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Dissertations / Theses on the topic 'Academic achievement. Education'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Kite, Toby G. "Academic Interventions and Academic Achievement in the Middle School Grades." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027597.

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<p> After the passing of the Individuals with Disabilities Act of 2004, many schools began to use a Response to Intervention (RtI) model instead of the discrepancy model when identifying students with specific learning disabilities (National Center on Response to Intervention, 2011). When elementary schools adopted the RtI model, it was shown to be successful with any students who need academic interventions (National Center on Response to Intervention, 2011). The success at the elementary level has led to middle schools adopting the model with varying success (National Center on Response to
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2

Davis, Jodi. "Impact of Early Childhood Education on Academic Achievement." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609085/.

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Two groups of students were compared to determine the impact of early intervention at the Early Childhood School on academic outcomes in later elementary school years for both math and reading. Students who were determined to be disadvantaged in some way, either by income, limited English proficiency, or having been identified as needing specialized instruction and who attended an early intervention program, prior to kindergarten, were compared to a similar group who did not attend the intervention program. Scores on district level assessments in math and reading were tracked for both groups
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3

Baize, Sheila J. "Student-athletes, academic achievement and self-esteem." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185044.

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The purpose of this study was to examine the relationship between high school interscholastic athletic team participation and self-esteem when considering three indexes of academic achievement. A self-report student survey was designed to elicit demographic and academic achievement information, including gender, ethnicity, grade point average, number of missed school days, and number of behavioral referrals during the last school year. Additionally, the Rosenberg (1965) Self-Esteem Scale and the Savin-Williams and Demo (1983) Self-Esteem Inventory were incorporated to measure levels of self-es
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4

Weems, Amy. "Impact of Early Childhood Education on Later Academic Achievement." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538681/.

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The purpose of this study was to determine the effect of participation in the district's early childhood program on later academic achievement as measured by the State of Texas Assessment of Academic Readiness (STAAR) mathematics and reading assessments in Grades 3, 4, and 5. The studied district opened a centralized early childhood school in 2009 and implemented the Texas Pre-K Guidelines. The STAAR test results were available for five cohorts of students who attended the early childhood school and took the STAAR mathematics and reading assessments in the years 2014-2018. A quasi-experimen
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5

Lòpez, Muriel del Castillo. "Academic achievement in Filipino children." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/890.

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6

Baron, Alea A. "The effects of parent-child agreement on academic achievement." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734555.

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<p> Achievement in youth across America has been defined by youth report card grades and standardized test scores, with higher scores typically being the gateway to college, scholarships, and future financial success. There is abundant evidence that shows parenting factors and the parent-child relationship are correlated with high academic achievement in youth. Therefore, the aim of this study was to investigate if the effects of high parent-child agreement on youth self-esteem and self-efficacy significantly correlated with high youth academic achievement on classroom achievement scores. Data
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7

Oliver, Leola Lanette. "Linking self-concept, social comparison and academic achievement in preadolescents." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556876.

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<p> A wide body of literature exists on the relationship between childhood and adolescent self-concept and achievement (Molloy, Gest, &amp; Rulison, 2011; Trautwein, Ludtke, Marsh, &amp; Nagy, 2009); however, few studies explore the extent to which other socio-psychological processes interact with these 2 variables. Many studies point to parent and teacher feedback as critical factors in the development of self-evaluative processes in children, but there is an absence of literature exploring the extent to which perceptions of peer achievement and social interactions may predict self-concept (A
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8

Lind, Ashley Rose. "Effects of bilingual and ESL education on academic achievement." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Lind_AMITthesis2009.pdf.

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9

Davis, Jodi. "The Impact of Early Childhood Education on Academic Achievement." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc1609085/.

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Two groups of students were compared to determine the impact of early intervention at the Early Childhood School on academic outcomes in later elementary school years for both math and reading. Students who were determined to be disadvantaged in some way, either by income, limited English proficiency, or having been identified as needing specialized instruction and who attended an early intervention program, prior to kindergarten, were compared to a similar group who did not attend the intervention program. Scores on district level assessments in math and reading were tracked for both groups
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10

Downs, Benjamin iii. "Academic concept, Social concept and Academic achievement among selected African American student athletes." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2007. http://digitalcommons.auctr.edu/dissertations/3388.

