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Dissertations / Theses on the topic 'Academic grades'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 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

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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4

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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5

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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7

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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9

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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10

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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11

Barth, Emily R. "Single-gender instruction and its effect on academic achievement in the middle grades /." Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-1/barthe/emilybarth.html.

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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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13

Gower, Samantha M. "Boys' reading habits as children and their college grades." Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1269271019.

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14

Sudol, David Eugene. "Voices and viewpoints: Teaching writing in grades four and five." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185876.

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Responding to recent calls throughout the field for more studies of teaching, I present case studies of four elementary teachers--two fourth grade, two fifth grade--implementing process pedagogy in writers' workshops. Specifically, I examine how they teach, why they succeed and fail, and what they need to teach more effectively. Chapter 1 provides a brief overview of the study, explaining my purpose and rationale. Chapter 2 builds a knowledge base by presenting a survey of the recent literature on elementary school writing teaching. Focusing primarily on the works of Donald Graves, Lucy Calkin

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Lauder, Scott Angus. "Motivational resources, personal characteristics, and grades : an investigation into academic achievement in the UAE." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12492/.

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According to Hattie (2003), student differences account for approximately 50 per cent of the variance in academic achievement. In the current study, ‘student differences’ was disaggregated and two broad categories of predictors, personal characteristics and motivational resources, were formed to investigate academic performance in an EFL preparatory program at a tertiary level institution in the UAE (United Arab Emirates). The category of personal characteristics consisted of SES and gender; the category of motivational resources consisted of psychological variables drawn from Self-Determinati

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Rice, William Robertson. "Subjectivity in grading: The role individual subjectivity plays in assigning grades." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1623317108089967.

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17

Withycombe, Adam. "An Exploration of the Role of English Language Proficiency in Academic Achievement." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18726.

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The purpose of this study was to examine the relationship between English language proficiency scores as measured by the ACCESS for ELLs and achievement and growth scores on the reading subtest of the Measures of Academic Progress (MAP). The sample consisted of 2,006 3rd-5th grade English language learners (ELLs) from a large Midwestern school district. Results confirmed that an increase in English proficiency is associated with higher reading achievement scores. The unique variance explained by each of the domain scores (reading, writing, speaking, and listening) on the ACCESS for ELLs sup

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18

Meyr, Jessica. "Making the grade : self-monitoring and student public speaking performance." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1452.

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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>Interpersonal and Organizational Communications

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Merz, Rachel. "Exploring the school counselor's role in response to intervention (rti) efforts for struggling readers in elementary grades." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/878.

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Student success is important for student learning, for parents, and for schools; however, in the last decade standardized test data has shed much light on the need for improved student performance across grade levels. Research findings identify that there are millions of struggling readers in US schools. Using assessment data, schools are implementing various types of intervention systems in an effort to meet all students' needs. Response to Intervention (RtI) is a method of intervention that provides systematic assistance to students who have learning difficulties and need additional support

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20

Jones, Robert Christopher. "The effects of depressed mood on academic outcomes in adolescents and young adults." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002551.

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Reyes, Alberta M. "Alternative Interventions Used to Help Mexican-American Students Improve Academic Achievement in Grades 9 - 12." NSUWorks, 2012. http://nsuworks.nova.edu/shss_dcar_etd/11.

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The purpose of this qualitative research study employing a cross-case analysis on previous case studies is to better understand the engagement of Latino students in a small number of cultural sensitivity programs and the teaching practices that are factors in the development of their academic achievement. In the traditional infrastructure of public schools, assimilation is built on fundamental values aligned with the U.S. political establishment rather than on the value of adaptation to the demands and conflicts of other cultures. Thus, less-empowered groups are at a disadvantage resulting in

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22

McGuire, Sharon Paterson. "At-Risk, First-Year Students' Patterns of Perceptions of Their Academic Performance Activities and Grades Earned." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/40402.

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Researchers and practitioners in an attempt to understand academic performance, and thus reduce academic failure, have identified variables associated with academic performance. Although this research has been useful, there are limitations and critiques: 1) findings are often inconsistent; 2) student experiences and perceptions tend to be constructed as dichotomous variables: thus little is known about interconnections and contradictions in students' lives; and, 3) gender, race and class are constructed as variables to assess difference and not as social structural positions of power. The pu

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Poling, Lisa Lanette. "ACADEMIC AGENCY: RESPONSIBILITY EXEMPLIFIED THROUGH EFFICACY, COMMITMENT, KNOWLEDGE AND ACTION IN A MIDDLE GRADES MATHEMATICS CLASSROOM." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280338374.

