Relevant bibliographies by topics / Academic achievement – Lesotho – Case studies

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Academic achievement – Lesotho – Case studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Academic achievement – Lesotho – Case studies"

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Čavojová, Vladimíra, and Eva Ballová Mikušková. "Does Intelligence Predict Academic Achievement? Two Case Studies." Procedia - Social and Behavioral Sciences 174 (February 2015): 3462–69. http://dx.doi.org/10.1016/j.sbspro.2015.01.1019.

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Beard, Karen Stansberry, and Sara I. Thomson. "Breaking Barriers: District and School Administrators Engaging Family, and Community as a Key Determinant of Student Success." Urban Education 56, no. 7 (2021): 1067–105. http://dx.doi.org/10.1177/0042085920987284.

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This qualitative case study explored administrators’ perceptions of family and community engagement activities that enhanced student well-being and ultimately impacted academic achievement in one urban district. Template analysis of 11 semistructured interviews and observation notes employed the positive psychology well-being theoretical construct, PERMA(H). Illuminated was the administrations’ focused attention to student attendance, engagement, and well-being preceded academic achievement gains. The narratives addressing identified non-academic barriers informed six key findings. The finding
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Iqbal, Muhammad Zafar, Muhammad Jamal Khan, Tariq Javed, Uzma Rao, and Jahan Ara Shams. "RELATIONSHIP BETWEEN SECONDARY STUDENTS’ CRITICAL THINKING AND ACADEMIC ACHIEVEMENT: A CASE OF PUBLIC SCHOOLS." Humanities & Social Sciences Reviews 9, no. 3 (2021): 1166–74. http://dx.doi.org/10.18510/hssr.2021.93115.

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Purpose of the Study: The purpose of this research study was to study the relationship between critical thinking (CT) and academic achievement among secondary school students in a district of Gilgit-Baltistan.
 Methodology: Correlation design was applied to study the relationship between critical thinking and academic achievement. A sample of 400 students was selected through a convenient sampling technique to collect the data. Critical thinking was measured by applying an adapted tool (Sarigoz, 2012) and students’ scores in annual examinations were taken as academic achievement (York, Gi
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Girma, Henok, Aregash Hassen, and Desalegn Garuma. "Adolescents Antisocial Behavior and Their Academic Performance: The Case of High Schools in Jimma Town." International Journal of Multicultural and Multireligious Understanding 6, no. 1 (2019): 110. http://dx.doi.org/10.18415/ijmmu.v6i1.575.

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The objective of this study was to analyze the relationship between antisocial behavior and academic achievement of high school students in Jimma town. Participants were 524 students 14-19 years old from government and private secondary schools. Cross sectional research designed was employed. Primary and secondary data were sources of this study. Results indicate that academic achievement was negatively associated with antisocial behavior. The result also shows that there is no significant difference between government and private schools in correlation of academic performance and antisocial b
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Khoiruddin, Muhammad. "The Influence of Tahfidzul Qur’an Program and Motivation against Student Academic Achievement: A Case Study of PKD and PKP University Students Juanda Bogor." Didaktika Religia 7, no. 2 (2019): 207–33. http://dx.doi.org/10.30762/didaktika.v7i2.531.

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This study aims to gain an understanding of empirical data on the relationship of Tahfidzul Qur’an Program and Motivation, either individually or together with PKD Student Academic Achievement and PKP University Juanda Bogor. The research hypothesis is that (1) There is a strong and significant influence Tahfidzul Program Student Academic Achievement Qur’an against PKD and PKP University Juanda Bogor (2) There is a strong and significant influence on Academic Achievement Motivation and PKP University Students PKD Juanda Bogor. (3) There is the influence of Tahfidzul Qur’an Program and motivati
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Genesee, Fred, and Kathryn Lindholm-Leary. "Two case studies of content-based language education." Journal of Immersion and Content-Based Language Education 1, no. 1 (2013): 3–33. http://dx.doi.org/10.1075/jicb.1.1.02gen.

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This article describes and discusses two case studies of content-based instruction for second language education — foreign/second language immersion for majority language students in Canada and dual language education for minority language students in the U.S. After discussing the rationale for CBI in general, we examine 45 years of research on each program model and provide empirical evidence on a number of important issues, including: students’ proficiency in the two languages used for instruction; non-language academic outcomes; whether age is an important factor in students’ language outco
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Robinson, Laura, Øyvind Wiborg, and Jeremy Schulz. "Interlocking Inequalities: Digital Stratification Meets Academic Stratification." American Behavioral Scientist 62, no. 9 (2018): 1251–72. http://dx.doi.org/10.1177/0002764218773826.