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The objective of this study was to determine if a relationship exists between the independent variables academic concept, social concept, and high school sports participation and the dependent variable academic achievement for African-American male teens between the ages of 14 and 19 who participated in high school sports. Sixty three student athletes attending a suburban Georgia high school participated in the study. A non-experimental, quantitative, correlation design was utilized. A statistically significant relationship between the following variables was found: high school sports particip
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11

Beasley, Sandra. "The Relationship Between Multifaceted Motivational Factors and Academic Achievement." Thesis, Walden University, 2022. http://pqdtopen.proquest.com/#viewpdf?dispub=27997698.

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The United States has yet to reach the White House’s 2020 goal of attaining the top international ranking in college degree attainment among young adults. Researchers have investigated the academic performance variables associated with timely degree attainment for first-year college students. Prior research has indicated that poorly motivated students are likely to struggle academically, experience academic stress, and drop out of school. However, it remains unknown which types of motivation significantly affect academic achievement. The purpose of this study was to better understand which Rei
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12

Jensen, Audra P. "Investigating Collegiate Academic Achievement Part Two| A Longitudinal Study." Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10615440.

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<p> This study follows incoming freshmen students for three semesters, tracking their GPA along with several psychological constructs. Theory of Intelligence, Performance Goals, Learning Goals, Confidence in Intelligence, Campus Connectedness, Sense of Belongingness: Antecedents, School Coherence, Leadership, and Followership were assessed. Results are discussed for each semester, along with the three-semester differences in scores and GPA. Retention is addressed in correlation with the measures.</p><p>
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13

McGrew, Heidi Much. "Academic Achievement of Dual Enrolled Students: Do Instructors and Venues Matter?" University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1512993898640436.

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14

Weems, Amy. "The Impact of Early Childhood Education on Later Academic Achievement." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538681/.

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The purpose of this study was to determine the effect of participation in the district's early childhood program on later academic achievement as measured by the State of Texas Assessment of Academic Readiness (STAAR) mathematics and reading assessments in Grades 3, 4, and 5. The studied district opened a centralized early childhood school in 2009 and implemented the Texas Pre-K Guidelines. The STAAR test results were available for five cohorts of students who attended the early childhood school and took the STAAR mathematics and reading assessments in the years 2014-2018. A quasi-experimen
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15

Hogan, Robert P. "Declines in student achievement in science-- implications for public education." Doctoral diss., University of Central Florida, 1990. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/12486.

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University of Central Florida College of Education Thesis<br>During the 1960s and 1970s, major innovative science curricula were introduced into public schools in the United States, and federal funds were used to improve the quality of science teachers. Nevertheless, student achievement in science has generally declined since 1963. This research focused on changes in four of the key variables related to science achievement--teachers, students, curricula, and school goals. The research examined (a) meta-analyses of the effectiveness of the innovative science curricula on student achievement,
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16

Woods, Danielle École. "How well money within education maximizes educational outputs in Ohio school districts." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155662321.

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17

Hall, Kate. "Looping and Academic Achievement in Elementary Schools." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3878.

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The purpose of the quantitative study was to determine if there was a significant difference in the academic performance of students at the elementary level who loop compared to those who do not. This study also assessed if there was a significant difference in academic achievement among subgroups in students who loop compared to those who do not. A quantitative, ex post-facto, comparative design was used to analyze data to determine if there is a signficiant relationship between looping and academic achievement for elementary students. The scores of students enrolled in two looping classrooms
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18

Foley, Wing Teri L. "Renaissance schools / academic achievement and value implications of a corporate-sponsored academic motivation program /." Full Text accessible through UMI ProQuest Digital Dissertations, 1993.

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19

Bausch, Samantha. "The effect of multicultural education on Hispanic students' academic achievement." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bausch_SMITthesis2009.pdf.

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20

Davidson, Melanie C. "Tennessee Per-pupil Expenditures in Special Education and Academic Achievement." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2571.

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Federal legislation known as the No Child Left Behind act has required states to close achievement gaps. The purpose of this study was to investigate the relationships between special education spending by districts in the state of Tennessee and standardized achievement for students with disabilities. Secondary data were obtained from the Tennessee Department of Education’s website (www.tn.gov/education). Data from each local education association were collected for the years of 2010-2014 in the areas of special education spending, special education population, and TCAP proficiency percentages
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21

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." Thesis, University of Zululand, 2011. http://hdl.handle.net/10530/1097.

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A dissertation submitted in partial fulfillment of the requirements for the degree PhD Psychology in the Department of Psychology, at the University of Zululand, South Africa, 2011.<br>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 a Black Higher Education institution. The researcher used a questionnaire, interviewed and observed research participants. Questionnaires were sent out in the first week of term to ascertain maximum number of participants as well as receive demographic
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22

Verhaalen, Susan E. "Achievement within an accelerated Christian education school." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=728.