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Maccani, King Heidi. "How does service learning in the Washburn School District , grades 7-12 affect students' citizenship and academic achievement?" Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008maccanikingh.pdf.

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Ocal, Kubilay. "The Effects Of Interscholastic Sports Participation On Academic Achievement And Behavioral Development Of Junior High Grades Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607180/index.pdf.

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The purpose of this study was to determine the effects of interscholastic sports participation on academic achievement and behavioural development of junior high grades students of basic education schools in Turkey. The subjects of this study were 651 eight grade students from fifteen basic education schools which are randomly selected during 2004-2005 academic year in NevSehir. Required data were collected by student&amp<br>#8217<br>s data record folders (SPDRF), athletics participation licenses, high school entrance exam result sheets, provided by the schools administrations. First of all de

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Beasley-Knecht, Lukretia Amanda, and Lukretia Amanda Beasley-Knecht. "Grades and Perceptions of High School Climate: The Role of Race and Ethnicity." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625898.

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Racial disparities in educational achievement have been a persistent phenomenon in the United States. This inequity has been described as educational "opportunity gaps", "education debts", and "achievement gaps". Education debt refers to the year after year amassed racial and ethnic achievement gaps that result in a debt for most minoritized groups in comparison to White and Asian students. Despite the repeated significance of focusing on education inequalities concerning race and ethnicity, there is a paucity of research that examines the interrelatedness of school climate and academic achiev

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Wright, Jennifer Lynn. "Examining the influence of the leader in me on school grades." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/910.

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School leaders face increasing demands related to student achievement. These demands involve annual data reporting related to overall student, school, and district success. In Florida, this accountability and transparency requirement is addressed through an annual school grading system. It is essential that leaders utilize successful programs that directly influence positive student outcomes and demonstrate high quality education. The purpose of this study was to examine the influence of a youth leadership development program, specifically The Leader in Me (TLIM) program, on school grades. Bas

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28

Evans, Kyle Allen. "A comparison of academic achievement and value-added grades on the state report cards in Tennessee, 2001-2003." [Johnson City, Tenn. : East Tennessee State University], 2005. http://etd-submit.etsu.edu/etd/theses/available/etd-0212105-194705/unrestricted/EvansK031305f.pdf.

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Thesis (Ed.D.)--East Tennessee State University, 2005.<br>Title from electronic submission form. ETSU ETD database URN: etd-0212105-194705 Includes bibliographical references. Also available via Internet at the UMI web site.

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Parry, David. "How important are target grades and internal tracking systems in improving the academic achievement of sixth form students?" Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020622/.

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30

Davis, Susan E. "The role of students' perceptions of classroom climate in predicting academic motivation and assigned grades in middle school mathematics." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0008973.

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31

Jenkins, Barbara Chunn. "What Factors Have Been Identified by Teachers as Reasons for the Variations Between Academic Achievement or Teacher Assigned Grades, and Standardized Test Scores for Sixth Grade Students?" UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/42.

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This study was designed to determine what factors sixth grade teachers from selected sixth grade centers identified as the reasons for the variations between academic achievement, or teacher assigned grades, and standardized test scores for sixth grade students. Thirty-two teachers participated in a questionnaire survey that was specifically designed, through the use of research, for this study. The questionnaire was divided into four main categories. The categories were: Home Related Problems, Socio-economic Status, Child Related Problems, and Teacher Related Problems. The teachers ranked the

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32

Scott, Judith. "Perceptions of low SES, high academic achievement Vietnamese middle grades students of factors that have contributed to their school achievement." ScholarWorks@UNO, 2005. http://louisdl.louislibraries.org/u?/NOD,248.

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Thesis (Ph. D.)--University of New Orleans, 2005.<br>Title from electronic submission form. "A dissertation ... in partial fulfillment of the requirements for the degree of in the Department of Special Education and Habilitative Services"--Dissertation t.p. Vita. Includes bibliographical references.

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Townsend, Rodwell. "The national curriculum statement on writing practice design for grades 11 and 12: implications for academic writing in higher education." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1125.

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This study examines the role of academic literacies and academic-writing practices at two diverse South African senior secondary schools and the implications that these practices have for academic-literacy teaching in Higher Education (HE). As student academic writing is central to teaching, learning and assessment in HE, learner academic-writing standards at schools will often impact on academic success in HE. This is a concern for HE as research from South African schooling contexts have found that students from secondary schools are seldom equipped to cope with the demands of HE writing pra

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Grigorenko, Margaret. "Improving Cognitive/Academic Language Proficiency (CALP) of Low-achieving Sixth Grade Students: A Catalyst For Improving Proficiency Scores?" Cedarville University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1116340990.

