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You searched for subject:(achievement). Showing records 1 – 30 of 6404 total matches.

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University of Johannesburg

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

Degree: 2014, University of Johannesburg

M. Ed. (Educational Psychology)

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Viljoen, Cornelia Fransina. “Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase.” 2014. Thesis, University of Johannesburg. Accessed February 21, 2019. 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. 21 Feb 2019.

Vancouver:

Viljoen CF. Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Feb 21]. 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


University of Georgia

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

Degree: EdD, Educational Leadership, 2002, 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

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

APA (6th Edition):

Taylor, G. S. (2002). The impact of literacy collaborative and success for all on the reading achievement of third and fifth grade students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/taylor_gwendolyn_b_200205_phd

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.” 2002. Doctoral Dissertation, University of Georgia. Accessed February 21, 2019. http://purl.galileo.usg.edu/uga_etd/taylor_gwendolyn_b_200205_phd.

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.” 2002. Web. 21 Feb 2019.

Vancouver:

Taylor GS. The impact of literacy collaborative and success for all on the reading achievement of third and fifth grade students. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2019 Feb 21]. Available from: http://purl.galileo.usg.edu/uga_etd/taylor_gwendolyn_b_200205_phd.

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. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/taylor_gwendolyn_b_200205_phd


University of Georgia

3. Clark, Dylan Sinn. The impact of Math Support on achievement in Georgia Performance Standards math courses.

Degree: MA, Science Education, 2010, University of Georgia

 This study evaluates the impact of enrollment in Math I or II Support class on students’ achievement in Math I or II courses. The Georgia… (more)

Subjects/Keywords: math achievement

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APA (6th Edition):

Clark, D. S. (2010). The impact of Math Support on achievement in Georgia Performance Standards math courses. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/clark_dylan_s_201012_ma

Chicago Manual of Style (16th Edition):

Clark, Dylan Sinn. “The impact of Math Support on achievement in Georgia Performance Standards math courses.” 2010. Masters Thesis, University of Georgia. Accessed February 21, 2019. http://purl.galileo.usg.edu/uga_etd/clark_dylan_s_201012_ma.

MLA Handbook (7th Edition):

Clark, Dylan Sinn. “The impact of Math Support on achievement in Georgia Performance Standards math courses.” 2010. Web. 21 Feb 2019.

Vancouver:

Clark DS. The impact of Math Support on achievement in Georgia Performance Standards math courses. [Internet] [Masters thesis]. University of Georgia; 2010. [cited 2019 Feb 21]. Available from: http://purl.galileo.usg.edu/uga_etd/clark_dylan_s_201012_ma.

Council of Science Editors:

Clark DS. The impact of Math Support on achievement in Georgia Performance Standards math courses. [Masters Thesis]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/clark_dylan_s_201012_ma


University of Georgia

4. Moon, Natasha. In their own voices: African American male adolescents and the achievement gap.

Degree: PhD, Counseling and Student Personnel Services, 2011, University of Georgia

 The educational status of African American male youth is in a crisis that threatens to unravel the educational advancements of the past 50 years (Howard,… (more)

Subjects/Keywords: Achievement gap

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APA (6th Edition):

Moon, N. (2011). In their own voices: African American male adolescents and the achievement gap. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/moon_natasha_201105_phd

Chicago Manual of Style (16th Edition):

Moon, Natasha. “In their own voices: African American male adolescents and the achievement gap.” 2011. Doctoral Dissertation, University of Georgia. Accessed February 21, 2019. http://purl.galileo.usg.edu/uga_etd/moon_natasha_201105_phd.

MLA Handbook (7th Edition):

Moon, Natasha. “In their own voices: African American male adolescents and the achievement gap.” 2011. Web. 21 Feb 2019.

Vancouver:

Moon N. In their own voices: African American male adolescents and the achievement gap. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Feb 21]. Available from: http://purl.galileo.usg.edu/uga_etd/moon_natasha_201105_phd.

Council of Science Editors:

Moon N. In their own voices: African American male adolescents and the achievement gap. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/moon_natasha_201105_phd


University of Georgia

5. Morrison, Michele Jane. The impact of a psychoeducational model for secondary students with EBD in a public school on social skills.