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23

White, Nathan Benjamin. "THE EFFECTS OF ATHLETIC PARTICIPATION ON ACADEMIC ACHIEVEMENT." Marietta College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1124134979.

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24

Willingham, Bruce R. Jr. "Do African American Students Limit Their Own Academic Achievement." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397234823.

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25

McKune, Benjamin Allen. "Religion and Academic Achievement Among Adolescents." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1879.pdf.

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26

Liew, Hui Peng. "Ethnicity and academic achievement by Malaysian eighth grade students." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-06222009-100839.

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27

Hillyer, F. James, and University of Lethbridge Faculty of Education. "Fostering achievement motivation." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1991, 1991. http://hdl.handle.net/10133/50.

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Researchers defined achievement motivation as a viable research construct in the early 1950s. Adults increased their achievement motivation scores--often with correlative increased achievement. The literature is replete with ways to increase achievement but researchers paid less attention to what could be a core issue--affecting achievement motication itself. McClelland demonstrated repeatedly that adult business people could develop achievement motivation. Alschuler and deCharms found that classroom treatment procedures could yield increased student achievement motivation. The purpose of this
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28

Mostatabi, Sara. "Examining The Effect Of Income Inequality On Academic Achievement." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1093.

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In this paper, I use data from the United States Department of Education Institute of Education Sciences database and data compiled from the Internal Revenue Service to investigate how income inequality impacts the academic achievement of students. More specifically, I examine whether or not high levels of income inequality adversely impact the test scores of students in grades 4 and 8. I find a significant and negative relationship between income inequality, when measured as the share of income held by the top 10 percent, and the mathematics test scores of students in fourth and eighth grade.
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29

Bisnaire, Lise M.-C. "Factors associated with academic achievement in children following parental separation." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/21134.

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30

Wu, Hsin-Chieh. "COLLECTIVE RESPONSIBILITY, ACADEMIC OPTIMISM, AND STUDENT ACHIEVEMENT IN TAIWAN ELEMENTARY SCHOOLS." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1332497667.

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31

Ingram, Brenda. "Schools in Violent Neighborhoods| The Impact on African American Elementary School Students' Academic Achievement." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3577945.

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<p> The academic achievement gap between African American and Caucasian students continues to be a major concern for policymakers and educators. This gap started to shrink in the 1970s and 1980s with integration, but the 1990s showed the achievement gap was on the rise again. The characteristics of the neighborhoods where children live and attend school have a great impact on their academic performances. This research study examined the relationship between poverty, community violence and the academic performance of elementary school age children, especially African American students. Seventy-
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32

Stevenson, Maria N. "Homework and Academic Achievement: A Meta-Analysis Examining Impact." University of Dayton / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1626446340037014.

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33

Hogan, Lindsey Snyder. "The Role of Parental Involvement in the Academic Achievement of Latino Youth." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/80937.

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School Psychology<br>Ph.D.<br>The educational plight of Latino students in the U.S. is an increasing concern given the low achievement and attainment status of this population. Although many risk factors associated with underachievement are difficult to alter, parent educational involvement has been shown to positively impact learning outcomes. In this study, parental home- and school-based involvement practices and educational aspirations were compared in a large (n = 6085), nationally representative sample of Latino (n= 1,313) and non-Latino white (n = 4,772) first grade students. The role o
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34

Li, Wenzhen. "Parental influence on adolescent academic achievement in mainland China." online access from Digital Dissertation Consortium access full-text, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?1433413.

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35

Ramey, Pamela Lane. "Basic communication skills achievement of vocational business and academic education students /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487587604132904.

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36

Sziraki, George S. Jr. "The relationship between eleventh-grade varsity sports participation and academic achievement." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/103.

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The purpose of this study was to examine the relationship between participation in high school varsity sports and academic achievement and how such relationship may be affected by participating in multiple varsity sports. End-of-course Math and English scaled scores from the California Standards Tests of eleventh-graders along with comparative accumulative grade point averages at the beginning and end of year were gathered and correlated to the number of varsity sports played. The level of sports involvement was categorized by participation in one varsity sport, two varsity sports, or three va
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37

Ferguson, Toni. "The Impact of Academic Parent-Teacher Teams on Family Engagement and Student Academic Achievement." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/75.