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Holladay, Hayley Maria. "Mothers' Work-to-Family Conflict and Children's Academic Achievement: Do School Involvement and Work Status Matter?" BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3930.

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Structural equation modeling was used to explore associations between maternal work-to-family conflict, maternal involvement in schooling, and academic outcomes in early adolescents. Among a subsample of 725 fifth graders (and their employed mothers and teachers) from the Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD), multigroup analyses were used to explore differences in this relationship between groups with mothers working part-time versus full-time. Results revealed that among part-time employe

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Agrawal, Seema. "A Study of Asthma, School Attendance, Academic Performance, and Quality of Life in Predominantly Minority Children in 3rd to 5th Grades." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743569.

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<p> Asthma is an inflammatory disorder (Koterba & Saltoun, 2012) and a common chronic condition of childhood (McCowan, Bryce, Neville, Crombie, & Clark, 1996) that can cause children to experience poorer academic outcomes (Stingone & Claudio, 2006), a lower quality of life (Everhart & Fiese, 2009), hospitalizations, and in some cases death (Center for Disease Control, [CDC], 2017). This mixed methods study explored the relationship of asthma, school attendance, grades in mathematics and reading, and the quality of life in predominantly minority children with asthma and in those

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Burke, Donita Baham. "A Music Curriculum for the Non-Music Major Teacher of the Intermediate Grades." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/71.

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This study was developed for the teacher who may have limited resources in music education. The purpose of this study was to design a curriculum in music education for the intermediate grades so that a non-music major teacher could easily instruct music lessons. The characteristics of musical growth have been outlined and research has been shown to support the musical characteristics. A set of objectives has been formed as the foundation for teaching music to children of the intermediate grades. The curriculum devised has three components for the teacher to follow: songs appropriate for each s

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Schulze, Louann Thompson. "The Effects of a Peer-Taught Freshman Seminar Course on Grades and Retention." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278052/.

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The purpose of this study was to determine the effects of a peer-taught freshman seminar course on the grade point averages and retention rates of freshman students. Freshman students who entered the University of Texas at Arlington in the fall 1989 and fall 1990 semesters and enrolled in the voluntary 1 credit hour course "College Adjustment" were matched with freshman students who did not enroll in the course. Matched pairs were formed based on orientation attendance, college major, gender, and Scholastic Aptitude Test (SAT) scores. For both years, the Freshman Seminar Group was similar to t

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Spraggins, Rosemary A. "The Importance of Vocabulary Development in the Primary Grades." UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/312.

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Research indicates a need for upgrading vocabulary development in the elementary school classroom. The purpose of this project is to aid in developing the young child's vocabulary as a foundation for future reading. By means of oral presentations of the children's literature and activities centered on the vocabularies generated by these selections, students will have the opportunity to expand their store of words and meanings.

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Orphanos, Stelios Andreas. "Do good grades make a good teacher? : an investigation of the relationship between teachers' academic performance and perceived teacher effectiveness in Cyprus /." May be available electronically:, 2008. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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Blue, Leslie Terese. "AN INVESTIGATION INTO THE RELATIONSHIP BETWEEN COGNITIVE ABILITY, STANDARDIZED ACHIEVEMENT, AND GRADES IN MIDDLE SCHOOL." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/35925.

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School Psychology<br>Ph.D.<br>Today, many school districts are mandating tests to measure student performance and to hold individual schools and school systems accountable for that performance in order to meet the standards set forth in the No Child Left Behind Act (2001) and the Individuals with Disabilities Education Improvement Act (2004). The focus of this study was to examine the relationship among cognitive ability as measured by the Cognitive Abilities Test (CogAT) and measures of achievement, specifically, standardized achievement scores on the New Jersey Assessment of Skills and Knowl

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42

Karlsson, Martin. "Att bry sig om sina elever : Empatiska förmågor och gymnasiebetyg." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-43534.

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Syftet med denna studie var att få en bättre förståelse för vilken betydelse lärare har för sina elever. Detta gjordes med hjälp av Interpersonal Reactivity Index (IRI), en skala utvecklad av Davis (1980) för att multidimensionellt kunna mäta empati. I den här studien användes IRI för att testa hur graden av empati, hos både lärare och elever, kan påverka skolgången. I studien fick 154 elever enkäter under lektionstid och enkäterna hade till syfte att (a) se hur elever skattar lärares empati över tid, (b) hur elever och lärares empati påverkar betygen, (c) hur elevers empati påverkar hur de s

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Albers-Biddle, Laura. "Staffing Practices of Elementary School Principals for Teachers in Primary Grades and Implications for the PreK-3rd Continuum." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6234.

