Relevant bibliographies by topics / Academic grades

Contents

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

Academic literature on the topic 'Academic grades'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Academic grades"

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Oyoo, Syprine, Peter Mwaura, Theresia Kinai, and Josephine Mutua. "Academic Burnout and Academic Achievement among Secondary School Students in Kenya." Education Research International 2020 (May 27, 2020): 1–6. http://dx.doi.org/10.1155/2020/5347828.

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The study examined the relationship between academic burnout and academic achievement among secondary school students in the Kenyan context. Data were collected from 714 form 4 students (equivalent to 12th graders) drawn from 31 public secondary schools. The Maslach Burnout Inventory Student Survey was used. Academic achievement was measured using students’ grades in end of term examinations. The results of the Pearson product moment correlation of coefficient revealed a significant inverse relationship between academic burnout and academic achievement (r (712) = −0.24, p<0.01). Furthermore
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Michaels, James W., and Terance D. Miethe. "Academic Effort and College Grades." Social Forces 68, no. 1 (September 1989): 309. http://dx.doi.org/10.2307/2579230.

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Mann, W. C., and N. Banasiak. "Fieldwork Performance and Academic Grades." American Journal of Occupational Therapy 39, no. 2 (February 1, 1985): 92–95. http://dx.doi.org/10.5014/ajot.39.2.92.

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Michaels, J. W., and T. D. Miethe. "Academic Effort and College Grades." Social Forces 68, no. 1 (September 1, 1989): 309–19. http://dx.doi.org/10.1093/sf/68.1.309.

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Farrell, Lesley. "Making Grades." Australian Journal of Education 41, no. 2 (August 1997): 134–49. http://dx.doi.org/10.1177/000494419704100204.

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THE focus of this paper is on the role that culture plays in shaping the way examiners arrive at assessments of candidates' relative academic ability in tertiary entrance examinations. In attempting to understand this process, I call on notions of ‘Discourse’, especially of the kind developed by Gee (1991, 1992, 1994). When examiners ‘make grades’, they call on culturally specific understandings of what counts as a ‘literate essay’, a ‘relevant’ argument, and an appropriate relationship between candidate and examiner. I start with a discussion of tertiary entrance examinations, move to a discu
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Batool, Hijab, Asim Mumtaz, A. S. Chughtai, Ameelia Sadaqat, and Syed Imran Ali Shah. "ACADEMIC PERFORMANCE;." Professional Medical Journal 24, no. 11 (November 3, 2017): 1733–39. http://dx.doi.org/10.29309/tpmj/2017.24.11.656.

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Objectives: To explore the factors affecting academic performance ofundergraduate MBBS students in Central Park Medical College Lahore. Background: Inmedical education, academic achievement tends to be an important aspect of professionaldevelopment later in the life of medical graduates. In Pakistan, pre-admission grades are oneof the most important criteria for admission in medical colleges. Several other factors are alsobelieved to play an important role to predict performance of undergraduate students in medicalcolleges. A detailed study of these factors can help to improve the performance
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Love, David A., and Matthew J Kotchen. "Grades, Course Evaluations, and Academic Incentives." Eastern Economic Journal 36, no. 2 (March 2010): 151–63. http://dx.doi.org/10.1057/eej.2009.6.

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Bohannon, Richard W. "Consistency of Physical Therapy Students' Academic Performance." Perceptual and Motor Skills 84, no. 3 (June 1997): 1040–42. http://dx.doi.org/10.2466/pms.1997.84.3.1040.

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The consistency of physical therapy students' grades across courses was investigated. The grades of five entry classes were examined. Not surprisingly, students performed better in some courses than others. Nevertheless, considerable internal consistency of grades was evident within each class during the semester of interest. Grades in courses may reflect a common underlying construct, that is, academic performance of physical therapy students.
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Wu, Hsiang-Yi, Franki Y. H. Kung, Hsueh-Chih Chen, and Young-Hoon Kim. "Academic Success of “Tiger Cubs”." Social Psychological and Personality Science 8, no. 6 (November 2, 2016): 698–705. http://dx.doi.org/10.1177/1948550616675667.

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Studies in the United States have shown that self-control can predict academic performance beyond intelligence quotient (IQ), which also explains why girls (vs. boys) tend to have higher grades. However, empirical evidence is scarce; moreover, little is known about whether these effects generalize to other cultures. To address these limitations, we conducted a 2-year longitudinal study in Asia and examined the effects of self-control, IQ, and gender on students’ academic achievement over time. Specifically, we first measured 195 Taiwanese seventh grades’ self-control and IQ, and then traced th
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Stone, J. E. "Inflated Grades, Enrollments & Budgets." education policy analysis archives 3 (June 26, 1995): 11. http://dx.doi.org/10.14507/epaa.v3n11.1995.