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This article examines the effects of digital inequality in conjunction with curricular tracking on academic achievement. Capitalizing on an original survey administered to seniors (fourth-year secondary school students), our survey data ( N = 972) come from a large American public high school with a predominantly disadvantaged student body. The school’s elective tracking system and inadequate digital resources make for an excellent case study of the effects of a differentiated curriculum and digital inequalities on academic achievement. Multilevel random-effects and fixed-effects regression mo
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Maree, Jacobus G., and Liesel Ebersöhn. "Emotional Intelligence and Achievement: Redefining Giftedness?" Gifted Education International 16, no. 3 (2002): 261–73. http://dx.doi.org/10.1177/026142940201600309.

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Many researchers still consider measured intelligence as the most significant predictor for academic and life success, despite the fact that research time and again confirms that proven academic achievement is a far better predictor of academic achievement than a mere IQ score. This article examines the possible meaning of the construct “emotional intelligence”. The term is used to explain individual differences associated with life success; differences that are not sufficiently measured with traditional intelligence measuring instruments. Emotional intelligence includes social deftness, emoti
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Abdel Jawad, Yousef Abdel Latif, and Basem Shalash. "The Impact of E-Learning Strategy on Students' Academic Achievement. Case Study: Al- Quds Open University." International Journal of Higher Education 9, no. 6 (2020): 44. http://dx.doi.org/10.5430/ijhe.v9n6p44.

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The study examines the effect of e-learning on the students’ academic performance at Al-Quds Open University. 382 students have been randomly selected from the university's official records where a statistical analysis of the study variables was performed using the Statistical Package of Social Sciences program (SPSS.20). The study hypotheses were tested by Paired Samples T-tests.The study has revealed that there are statistically significant differences in the students’ academic performance over the implementation of the e-learning strategy with regard to the level of the vast majority of stu
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Kim, Kyung Ryung, and Eun Hee Seo. "The relationship between teacher efficacy and students' academic achievement: A meta-analysis." Social Behavior and Personality: an international journal 46, no. 4 (2018): 529–40. http://dx.doi.org/10.2224/sbp.6554.

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We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students' academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience, location of the school, or the students' educational level. The results showed that the mean relationship between teacher efficacy and students' academic achievement was significant but the effect size was small. The results also indicated that the relationship
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Dissertations / Theses on the topic "Academic achievement – Lesotho – Case studies"

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Ramalefane, Thotoane Rosalia. "Culture and religion constrain women in the academic sphere : the case of Lesotho." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/6763.

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Includes bibliographical references.<br>The subjugation of women dates back to ancient times. Through the centuries the suppression of women has taken different forms. With a few exceptions most African societies are patriarchal in character. They relegate women to a minor position and subject them to the guardianship of male partners. Traditionally, men were regarded as senior to women irrespective of age. This tradition of men regarding themselves as superior to women has its roots in our socio-cultural norms in Lesotho. Culturally men are regarded by society as superior to women. This perce
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Brown, Boyd A. "Student achievement and school resources twelve school case studies in Wyoming /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1597602431&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Tang, Sai-cheong. "Family factors and student achievement : case studies in 3 Hong Kong secondary schools /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135932.

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Newton-Curtis, Linda Mary. "The Peer Network as a Context for the Socialization of Academic Engagement." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2652.

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The school environment is one of the primary contexts for children's social, emotional and cognitive development. While teachers are likely to be primarily focused on students' motivation and learning, for adolescents, one of the most enjoyable and important aspects of school life is likely to be centered around the time spent interacting with peers. It is well recognized that peers socialize one another but although many studies have examined the influence of peers on adolescents' risky behaviors far fewer have focused on the influence peers may have on individuals' positive behaviors. As a r
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Rutherford, Janis Pruitt. "Academic Achievement: Examining the Impact of Community Type at a Small Liberal Arts College in Texas." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279165/.

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Hierarchical regression was used to determine if high school community type is an effective predictor of academic success when controlling for demographics, prior academic achievement, socioeconomic status, and current commitment or work habits for students entering Austin College in 1992,1993, and 1994 . Findings revealed that there is a relationship between attending high school in community types of rural and independent town controlling for the effects of SAT scores, high school rank, sex, and late application deposit on first semester grade point average.
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Tang, Sai-cheong, and 鄧世昌. "Family factors and student achievement: case studies in 3 Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960431.