Degree: EdD, Educational Leadership, 2004, University of Georgia

 The purpose of this study was to investigate the impact of an integratedcomprehensive psychoeducational program, Opportunity and Success in School (OASIS),on the academic and social… (more)

Subjects/Keywords: Achievement

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

APA (6th Edition):

Morrison, M. J. (2004). The impact of a psychoeducational model for secondary students with EBD in a public school on social skills. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/morrison_michele_j_200412_edd

Chicago Manual of Style (16th Edition):

Morrison, Michele Jane. “The impact of a psychoeducational model for secondary students with EBD in a public school on social skills.” 2004. Doctoral Dissertation, University of Georgia. Accessed February 21, 2019. http://purl.galileo.usg.edu/uga_etd/morrison_michele_j_200412_edd.

MLA Handbook (7th Edition):

Morrison, Michele Jane. “The impact of a psychoeducational model for secondary students with EBD in a public school on social skills.” 2004. Web. 21 Feb 2019.

Vancouver:

Morrison MJ. The impact of a psychoeducational model for secondary students with EBD in a public school on social skills. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Feb 21]. Available from: http://purl.galileo.usg.edu/uga_etd/morrison_michele_j_200412_edd.

Council of Science Editors:

Morrison MJ. The impact of a psychoeducational model for secondary students with EBD in a public school on social skills. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/morrison_michele_j_200412_edd


University of Georgia

6. Hammond, Daniel Richard. An investigation of the factors related to maintaining high achievement levels in gifted african american females.

Degree: MA, Education of Gifted, 2006, University of Georgia

 The purpose of this study was to investigate the factors that are associated with maintaining high levels of academic and extracurricular achievement among gifted African… (more)

Subjects/Keywords: Achievement

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APA (6th Edition):

Hammond, D. R. (2006). An investigation of the factors related to maintaining high achievement levels in gifted african american females. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hammond_daniel_r_200605_ma

Chicago Manual of Style (16th Edition):

Hammond, Daniel Richard. “An investigation of the factors related to maintaining high achievement levels in gifted african american females.” 2006. Masters Thesis, University of Georgia. Accessed February 21, 2019. http://purl.galileo.usg.edu/uga_etd/hammond_daniel_r_200605_ma.

MLA Handbook (7th Edition):

Hammond, Daniel Richard. “An investigation of the factors related to maintaining high achievement levels in gifted african american females.” 2006. Web. 21 Feb 2019.

Vancouver:

Hammond DR. An investigation of the factors related to maintaining high achievement levels in gifted african american females. [Internet] [Masters thesis]. University of Georgia; 2006. [cited 2019 Feb 21]. Available from: http://purl.galileo.usg.edu/uga_etd/hammond_daniel_r_200605_ma.

Council of Science Editors:

Hammond DR. An investigation of the factors related to maintaining high achievement levels in gifted african american females. [Masters Thesis]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/hammond_daniel_r_200605_ma


University of Georgia

7. Obara, Samuel. The process and impact of implementing performance standards in mathematics.

Degree: PhD, Mathematics Education, 2006, University of Georgia

 The goal of this study was to investigate a middle school coordinated implementation of the Georgia Performance Standards (GPS), a standards-based curriculum using Connected Mathematics… (more)

Subjects/Keywords: Achievement

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APA (6th Edition):

Obara, S. (2006). The process and impact of implementing performance standards in mathematics. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/obara_samuel_200608_phd

Chicago Manual of Style (16th Edition):

Obara, Samuel. “The process and impact of implementing performance standards in mathematics.” 2006. Doctoral Dissertation, University of Georgia. Accessed February 21, 2019. http://purl.galileo.usg.edu/uga_etd/obara_samuel_200608_phd.

MLA Handbook (7th Edition):

Obara, Samuel. “The process and impact of implementing performance standards in mathematics.” 2006. Web. 21 Feb 2019.

Vancouver:

Obara S. The process and impact of implementing performance standards in mathematics. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2019 Feb 21]. Available from: http://purl.galileo.usg.edu/uga_etd/obara_samuel_200608_phd.

Council of Science Editors:

Obara S. The process and impact of implementing performance standards in mathematics. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/obara_samuel_200608_phd


Addis Ababa University

8. 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 February 21, 2019. 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. 21 Feb 2019.

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 2019 Feb 21]. 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


Boston College

9. Bao, Chiwen. Within the Classroom Walls: Critical Classroom Processes, Students' and Teachers' Sense of Agency, and the Making of Racial Advantages and Disadvantages.

Degree: PhD, Sociology, 2009, Boston College

 Despite decades of research and efforts to reform schools, racial disparities in educational opportunities and outcomes, often referred to as the "achievement gap," persist and… (more)

Subjects/Keywords: Achievement gap

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APA (6th Edition):

Bao, C. (2009). Within the Classroom Walls: Critical Classroom Processes, Students' and Teachers' Sense of Agency, and the Making of Racial Advantages and Disadvantages. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101611

Chicago Manual of Style (16th Edition):

Bao, Chiwen. “Within the Classroom Walls: Critical Classroom Processes, Students' and Teachers' Sense of Agency, and the Making of Racial Advantages and Disadvantages.” 2009. Doctoral Dissertation, Boston College. Accessed February 21, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101611.

