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Books on the topic 'Poor Academic Performance'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Smith, Leonard. Measuring the impact of educational interventions on the academic performance of academic development students in second-year microeconomics. SALDRU, 2010.

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2

Martin, Kristi. Child abuse and poor academic performance: What directions should be taken in education. Laurentian University, 2007.

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3

Florida. Office of Program Policy Analysis and Government Accountability. A report on improving student performance in high-poverty schools. The Office, 1997.

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4

MacCabe, James. The extremes of the bell curve: Excellent and poor school performance and risk for severe mental disorders. Routledge, 2010.

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5

Harbison, Ralph W. Educational performance of the poor: Lessons from rural Northeast Brazil. O.U.P. for the World Bank, 1992.

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6

1943-, Hanushek Eric Alan, and World Bank, eds. Educational performance of the poor: Lessons from rural northeast Brazil. Published for the World Bank, Oxford University Press, 1992.

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7

Qasmi, Mohamed Jaouad El. Stratégie d'un modèle pour une école marocaine performante. Editions Bouregreg, 2019.

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8

Patrick, Bussière, Council of Ministers of Education (Canada), Statistics Canada, and Canada. Human Resources Development Canada., eds. Measuring up: The performance of Canada's youth in reading, mathematics and science : OECD PISA study : first result for Canadians aged 15. Statistics Canada, 2001.

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9

Tamara, Knighton, Pennock Dianne, Council of Ministers of Education (Canada), Statistics Canada, and Canada. Human Resources and Social Development Canada., eds. Measuring up: Canadian results of the OECD PISA study : the performance of Canada's youth in science, reading and mathematics : 2006 first results for Canadians aged 15. Statistics Canada, 2007.

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10

Tamara, Knighton, Cartwright Fernando, Council of Ministers of Education (Canada), Statistics Canada, and Canada. Human Resources and Skills Development Canada., eds. Measuring up: Canadian results of the OECD PISA study : the performance of Canada's youth in mathematics, reading, science and problem solving : 2003 first findings for Canadians aged 15. Statistics Canada, 2004.

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11

MacCabe, James H. Extremes of the Bell Curve: Excellent and Poor School Performance and Risk for Severe Mental Disorders. Taylor & Francis Group, 2010.

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12

MacCabe, James H. Extremes of the Bell Curve: Excellent and Poor School Performance and Risk for Severe Mental Disorders. Taylor & Francis Group, 2010.

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13

MacCabe, James H. Extremes of the Bell Curve: Excellent and Poor School Performance and Risk for Severe Mental Disorders. Taylor & Francis Group, 2010.

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14

MacCabe, James H. Extremes of the Bell Curve: Excellent and Poor School Performance and Risk for Severe Mental Disorders. Taylor & Francis Group, 2010.

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15

MacCabe, James H. Extremes of the Bell Curve: Excellent and Poor School Performance and Risk for Severe Mental Disorders. Taylor & Francis Group, 2010.

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16

MacCabe, James H. Extremes of the Bell Curve: Excellent and Poor School Performance and Risk for Severe Mental Disorders. Taylor & Francis Group, 2010.

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17

The extremes of the bell curve: Excellent and poor school performance and risk for severe mental disorders. Routledge, 2010.

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18

Publishing, Joseph. Proper Planning and Preparation Prevents Poor Performance: Student Weekly Planner 6x9 120 Pages Back to School New Academic School Year 2020-2021 Homework Planner School Timetable Gift. Independently Published, 2020.

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19

Sports Concussions and Getting Back in the Game... of Life: A solution for concussion symptoms including headaches, light sensitivity, poor academic performance, anxiety and others... The Irlen Method. CreateSpace Independent Publishing Platform, 2016.

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20

Thinking aloud: Are our children dull? why do they fail! : diagnosing the causes of failure and poor academic performances in public schools in Cameroon. NAB Ventures, 2009.

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21

Sheehy-Skeffington, Jennifer. Decision-Making Up Against the Wall. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190492908.003.0005.

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This chapter provides an overview of research on the behavioral dimension of low socioeconomic status and a set of theoretical and empirical principles for better understanding it. In particular, the chapter focuses on those behaviors that are claimed to exacerbate a situation of poverty or deprivation, such as poor academic performance, myopic financial decisions, early child-bearing, consumption of unhealthy foods, and engaging in unhealthy lifestyle habits. Though such behavioral patterns have been used to make claims as to the defective values or motives of the poor, the chapter argues tha

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22

Becker, Stephen P., and Russell A. Barkley. Sluggish cognitive tempo. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0015.