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To, Kwong Wai-yin Ella, and 杜鄺蕙賢. "Some factors affecting student achievement in a government secondary school: implications for schooladministration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955733.

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Johnson, Price McCloud. "The Role of Network Position for Peer Influences on Adolescents' Academic Engagement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1636.

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Academic engagement has been found to significantly predict students' future achievement. Among adolescents, the peer context becomes an increasingly important point of socialization and influence on beliefs and behavior, including academic engagement. Previous research suggests that those peers with whom an adolescent spends much of their time significantly predict change in engagement over time (Kindermann, 2007). Bronfenbrenner's ecological systems theory (Bronfenbrenner & Morris, 1998) postulates that exosystem effects (those influencing factors that are not directly connected to individua
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Tang, Choi-ping, and 鄧彩萍. "Family factors affecting immigrant student language achievement: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960418.

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Nguyen, Sang Ngoc. "The role of cultural factors affecting the academic achievement of Vietnamese/refugee students: A case study." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/282908.

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This dissertation reports the findings of a case study on the role of cultural factors affecting the academic achievement of Vietnamese immigrant students. The study involves six adolescents from three recent Vietnamese immigrant families: the students' school performance is mixed, some do well in school, others do not do as well. The study focuses on how cultural values or factors, especially a strong and unrelenting Vietnamese emphasis on education, combine with opportunities and restrictions in the local environment, the context of reception, to affect the students' achievement. The finding
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Books on the topic "Academic achievement – Lesotho – Case studies"

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Holloway, Charles M. Profiles in achievement. College Entrance Examination Board, 1987.

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Profiles in achievement. College Entrance Examination Board, 1987.

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Momoh, G. D. Effects of entry qualification on student's academic performance: A case study of 500 level students of the Federal University of Technology, Minna. Omotunde Printers, 2003.

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Sustaining extraordinary student achievement. Corwin Press, 2009.

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Office, General Accounting. Public schools: Comparison of achievement results for students attending privately managed and traditional schools in six cities. United States General Accounting Office, 2003.

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Molnar, Alex. Vouchers, class size reduction, and student achievement: Considering the evidence. Phi Delta Kappa Educational Foundation, 2000.

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Hyde, Karin A. L. Gender streaming as a strategy for improving girls' academic performance: Evidence from Malawi. University of Malaŵi, Centre for Social Research, 1993.

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Snipes, Jason C. Foundations for success: Case studies of how urban school systems improve student achievement. Council of the Great City Schools, 2002.

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Impacts of teacher evaluation and professional development on student outcomes. Information Age Pub., 2012.

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Jude, Schuermann Patrick, ed. Leading schools to success: Constructing and sustaining high-performing learning cultures. SAGE, 2011.

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Book chapters on the topic "Academic achievement – Lesotho – Case studies"

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M. Sebatane, Edith, Maretšepile Mahamo, and Phaello Ntšonyane. "Child Care for the Under 3 Year Old Children: Experiences from Lesotho." In Health and Academic Achievement - New Findings [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.93918.

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Lesotho, like many developing countries, experiences challenges in providing quality early childhood services for children below 3 years of age. No formal education programme for children aged below 3 years exists yet, except the informal daycare centres run by inexperienced child-minders. At this tender age, the focus for child development and care must focus on child protection, healthy stimulation nutrition and health. Realizing the need for quality child services for the age cohort, Catholic Relief Services Lesotho introduced a programme named Whose Child is This? (WCIT) that focuses on provision of quality services for the children. This chapter shares Lesotho’s experiences in addressing delivery of quality informal early learning environments. A case study of one daycare centre in the Maseru Industrial settlement was undertaken focusing on practices and services rendered to children aged below 3. New lessons learned were the need for partnerships among agencies serving children’s needs, and collaboration with parents strong advocacy for implementation of the Nurturing Care Framework is critical for all ECCD service providers. Institutions of higher learning need to step forward to produce research evidence on importance of strong foundations for children aged below 3 years.
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Campbell, Kelli. "Leveled Literacy Intervention." In Advances in Linguistics and Communication Studies. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8668-7.ch005.