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Reports of the past 13 years that call attention to deficient academic standards in American higher education are enumerated. Particular attention is given the Wingspread Group's recent An American Imperative: Higher Expectations for Higher Education. Low academic standards, grade inflation, and budgetary incentives for increased enrollment are analyzed and a call is made for research at the state level. Reported trends in achievement and GPAs are extrapolated to Tennessee and combined with local data to support the inference that 15% of the state's present day college graduates would not have
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Dissertations / Theses on the topic "Academic grades"

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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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McCorkle-Benz, Lori Kay. "The effects of early grade retention on academic achievement at subsequent grades." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186614.

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Grade retention continues to be a common educational practice in the United States. Educators have typically used this procedure as a means of addressing academic deficits demonstrated by students. Although numerous research studies have been conducted to examine the efficacy of grade retention, conflicting results are reported at the first grade level. Few studies have addressed the issue of ethnicity and grade retention, although retainees are typically minority students. The purpose of this study was to examine the effects of first grade retention on second grade achievement in a predominat
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Hawkins, Julie Ellen. "Parental Divorce, Psychological Distress and Academic Achievement of College Students." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/64.

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Parental divorce is a stressful process that has been associated with long-term developmental implications for the children involved. There have been mixed results from research regarding specific effects of parents' marital status on levels of psychological distress and academic achievement in late adolescence and early adulthood. Research using a clinical sample from a college counseling center was lacking altogether. The primary goal of this study was to establish if there are relationships between parents' marital status, students'degree of psychological distress and academic achievement
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Ksendzov, Elena. "Associative Relationship among Mindfulness, Academic Grades, and Affective Outcomes in Adolescence." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2842.

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Adolescents navigate through escalating academic and social pressures while undergoing major physical and psychological changes. Concerned with behavioral, mental, and emotional challenges of youth, educators seek to expand approaches to promote learning success. Research founded in mindfulness theories has suggested that mindfulness positively and significantly correlates with psychological and physical health, work performance, decision-making ability, and emotional regulation, and may be a factor in learning. Two theoretical viewpoints on mindfulness, Western- and Eastern-based, formed the
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Borger, Anne C. "Technology's impact on student learning in grades K-8 /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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Sheehan, Tara. "The Effects of Paternal and Maternal Nurturance and Involvement on Young Adult Academic Outcomes." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1506.

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The present study examines how mothering and fathering impact child academic outcomes in divorced and intact families, and if there are unique influences of mothering and fathering variables for sons and daughters. An ethnically diverse sample of 1,714 university students from Florida International University (n=1371) and Florida State University (n=343) responded to measures on a questionnaire that included the Nurturant Fathering and Mothering Scales (Finley & Schwartz, 2004; Schwartz & Finley, 2005; Finley & Schwartz, 2006), the Mother and Father Involvement Scales (Finley, Mira, & Schwartz
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McIntosh, Kent. "Academic, behavioral, and functional predictors of chronic problem behavior in elementary grades /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181113.

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Thesis (Ph. D.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-117). Also available for download via the World Wide Web; free to University of Oregon users.
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Khandaker, Naima. "Academic and Motivational Outcomes of Reading Ability Grouping in the Early Grades." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563183603661756.

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Forrest, Rita A. "Effects of a student's prior academic performance on the grades assigned to math papers by sixth grade teachers." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720340.

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The purpose of this study was to determine if a teacher's knowledge of a sixth grade student's prior academic performance affects the teacher's grading of the student's work on math papers. This study attempted to isolate the singular characteristic of a teacher's prior knowledge of a student's academic performance as a possible source for grading discrepancies.Four math papers were developed following the guidelines from the Indiana Statewide Test of Educational Progress (ISTEP) in mathematics for sixth grade. Four selected report cards representing high academic performance and four represen
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Mauldin, Shereé Diane Cagle. "High-performing principals and state-assigned school grades." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000077.

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Books on the topic "Academic grades"

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Tufariello, Ann Hunt. Up your grades: Proven strategies for academic success. Lincolnwood, Ill: VGM Career Horizons, 1997.

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Clotfelter, Charles T. The academic achievement gap in grades 3 to 8. Cambridge, MA: National Bureau of Economic Research, 2006.

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Improve your grades: A practical guide to academic excellence. Farmington Hills, Mich: Bookhaus Publishers, 1990.

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Allen, Janet. Inside words: Tools for teaching academic vocabulary, grades 4-12. Portland, Me: Stenhouse Publishers, 2007.

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Solomon, Alan M. Helping your child get top grades. Chicago: Contemporary Books, 1988.