MLA Handbook (7th Edition):

Bao, Chiwen. “Within the Classroom Walls: Critical Classroom Processes, Students' and Teachers' Sense of Agency, and the Making of Racial Advantages and Disadvantages.” 2009. Web. 21 Feb 2019.

Vancouver:

Bao C. Within the Classroom Walls: Critical Classroom Processes, Students' and Teachers' Sense of Agency, and the Making of Racial Advantages and Disadvantages. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Feb 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101611.

Council of Science Editors:

Bao C. Within the Classroom Walls: Critical Classroom Processes, Students' and Teachers' Sense of Agency, and the Making of Racial Advantages and Disadvantages. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101611


University of Zululand

10. Wells, Rossano S. The impact of motivation on academic success: using the imposter phenomenon to understand the experiences of a selected group in a ‘black’ higher education institution .

Degree: 2011, University of Zululand

 The present study investigated the impact of motivation on academic success by using the impostor phenomenon to understand the experiences of a selected group in… (more)

Subjects/Keywords: Academic achievement. ; Academic achievement  – higher education

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

APA (6th Edition):

Wells, R. S. (2011). The impact of motivation on academic success: using the imposter phenomenon to understand the experiences of a selected group in a ‘black’ higher education institution . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1097

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):

Wells, Rossano S. “The impact of motivation on academic success: using the imposter phenomenon to understand the experiences of a selected group in a ‘black’ higher education institution .” 2011. Thesis, University of Zululand. Accessed February 21, 2019. http://hdl.handle.net/10530/1097.

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

MLA Handbook (7th Edition):

Wells, Rossano S. “The impact of motivation on academic success: using the imposter phenomenon to understand the experiences of a selected group in a ‘black’ higher education institution .” 2011. Web. 21 Feb 2019.

Vancouver:

Wells RS. The impact of motivation on academic success: using the imposter phenomenon to understand the experiences of a selected group in a ‘black’ higher education institution . [Internet] [Thesis]. University of Zululand; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10530/1097.

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

Council of Science Editors:

Wells RS. The impact of motivation on academic success: using the imposter phenomenon to understand the experiences of a selected group in a ‘black’ higher education institution . [Thesis]. University of Zululand; 2011. Available from: http://hdl.handle.net/10530/1097

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


Texas A&M University

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

Degree: 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 (6th Edition):

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

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):

Mumphord, Karen Monette. “Elementary Teachers' Perceptions of Instructional Leadership and Student Achievement.” 2013. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/149515.

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

MLA Handbook (7th Edition):

Mumphord, Karen Monette. “Elementary Teachers' Perceptions of Instructional Leadership and Student Achievement.” 2013. Web. 21 Feb 2019.

Vancouver:

Mumphord KM. Elementary Teachers' Perceptions of Instructional Leadership and Student Achievement. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/149515.

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

Council of Science Editors:

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

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


University of Zambia

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

Degree: 2011, University of Zambia

 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 (6th Edition):

Chamvu, F. (2011). Analysis of the psychometric properties of the Zambia achievement test : reading recognition . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/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 Zambia. Accessed February 21, 2019. http://hdl.handle.net/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. 21 Feb 2019.

Vancouver:

Chamvu F. Analysis of the psychometric properties of the Zambia achievement test : reading recognition . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/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 Zambia; 2011. Available from: http://hdl.handle.net/123456789/337

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


University of Zambia

13. 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 (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 February 21, 2019. 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. 21 Feb 2019.

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 2019 Feb 21]. 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


Louisiana State University

14. Wilkerson, Debra A. The influence of program participation in business education courses on standardized test performance among secondary students in Louisiana.

Degree: PhD, Human Resources Management, 2010, Louisiana State University

 The primary purpose of this study was to compare the academic achievement, as measured by scores on the English and math portions of the Graduate… (more)

Subjects/Keywords: student achievement; academic achievement; business education

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APA (6th Edition):

Wilkerson, D. A. (2010). The influence of program participation in business education courses on standardized test performance among secondary students in Louisiana. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04222010-022409 ; https://digitalcommons.lsu.edu/gradschool_dissertations/862

Chicago Manual of Style (16th Edition):

Wilkerson, Debra A. “The influence of program participation in business education courses on standardized test performance among secondary students in Louisiana.” 2010. Doctoral Dissertation, Louisiana State University. Accessed February 21, 2019. etd-04222010-022409 ; https://digitalcommons.lsu.edu/gradschool_dissertations/862.