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The purpose of this study was to examine teacher and parent perceptions of the impact of a high-family engagement model, Academic Parent-Teacher Teams (APTT). Teacher and parent surveys were administered to determine the relationship between the following variables: teacher leadership, administrative support, parental perceptions of effectiveness of communications, parental perceptions of convenience of scheduling of meetings, parental perceptions of usefulness of meetings, family engagement, and student academic achievement. Data from a Pearson correlation and a regression test were analyzed
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38

Mrowka, Karyn Anne Kowalski. "Academic Stress in an Achievement Driven Era| Time and School Culture." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609000.

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<p> Whether academic achievement is defined as passing a state-mandated test for graduation or earning "A's" in a rigorous course load and having a resume full of extra-curricular accomplishments, the pressure to achieve is pervading public education, creating a culture of competition and causing academic stress. A culture of competition within a school can negatively affect adolescents during a developmental stage in which other's expectations influence the way adolescents' view themselves. Many school leaders struggle with how to rigorously prepare students for the 21<sup>st</sup> century an
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39

Haddigan, Nanci. "The effects of arts education on academic achievement and self-concept." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Haddigan_N%20MITthesis%202007.pdf.

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40

Hansen, Trace W. "The Effect of Daily Released-time Religious Education on Academic Achievement." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1454.

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Various methods, programs, and efforts to educate students in effective and efficient ways have been employed and studied for many years in the United States. Many teachers, administrators, and communities seek to gain a better understanding of and implement programs that will help achieve the academic goals of their respective organizations. Previous research indicates a correlation between some types of classes, programs, and characteristics of students and their academic achievement. Data indicating academic information for three hundred and fifty suburban secondary school students were col
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41

Urdahl, Jill S. "Elementary teachers' perspective of parent involvement in children's academic achievement." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003urdahlj.pdf.

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42

Wilson, Beth. "A descriptive study of selected kindergarten children in relation to academic achievement." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3233.

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The purpose of this study was to describe, for a selected group of kindergarten children, the commonalities and differences related to present or expected low academic achievement. The sample of 81 students included only those students who entered the regular education segment of the district's kindergarten in the years 1983-84 and 1984-85 and who were evaluated by a school psychologist at some point in their kindergarten year. The following variables were considered: age, gender, ethnicity, socioeconomic status, primary language, significant family history, significant health history, perinat
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43

Snyder, Samantha H. "Impact of sport participation on academic achievement." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1498.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Sociology
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44

McIlroy, David. "Achievement in education : improving measurement and testing models and predictors." Thesis, University of Ulster, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342390.

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45

Klein, Abby E. "Academic achievement of children in single father families." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272766.

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This paper uses the National Education Longitudinal Study of 1988 (NELS:88) to compare academic achievement of children in two-parent, single mother and single father families. Academic achievement is measured by a math and reading composite score from a standardized achievement test. Ordinary least squares (OLS) regression models are used to test three competing theories of children's academic achievement: economic theory, individualistic perspective of gender and evolutionary parental investment theory. Findings do not support the evolutionary parental investment theory. The economic theory,
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46

Beane, Amber. "Health and Academic Achievement in College and University Students." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3702.

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The purpose of this non-experimental quantitative correlational study was to investigate the relationship between academic achievement and health in a national sample of college students using quantitative data analysis. Specifically, the researcher analyzed the relationship between three health-promoting behaviors (physical activity, strength training, and fruit and vegetable consumption), three negative health behaviors (cigarette, e-cigarette, and opioid use) and obesity with GPA. Cross-sectional data on student health collected from the American College Health Association’s National Colleg
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Combs-Draughn, Alissa Jo. "The impact of psychological birth order on academic achievement and motivation." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2529.

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Historically, research in the field of birth order yielded inconsistent and at times contro-versial results. Researchers have long been interested in the impact of birth order on both social and cognitive development, in part due to the research of Adler. The purpose of this quantitative study was to determine if psychological birth order directly impacts stu-dent achievement and motivation. The resource dilution theory and confluence model were used to investigate the relationship between sibling perception of family roles within familial settings and academic performance and motivation withi
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48

Soric, Tina M. "The Impact of Teacher Attitudes on Academic Achievement in Disadvantaged Schools." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1301955015.

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49

Parker, Lydia Romelle Bigby. "The relationship between teachers' collegial interactions and student academic achievement /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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50

Snyder, Kermit. "The Effects of a Summer Math Program on Academic Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2459.

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The math achievement of students is low in a small rural district in Colorado. The purpose of this study was to explore the efficacy of a summer third through fifth grade math program in improving math scores. Piaget's theory of cognitive development was used as the theoretical foundation for the math instructional resource delivered to the struggling students in the program. A quasi-experimental design was used to address whether the math scores improved for the participating students (n = 145) and whether the participating students experienced a smaller summer loss in academic achievement th
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