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1935-, Rimm Sylvia B., ed. Why bright kids get poor grades: And what you can do about it. New York: Crown Publishers, 1995.

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O'Brien, Linda. How to get good grades in ten easy steps. 2nd ed. Dayton, Ohio: Woodburn Press, 1999.

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O'Brien, Linda. How to get good grades in ten easy steps. 2nd ed. Dayton, Ohio: Woodburn Press, 2005.

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Zwiers, Jeff. Building academic language: Essential practices for content classrooms, grades 5-12. San Francisco, CA: John Wiley & Sons, Inc., 2007.

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Whitley, Michael D. Bright minds, poor grades. New York: Perigee, 2001.

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Book chapters on the topic "Academic grades"

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Kim, Young Chun, SungEun Min, and Jae-seong Jo. "The Other Side of Learning for Scores and School Grades." In Theorizing Shadow Education and Academic Success in East Asia, 212–33. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003097860-12.

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Abidin, Zanariah Zainal, Azizan Abdullah, and Hardy Loh Rahim. "The Relationship of Entrepreneurship Courses, Entrepreneurship Activities, Academic Grades, and Business Creation Among Graduates." In Proceedings of the ASEAN Entrepreneurship Conference 2014, 81–88. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-10-0036-2_8.

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Moreno-Ger, Pablo, and Daniel Burgos. "Machine Learning and Student Activity to Predict Academic Grades in Online Settings in Latam." In Radical Solutions for Digital Transformation in Latin American Universities, 243–57. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3941-8_13.

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Habib, Ahsan, and Saira Hossain. "Students’ Sense of Belonging in Urban Junior Secondary Schools in Bangladesh: Grades, Academic Achievement and School Satisfaction." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 89–102. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0708-9_5.

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Gibb, Brandy, and Guofang Li. "From Words to Thematic Text Analysis: Collocation Activities as Academic Vocabulary Building Strategies in the Middle and High School ELA Classroom (Grades 6–12)." In Teaching the Content Areas to English Language Learners in Secondary Schools, 33–48. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02245-7_3.

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Martin, Andrew J. "Grade Retention: Effects on Academic and Non-academic Development." In Encyclopedia of Adolescence, 1207–12. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_175.

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Sander, William. "Catholic Grade Schools and Academic Achievement." In Catholic Schools, 13–22. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3335-8_2.

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McIntosh, Jason S. "A Solar System Sign-Off." In Astronaut Academy Grades 2-3, 147–51. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233145-31.

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McIntosh, Jason S. "Mission to Mars." In Astronaut Academy Grades 2-3, 101–4. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233145-20.

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McIntosh, Jason S. "The Four Forces of Flight." In Astronaut Academy Grades 2-3, 53–57. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233145-10.

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Conference papers on the topic "Academic grades"

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Zaharia, Daniela Victoria. "ACADEMIC EMOTIONS AND GRADES IN HIGHSCHOOL." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b11/s1.002.

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López Guerrero, María Del Mar, and Gema López Guerrero. "IMPLEMENTATION OF ITC TO MAKE THE CHEMISTRY MORE INTERESTING IN ENGINEERER GRADES." In 23rd International Academic Conference, Venice. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.023.063.

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Tsiakmaki, Maria, Georgios Kostopoulos, Giannis Koutsonikos, Christos Pierrakeas, Sotiris Kotsiantis, and Omiros Ragos. "Predicting University Students' Grades Based on Previous Academic Achievements." In 2018 9th International Conference on Information, Intelligence, Systems and Applications (IISA). IEEE, 2018. http://dx.doi.org/10.1109/iisa.2018.8633618.

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Gomes Jr., Luiz. "In-class social networks and academic performance: how good connections can improve grades." In XXXIV Simpósio Brasileiro de Banco de Dados. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sbbd.2019.8805.

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Understanding how different variables affect student performance is an important requirement for improving educational practices. Since humans are highly social beings, social factors should play a significant role in the academic context. This paper analyzes the impact on academic performance of social indicators such as students friendship circle and in-class clustering. The analysis is based on data from six different classes of the topic Databases taken by students of computing-related majors. We assessed students’ friendship circle in terms of density (sociability) and also quality (grade
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Predoiu, Radu. "How Students Can Get Better Grades – Cognitive Skills Influencing Academic Performance." In ICPESK 2017 - 7th International Congress on Physical Education, Sport and Kinetotherapy. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.03.2.

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Jamil, Sabeen, Falak Zehra, Rabab Naqvi, and Shelina Bhamani. "Impact of facebook intensity on academic grades of private university students." In 2013 5th International Conference on Information & Communication Technologies (ICICT). IEEE, 2013. http://dx.doi.org/10.1109/icict.2013.6732786.