MLA Handbook (7th Edition):

Wilkerson, Debra A. “The influence of program participation in business education courses on standardized test performance among secondary students in Louisiana.” 2010. Web. 21 Feb 2019.

Vancouver:

Wilkerson DA. The influence of program participation in business education courses on standardized test performance among secondary students in Louisiana. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2019 Feb 21]. Available from: etd-04222010-022409 ; https://digitalcommons.lsu.edu/gradschool_dissertations/862.

Council of Science Editors:

Wilkerson DA. The influence of program participation in business education courses on standardized test performance among secondary students in Louisiana. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-04222010-022409 ; https://digitalcommons.lsu.edu/gradschool_dissertations/862


Mississippi State University

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

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 February 21, 2019. 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. 21 Feb 2019.

Vancouver:

Foster BA. NATIONAL BOARD CERTIFICATION AND STUDENT ACHIEVEMENT: DO THEY RELATE IN LOUISIANA?. [Internet] [Doctoral dissertation]. Mississippi State University; 2011. [cited 2019 Feb 21]. 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 Johannesburg

16. 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 February 21, 2019. 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. 21 Feb 2019.

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 2019 Feb 21]. 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 Southern California

17. 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 (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 February 21, 2019. 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. 21 Feb 2019.

Vancouver:

Lee S. Academic achievement among Hmong students in California: a quantitative and comparative analysis. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Feb 21]. 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


Virginia Tech

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

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 February 21, 2019. 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. 21 Feb 2019.

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 2019 Feb 21]. 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


University of Georgia

19. Masland, Lindsay Caitlin. Peers and academic behavior: influence and conformity.

Degree: PhD, Educational Psychology, 2011, University of Georgia

 The overarching goal of this dissertation was to explore the effects that peers have on academic behavior in middle childhood. Study 1 examined children’s peer-reported… (more)

Subjects/Keywords: Academic Achievement Motivation

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APA (6th Edition):

Masland, L. C. (2011). Peers and academic behavior: influence and conformity. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/masland_lindsay_c_201105_phd

Chicago Manual of Style (16th Edition):

Masland, Lindsay Caitlin. “Peers and academic behavior: influence and conformity.” 2011. Doctoral Dissertation, University of Georgia. Accessed February 21, 2019. http://purl.galileo.usg.edu/uga_etd/masland_lindsay_c_201105_phd.

MLA Handbook (7th Edition):

Masland, Lindsay Caitlin. “Peers and academic behavior: influence and conformity.” 2011. Web. 21 Feb 2019.

Vancouver:

Masland LC. Peers and academic behavior: influence and conformity. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Feb 21]. Available from: http://purl.galileo.usg.edu/uga_etd/masland_lindsay_c_201105_phd.

Council of Science Editors:

Masland LC. Peers and academic behavior: influence and conformity. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/masland_lindsay_c_201105_phd


Virginia Commonwealth University

20. Lauzon, Jennifer. Vignettes.

Degree: Master of Interdisciplinary Studies, Interdisciplinary Studies, 2010, Virginia Commonwealth University

 In my clay, mixed media, and photographic work I present vignettes of my life and aspects of my heritage to the viewer. While working with… (more)

Subjects/Keywords: graduate student; achievement

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APA (6th Edition):

Lauzon, J. (2010). Vignettes. (Thesis). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2027

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):

Lauzon, Jennifer. “Vignettes.” 2010. Thesis, Virginia Commonwealth University. Accessed February 21, 2019. https://scholarscompass.vcu.edu/etd/2027.

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

MLA Handbook (7th Edition):

Lauzon, Jennifer. “Vignettes.” 2010. Web. 21 Feb 2019.

Vancouver:

Lauzon J. Vignettes. [Internet] [Thesis]. Virginia Commonwealth University; 2010. [cited 2019 Feb 21]. Available from: https://scholarscompass.vcu.edu/etd/2027.

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

Council of Science Editors:

Lauzon J. Vignettes. [Thesis]. Virginia Commonwealth University; 2010. Available from: https://scholarscompass.vcu.edu/etd/2027

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


Texas A&M University

21. Newman, Donna M. The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas.

Degree: 2009, Texas A&M University

 This study determined the impact of downsizing on student achievement as reported in the AEIS database for the 10 downsized elementary schools in North East… (more)

Subjects/Keywords: Downsizing; Student Achievement

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APA (6th Edition):

Newman, D. M. (2009). The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2055

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):

Newman, Donna M. “The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas.” 2009. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2055.

