, Ranking and Mining Methods for Higher Educational Data.” 2017. Doctoral Dissertation, University of Minnesota. Accessed November 22, 2019. http://hdl.handle.net/11299/191366.

MLA Handbook (7th Edition):

Elbadrawy, Asmaa. “Prediction, Ranking and Mining Methods for Higher Educational Data.” 2017. Web. 22 Nov 2019.

Vancouver:

Elbadrawy A. Prediction, Ranking and Mining Methods for Higher Educational Data. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/11299/191366.

Council of Science Editors:

Elbadrawy A. Prediction, Ranking and Mining Methods for Higher Educational Data. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/191366


University of Toledo

29. Breymaier, Susan M. The effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on students' Third Grade Reading Guarantee (TGRG) assessment scores.

Degree: EdD, Educational Administration and Supervision, 2018, University of Toledo

 Providing struggling readers with research-based interventions, outside of the regular school day, is advantageous in giving students the time they need to remediate the basic… (more)

Subjects/Keywords: Education; Reading intervention; Third Grade Reading Guarantee; increased learning time; foundational reading skills; retention

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

APA (6th Edition):

Breymaier, S. M. (2018). The effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on students' Third Grade Reading Guarantee (TGRG) assessment scores. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525986233056296

Chicago Manual of Style (16th Edition):

Breymaier, Susan M. “The effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on students' Third Grade Reading Guarantee (TGRG) assessment scores.” 2018. Doctoral Dissertation, University of Toledo. Accessed November 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525986233056296.

MLA Handbook (7th Edition):

Breymaier, Susan M. “The effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on students' Third Grade Reading Guarantee (TGRG) assessment scores.” 2018. Web. 22 Nov 2019.

Vancouver:

Breymaier SM. The effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on students' Third Grade Reading Guarantee (TGRG) assessment scores. [Internet] [Doctoral dissertation]. University of Toledo; 2018. [cited 2019 Nov 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525986233056296.

Council of Science Editors:

Breymaier SM. The effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on students' Third Grade Reading Guarantee (TGRG) assessment scores. [Doctoral Dissertation]. University of Toledo; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525986233056296


Northeastern University

30. Young, Gregory Ian. The relationship of punitive and isolating school policies and academic self-efficacy.

Degree: PhD, Department of Counseling and Applied Educational Psychology, 2013, Northeastern University

 The purpose of this study was to investigate the relationship between race, suspensions, expulsions, grade retention, and special education placement and students' academic self-efficacy. This… (more)

Subjects/Keywords: academic self-efficacy; expulsion; grade retention; School policy; special education; Suspension; Psychology; School Psychology

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

APA (6th Edition):

Young, G. I. (2013). The relationship of punitive and isolating school policies and academic self-efficacy. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003308

Chicago Manual of Style (16th Edition):

Young, Gregory Ian. “The relationship of punitive and isolating school policies and academic self-efficacy.” 2013. Doctoral Dissertation, Northeastern University. Accessed November 22, 2019. http://hdl.handle.net/2047/d20003308.

MLA Handbook (7th Edition):

Young, Gregory Ian. “The relationship of punitive and isolating school policies and academic self-efficacy.” 2013. Web. 22 Nov 2019.

Vancouver:

Young GI. The relationship of punitive and isolating school policies and academic self-efficacy. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/2047/d20003308.

Council of Science Editors:

Young GI. The relationship of punitive and isolating school policies and academic self-efficacy. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003308

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