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Bondarenko, Irina, Igor Tsyganov, and Varvara Morosanova. "Non-cognitive predictors of 9-11 grades students’ academic achievement: structural models." In Personal resourse of human agency at work in changing Russia. ScientificWorld, 2018. http://dx.doi.org/10.30888/978-5-6041451-4-2.1.8.

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Ovanesbekova, Margarita, Tatiana Fomina, and Varvara Morosanova. "Structure models of psychological predictors of the academic achievement of students 7 − 9 grades." In Personal resourse of human agency at work in changing Russia. ScientificWorld, 2018. http://dx.doi.org/10.30888/978-5-6041451-4-2.1.22.

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Jian, H. L., and F. E. Sandnes. "Taiwanese and Norwegian Engineering students' self-image of academic abilities, grades and course satisfaction." In 2009 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2009. http://dx.doi.org/10.1109/ieem.2009.5373521.

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Naturil-Alfonso, Carmen, David Sánchez Peñaranda, Jose Salvador Vicente, and Francisco Marco-Jiménez. "Procrastination: the poor time management among university students." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8167.

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Academic procrastination is a fact related to the delay or postpone of academic work until last minute. This phenomenon is evident in a vast majority of university students, and its occurrence is increasing. In order to analyse possible causes and/or solutions, we studied if longer time for accomplishing an assignment incentives or avoids procrastination among university students. Results showed that both short and long time-frame groups tended to procrastinate in the same way. Additionally, academic grades did not revealed differences between groups, as the procrastination was the same betwee
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Reports on the topic "Academic grades"

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Clotfelter, Charles, Helen Ladd, and Jacob Vigdor. The Academic Achievement Gap in Grades 3 to 8. Cambridge, MA: National Bureau of Economic Research, May 2006. http://dx.doi.org/10.3386/w12207.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and ac
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Carneiro, Pedro, Sofía Castro Vargas, Yyannú Cruz-Aguayo, Gregory Elacqua, Nicolás Fuertes, and Norbert Schady. Medium-Term Impacts of Access to Daycare on School Outcomes: Experimental Evidence from Rio de Janeiro. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003236.

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In this document we analyze the impacts of a large-scale intervention that provided access to daycare centers for children in low-income neighborhoods in the city of Rio de Janeiro. Our results suggest that the intervention had a positive impact on enrollment rates and on the number of years children were enrolled to daycare during early childhood. We also find that winning the lottery had a positive effect on how regularly children attended primary school during the academic year. Because of the high attrition rates in the sample, we are unable to conclude whether the lottery had a positive i
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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparen
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Brule, Heather. Developmental Perspectives on Motivational Resilience: Predictors of Eighth-grade At-risk Students' Academic Engagement and Achievement. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2111.

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Clancy, Kathleen. Second Grade Academic Performance in Normal Children, Children with a History of, and Children with Expressive Language Delay. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6624.

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Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, May 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.

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Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. I
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Cary, Dakota. China’s CyberAI Talent Pipeline. Center for Security and Emerging Technology, July 2021. http://dx.doi.org/10.51593/2020ca017.

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To what extent does China’s cultivation of talent in cybersecurity and AI matter in terms of competitiveness with other countries? Right now, it seems to have an edge: China’s 11 World-Class Cybersecurity Schools offer more classes on artificial intelligence and machine learning than do the 20 U.S. universities certified as Centers of Academic Excellence in Cyber Operations. This policy brief recommends tracking 13 research grants from the National Science Foundation that attempt to integrate AI into cybersecurity curricula.
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Matilla, Kathy, Salvador Hernández, and Marc Compte- Pujol. Relaciones Públicas y Comunicación Corporativa en los grados universitarios catalanes en el curso académico 2015-2016/Public Relations and Corporate Communication in the Catalan University Degrees during the Academic Year 2015-2016. Revista Internacional de Relaciones Públicas, June 2016. http://dx.doi.org/10.5783/rirp-11-2016-11-213-234.

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Social, Psychological and Health Impact of Coronavirus Disease (COVID-19) on the Elderly: South African and Italian Perspectives. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0069.

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The Panel discussion titled “The Presidential Employment Stimulus: Research Opportunities”, was hosted on 10 December 2020 by the Department of Science and Innovation (DSI) and the Academy of Science of South Africa (ASSAf) at the Science Forum South Africa (SFSA) 2020. The Presidential Employment Stimulus was launched in parliament on 15 October as part of government’s Economic Recovery Strategy. It directly funds 800,000 employment opportunities that are being implemented within the current financial year, but it is anticipated that it will also become a medium-term programme. The stimulus i
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