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In this chapter, the qualitative study will investigate and evaluate the effectiveness of the Leveled Literacy Intervention (LLI) framework with English Language Learners (ELL) newcomers and their literacy achievement using the case study method and cross case analysis. Student case studies will consist of LLI pre and post assessment data, guided reading data, and information gathered from student interviews. The triangulation of student interviews, teacher surveys, and extant literature provide the foundation for answering questions regarding the effectiveness of LLI with the ELL newcomers. Findings are presented through student case studies, resulting from cross case analysis that identified themes, patterns, and commonalities in student reading achievement data and teacher survey results. Results show that ELL newcomers needed to develop social, academic, and content-related language. Findings from the study show that the students made progress while participating during the intervention but have not maintained or increased their reading levels after the intervention that provides opportunities for future research. Recommendation for future studies and conclusion are discussed.
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Freeland, Sarah Feroza. "Community Schools." In Emerging Perspectives on Community Schools and the Engaged University. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0280-8.ch008.

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This chapter explores the connection between a school's efforts to engage with parents and community members and the academic achievement of its students. The author examines two case studies from Tennessee- the charter school model within the state-run Achievement School District in Memphis, and the community school model in Knoxville. The chapter begins with an explanation of key terms, followed by an introduction of each case study. Next, the author compares student academic achievement within each educational model, demonstrating that the community schools have achieved greater gains than the charter schools. The author then analyzes survey and interview data from parents and community members to compare each educational model's parental and community engagement efforts. Ultimately, the author concludes that in Tennessee, the community school model has been more effective than the charter school model in improving student academic achievement in large part because of its emphasis on meaningful engagement with parents and community members.
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Ryan, Mark Patrick. "Five Case Studies on Tackling Real-World Problems as a Means to Increase Student Engagement." In Fostering Meaningful Learning Experiences Through Student Engagement. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4658-1.ch007.

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Five case studies detail teachers and professors who use a real-world problem as the basis for planning and implementing a comprehensive unit of authentic learning experiences aligned with academic content standards, instructed with high levels of rigor, and assessed authentically to determine the extent to which students mastered the standards. The text details how the instructor works with students to identify a meaningful problem, aligns appropriate work products to standards and instructional activities, and adapts the plan to address varying student learning needs. A mixed methods approach used student achievement data, student and teacher interviews, and a student survey. Increases were seen in students' self-efficacy, as well as their abilities to collaborate, communicate both verbally and in writing, engage in higher order thinking, conduct research, apply knowledge to novel circumstances, justify opinions, and assume leadership roles.
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Sun, Anna. "Confucianism as a World Religion." In Confucianism as a World Religion. Princeton University Press, 2013. http://dx.doi.org/10.23943/princeton/9780691155579.003.0005.

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This chapter presents an overview of how Confucianism has been classified as a world religion in both popular and academic texts over the past century, suggesting that this classification has had a lasting impact on both the popular imagination and academic institutions. It argues that the notion of world religions has become the universally recognized “achievement” that provides model problems and solutions to a community of practitioners. In this case, this community consists of scholars in religious studies, as well as scholars who study Chinese religions in other fields, such as sociology, history, philosophy, and Asian studies. The chapter focuses on the acceptance and implementation of this paradigm in American academia, instead of comparing it to that of another country, such as Great Britain.
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Bodenlos, Emily, and Lesia Lennex. "VoiceThread and iPad Apps Supporting Biological Change Concept." In Cases on Instructional Technology in Gifted and Talented Education. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6489-0.ch005.

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Kentucky science achievement data (KCCT, 2008-2011) for Biological Change indicated that middle grades students had little achievement compared to other concepts. The prior grade level for teaching this concept was fourth grade. A case study was designed to address the needs of three Fourth Grade classrooms. As part of No Child Left Behind (NCLB), language arts scores were supplemented with science and social studies. Objectives for the study were production of science and social studies curriculum using 3D instructional technologies for fourth grade in the following Kentucky Core Academic Standards (KCAS) Language Arts: Reading Standards for Informational Text K-5, Writing Standards K-5, Language Standards K-5, Range-Quality-and-Complexity of Student Reading; Core Content 4.1 Science Standard Biological Change; Core Content 4.1 Social Studies Standard Geography. Important findings for heterogeneous populations were made regarding the use of instructional technologies apps VoiceThread and Pangea Safari.
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Conference papers on the topic "Academic achievement – Lesotho – Case studies"

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Mocanu, Mihaela, and Gabriela Boldureanu. "GENDER DIFFERENCES AND STEREOTYPES IN ACADEMIC STUDIES ACHIEVEMENT. ROMANIAN HIGHER EDUCATION INSTITUTIONS CASE." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0973.

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