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Principals are considered the educational leaders of their schools and face pressure to improve the quality of education across all levels and disciplines. Principals were interviewed to understand their beliefs, knowledge, and dispositions on staffing teachers in the primary grades. A purposive sample of elementary school principals was drawn from one mid-size suburban district in Florida. Data were analyzed using Bolman and Deal's four-frame organizational theory framework, Cohen's cognitive frame, and Boote's theory of professional discretion. The data strongly suggest that principals do no

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Barclay, Christopher M. "Assessing the Protective Effects of School Belonging Against the Risk of Limited English Proficiency." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/honors_theses/8.

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A study was conducted among a sample of Korean American students to investigate the potential moderation of the risks related to English proficiency by the protection of school belonging. Perceived scholastic competence, self-reported school grades, and academic expectancies were used for dependent variables. It was hypothesized that students with higher sense of belonging would be less affected by English proficiency than their peers with lower sense of belonging. The risk of English proficiency was confirmed. However, school belonging did not have as much of an effect as expected and student

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Neblett, Pamela S. Huffman Jane Bumpers. "An analysis of the benefits of the Student Success Initiative in the 3rd and 5th grades in a district in Texas." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3634.

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Menon, Akash, and Nahida Islam. "An investigation of the relationship between online activity on Studi.se and academic grades of newly arrived immigrant students : An application of educational data mining." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-211668.

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This study attempts to analyze the impact of an online educational resource on academic performances among newly arrived immigrant students in Sweden between the grade six to nine in the Swedish school system. The study focuses on the web based educational resource called Studi.se made by Komplementskolan AB.The aim of the study was to investigate the relationship between academic performance and using Studi.se. Another purpose was to see what other factors that can impact academic performances.The study made use of the data mining process, Cross Industry Standard for Data Mining (CRISP-DM), t

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Johnson, Rodriguez. "The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/cauetds/2.

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It was a goal of this study to identify leadership strategies and other select variables such as instructional strategies, professional staff development, teacher-student relationship, parental support, and student academic motivation and their relationship with student achievement. Pearson correlations, ANOVA, Alpha Cronbach, construct validity, and regression tests were used to analyze the data that had the greatest significance on student achievement scores. The researcher concluded that instructional strategies, parental support, student academic motivation, and teacher expectation have th

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Simpson, Reckonel George. "A CASE STUDY OF THE PERCEIVED IMPACT OF DISRUPTIVE BEHAVIOR AMONG GRADES 9 AND 11 STUDENTS ON THEIR ACADEMIC PERFORMANCE AT A CORPORATE HIGH SCHOOL." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/472506.

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Educational Leadership<br>Ed.D.<br>ABSTRACT Educators in schools for the past two decades have been faced with the problem of disruptive behavior in classrooms. The rate and extent to which schools in Jamaica and elsewhere have been experiencing disruptive behavior among students, has generated the attention of many within the classrooms and in another places. The present study examined school personnel perceptions of the causes of disruptive behavior among a set of grades 9 and 11 students in a corporate area high school and the impact that disruptive behavior had on their own and their class

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Lemmouh, Zakaria. "The Relationship among Vocabulary Knowledge, Academic Achievement and the Lexical Richness in Writing in Swedish University Students of English." Doctoral thesis, Stockholms universitet, Engelska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-42765.

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The main aims of the thesis are: to explore the development of Swedish university students’ vocabulary knowledge, size and depth and vocabulary use (i.e. lexical richness) in their written output, to examine the relationship between these, their relationship to examination grades, and to investigate how these relationships develop over time. The results showed that over one year of university studies stronger links between the two dimensions of vocabulary knowledge, size and depth are established. No relationship was found between informants’ vocabulary size and lexical richness. However, a mo

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Scallan, Bob. "The Effect of Guided Practice on Student Achievement in Social Studies and Science in Grades Five and Six." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332421/.

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The purpose of this study was to assess whether guided practice is more effective than no guided practice (1) in fifth and sixth grade classrooms, (2) in fifth and sixth grade social studies classrooms and fifth and sixth grade science classrooms, and (3) in science classrooms and social studies classrooms. In this experimental study, all fifth and sixth grade students in a small school district in north Texas were randomly assigned to two experimental groups and two control groups in each grade. Over the course of one month two teachers who had previously been trained in the use of guided pr

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