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

MLA Handbook (7th Edition):

Newman, Donna M. “The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas.” 2009. Web. 21 Feb 2019.

Vancouver:

Newman DM. The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2055.

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

Council of Science Editors:

Newman DM. The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2055

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


Texas A&M University

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

Degree: 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. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149440

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):

Yulia, Astri. “Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals.” 2013. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/149440.

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

MLA Handbook (7th Edition):

Yulia, Astri. “Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals.” 2013. Web. 21 Feb 2019.

Vancouver:

Yulia A. Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/149440.

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

Council of Science Editors:

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

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


Victoria University of Wellington

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

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 February 21, 2019. 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. 21 Feb 2019.

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 2019 Feb 21]. 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


University of Edinburgh

24. 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 February 21, 2019. 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. 21 Feb 2019.

Vancouver:

Whalen A. Ampliative Understanding. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2019 Feb 21]. 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


University of Zambia

25. 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 February 21, 2019. 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. 21 Feb 2019.

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 2019 Feb 21]. 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


Victoria University of Wellington

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

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 February 21, 2019. 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. 21 Feb 2019.

Vancouver:

Lipine T. Education of Secondary Samoan Students in New Zealand: The Road to Success. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2019 Feb 21]. 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 Southern California

27. Gray, Sandra Jean. Achievement gap and sustainability: a case study of an elementary school bridging the achievement gap.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 The achievement gap problem is a growing phenomenon in the United States of America. In many schools, minority student populations are failing at alarming rates… (more)

Subjects/Keywords: achievement gap; sustainability

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

APA (6th Edition):

Gray, S. J. (2010). Achievement gap and sustainability: a case study of an elementary school bridging the achievement gap. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/295504/rec/486

Chicago Manual of Style (16th Edition):

Gray, Sandra Jean. “Achievement gap and sustainability: a case study of an elementary school bridging the achievement gap.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/295504/rec/486.

MLA Handbook (7th Edition):

Gray, Sandra Jean. “Achievement gap and sustainability: a case study of an elementary school bridging the achievement gap.” 2010. Web. 21 Feb 2019.

Vancouver:

Gray SJ. Achievement gap and sustainability: a case study of an elementary school bridging the achievement gap. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Feb 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/295504/rec/486.

Council of Science Editors:

Gray SJ. Achievement gap and sustainability: a case study of an elementary school bridging the achievement gap. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/295504/rec/486


University of New South Wales

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

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 February 21, 2019. 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. 21 Feb 2019.

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 2019 Feb 21]. 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 Texas – Austin

29. -3783-4784. Thriving in a broken system : an ecological investigation of academic achievement and resilience in foster youth.

Degree: Educational Psychology, 2017, University of Texas – Austin

 Foster youth experience many adverse educational outcomes as a result of their frequently changing home and school environments. A well rounded model that identifies areas… (more)

Subjects/Keywords: Foster youth; Achievement

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

APA (6th Edition):

-3783-4784. (2017). Thriving in a broken system : an ecological investigation of academic achievement and resilience in foster youth. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63024

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

Chicago Manual of Style (16th Edition):

-3783-4784. “Thriving in a broken system : an ecological investigation of academic achievement and resilience in foster youth.” 2017. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/63024.

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

MLA Handbook (7th Edition):

-3783-4784. “Thriving in a broken system : an ecological investigation of academic achievement and resilience in foster youth.” 2017. Web. 21 Feb 2019.

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

Vancouver:

-3783-4784. Thriving in a broken system : an ecological investigation of academic achievement and resilience in foster youth. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/63024.

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

Council of Science Editors:

-3783-4784. Thriving in a broken system : an ecological investigation of academic achievement and resilience in foster youth. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/63024

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


University of Texas – Austin

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

Degree: 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. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63360

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):

Smith, Leann Vernice. “Set-up to succeed : examining parental and peer influences on Black adolescents’ achievement related outcomes.” 2018. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/63360.

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

MLA Handbook (7th Edition):

Smith, Leann Vernice. “Set-up to succeed : examining parental and peer influences on Black adolescents’ achievement related outcomes.” 2018. Web. 21 Feb 2019.

Vancouver:

Smith LV. Set-up to succeed : examining parental and peer influences on Black adolescents’ achievement related outcomes. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/63360.

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

Council of Science Editors:

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

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

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