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Sluggish cognitive tempo (SCT) is characterized by excessive daydreaming, mental confusing and fogginess, and slowed behaviour/thinking. A brief history of the SCT construct is provided, followed by a review of the current research supporting SCT as distinct from ADHD and other psychopathologies. SCT is positively associated with ADHD inattentive symptoms, depression, anxiety, and daytime sleepiness, but is unassociated or negatively associated with externalizing behaviours such as hyperactivity-impulsivity, oppositionality, and aggression. A growing body of research also demonstrates that SCT

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23

Schmidt, Vivien A. Europe's Crisis of Legitimacy. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198797050.001.0001.

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Expectations are high regarding the potential benefits of public–private partnerships (PPPs) for infrastructure development in poor countries. The development community, led by the G20, the United Nations, and others, expects PPPs to help with “transformational” megaprojects as well as efforts to achieve the Sustainable Development Goals (SDGs). But PPPs have been widely used only since the 1990s. The discussion of PPPs is still dominated by best-practice guidance, academic studies that focus on developed countries, or ideological criticism. Meanwhile, practitioners have quietly accumulated a

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24

Leigland, James. Public-Private Partnerships in Sub-Saharan Africa. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198861829.001.0001.

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Expectations are high regarding the potential benefits of public–private partnerships (PPPs) for infrastructure development in poor countries. The development community, led by the G20, the United Nations, and others, expects PPPs to help with “transformational” megaprojects as well as efforts to achieve the Sustainable Development Goals (SDGs). But PPPs have been widely used only since the 1990s. The discussion of PPPs is still dominated by best-practice guidance, academic studies that focus on developed countries, or ideological criticism. Meanwhile, practitioners have quietly accumulated a

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25

Morel, Domingo. Takeover. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190678975.001.0001.

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State takeovers of local school districts emerged in the late 1980s. Although many major U.S. cities have experienced state takeovers of their local school districts, we know little about the political causes and consequences of state takeovers. Relying on historical analysis, case studies, and quantitative analysis, the book offers the first systematic study of state takeovers of local school districts. It shows that although the justifications for state takeovers have generally been based on concerns with poor academic performance, questions of race and political power played a critical role

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26

Silva, João Nuno Calvão da, and Liliana Moreira. Relatório de Avaliação das Parcerias Erasmus 2014-2019. Imprensa da Universidade de Coimbra, 2021. http://dx.doi.org/10.14195/978-989-26-2223-1.

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A avaliação da qualidade das parcerias Erasmus da Universidade de Coimbra emergiu como uma necessidade para se avançar para o novo ciclo do programa Erasmus, de modo mais sustentado, baseado em informações fidedignas e quantitativas, para uma internacionalização assente na qualidade. Deste modo, foi constituída como uma ação do plano estratégico da Universidade de Coimbra, correspondendo igualmente a um dos desígnios da European Charter for Higher Education. Este relatório resulta da utilização da plataforma Equatic, projeto financiado pela comissão europeia, “assessing quality of partnerships

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27

Dombo, Eileen A., and Christine Anlauf Sabatino. Creating Trauma-Informed Schools. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190873806.001.0001.

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Creating Trauma-Informed Schools: A Guide for School Social Workers and Educators provides concrete skills and current knowledge about trauma-informed services in school settings. Children at all educational levels, from Early Head Start settings through high school, are vulnerable to abuse, neglect, bullying, violence in their homes and neighborhoods, and other traumatic experiences. Research shows that upward of 70% of children in schools report experiencing at least one traumatic event before age 16. The correlation between high rates of trauma exposure and poor academic performance has bee

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28

Peachey, John T., and Diane C. Zelman. Healthy Sleep. Bloomsbury Publishing Inc, 2023. http://dx.doi.org/10.5040/9798216171720.

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We all know how important sleep is, but many of us struggle to consistently get enough high-quality rest. This book answers readers' sleep-related questions and offers guidance for a better night's slumber. Part of Bloomsbury’s Q&A Health Guides series, this book aims to educate teens and young adults about the importance of sleep through an engaging question-and-answer format. The book’s 44 questions cover the basics of sleep and dreaming, the connection between sleep and health, sleep problems and disorders, and how to improve sleep: - Why exactly is sleep so important? - How does not ge

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