Relevant bibliographies by topics / Student differences

Contents

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

Academic literature on the topic 'Student differences'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Student differences"

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Felder, Richard M., and Rebecca Brent. "Understanding Student Differences." Journal of Engineering Education 94, no. 1 (2005): 57–72. http://dx.doi.org/10.1002/j.2168-9830.2005.tb00829.x.

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Peña, Robert A. "Cultural Differences and the Construction of Meaning." education policy analysis archives 5 (April 8, 1997): 10. http://dx.doi.org/10.14507/epaa.v5n10.1997.

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The relationships between student achievement, student culture and practitioners' attitudes and expectations were investigated. Student achievement was defined as academic performance but also included perceptions, rationales and explanations for student behaviors and conduct. Student culture described student's Mexican American origins, customs and beliefs. Practitioners' attitudes described how middle school personnel perceived Mexican American high and underachieving students generally, and practitioners' expectations described how personnel interacted and behaved toward Mexican American st
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Roger, "Mitch" Nasser Jr. "Book Review- Developing the Global Student: Higher Education in an Era of Globalization Internationalization in Higher Education Series." Journal of International Students 7, no. 4 (2017): 1135–39. https://doi.org/10.5281/zenodo.1035983.

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While administrators may consider increasing their international student population as a plausible solution to the enrollment crisis, they must also consider how these students navigate the campus environments. What are our responsibilities as higher education administrators? How will U.S. students respond to their international classmates? Moreover, will native students understand and accept the differences they encounter? David Killick’s book, <em>Developing the Global Student: Higher Education in an Era of Globalization </em>asks how prepared students are for the international community. Ki
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Canary, Daniel J., and Istley Melody MacGregor. "Differences That Make a Difference in Assessing Student Communication Competence." Communication Education 57, no. 1 (2008): 41–63. http://dx.doi.org/10.1080/03634520701635133.

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Chan, Monnica, Jihye Kwon, David J. Nguyen, Katherine M. Saunders, Nilkamal Shah, and Katie N. Smith. "Indebted Over Time: Racial Differences in Student Borrowing." Educational Researcher 48, no. 8 (2019): 558–63. http://dx.doi.org/10.3102/0013189x19864969.

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Recent trends in higher education financing have increased students’ need to borrow to afford college. This brief examines how federal student loan borrowing has changed from 2000 to 2016 by student race/ethnicity using logistic regression analysis and data from the National Postsecondary Student Aid Study (NPSAS). We find that the odds of borrowing have diverged over time across racial and ethnic subgroups even after controlling for institutional sector and students’ financial circumstances. This divergence in student loan borrowing has important implications for policymakers and researchers
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Hardy, Joanne. "Student life - dealing with differences." Nursing Standard 21, no. 50 (2007): 61. http://dx.doi.org/10.7748/ns.21.50.61.s53.

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Newstead, Stephen E., Arlene Franklyn-Stokes, and Penny Armstead. "Individual differences in student cheating." Journal of Educational Psychology 88, no. 2 (1996): 229–41. http://dx.doi.org/10.1037/0022-0663.88.2.229.

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Shah, Madiha, and Samreen Bashir. "Differences in Student Behavior based on Gender, Sector, and Class Size." Pakistan Journal of Humanities and Social Sciences 10, no. 1 (2022): 89–101. http://dx.doi.org/10.52131/pjhss.2022.1001.0177.

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Student behavior is one of the essential but complex phenomena to comprehend by even highly skilled and experienced educators. Understanding and managing student behavior effectively is rewarding as it positively affects student learning outcomes, student retention, personality building, student engagement, and student satisfaction (Akey, 2006; Luckner &amp; Pianta, 2011; Shah, 2019). This study examined the differences in student behavior based on gender, sector, and class size in primary schools in Lahore, Pakistan. The study was quantitative, where data was collected using a stratified rand
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Carbonaro, William. "Public‐Private Differences in Achievement among Kindergarten Students: Differences in Learning Opportunities and Student Outcomes." American Journal of Education 113, no. 1 (2006): 31–65. http://dx.doi.org/10.1086/506493.

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KAY, ROBIN. "EXPLORING INDIVIDUAL DIFFERENCES IN THE IMPACT OF WEB-BASED LEARNING TOOLS (WBLTS)." Research and Practice in Technology Enhanced Learning 7, no. 2 (2012): 89–104. https://doi.org/10.58459/rptel.2012.789-104.

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The purpose of this study was to explore individual differences in middle and secondary school student attitudes and learning performance regarding Web-Based Learning Tools (WBLTs). The student characteristics assessed were gender, age, computer comfort level, subject comfort level, and average grade. Attitudes toward WBLTs were measured using a reliable, valid survey designed to gather data on student perceptions of learning, design, and engagement. Learning performance was assessed by comparing pre- and post-test scores on four knowledge categories (remembering, understanding, application, a
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Dissertations / Theses on the topic "Student differences"

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Goans, Christian R. R. "Racial/Ethnic Differences in Social Support." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799548/.

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Despite a substantially greater risk factor profile, Hispanics in the United States (US) consistently demonstrate better health outcomes compared to their non-Hispanic White counterparts, an epidemiologic phenomenon termed the Hispanic Mortality Paradox. Emerging hypotheses suggest cultural values regarding relational interconnectedness and social support may help to explain these surprising health outcomes. The present study sought to inform these hypotheses via two aims: the first was to examine racial/ethnic differences in perceived social support, and the second was to examine the relation
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Lampi, Andrea Ruth. "Teacher-student interactions differences between students with and without behavior problems /." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015645.

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Alamel, Alexis. "An integrated perspective of student housing supply and demand : sustainability and socio-economic differences." Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/19275.

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This thesis explores the dynamic interface of supply and demand for student housing within the context of national sustainability policy and planning in the UK. These interconnections are increasingly important given the tripling of students tuition fees, which can alter the residential expectations of students, as well as implementing policy schemes that aim to retrofit the most energy inefficient dwellings. Using the university town of Loughborough as a case study, findings are presented from a mixed-methods research comprised of an online survey, semi-structure interviews, and focus groups.
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Ellsworth, Chad Willliam. "Definitions of hazing differences among selected student organizations /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1577.

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Thesis (M.A.) -- University of Maryland, College Park, 2004.<br>Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Van, Keulen Michael J. "Teachers' Pedagogical Responses to Teacher-Student Sociocultural Differences." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837378.

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<p> This study employed a model of basic qualitative research which explored teachers&rsquo; pedagogical responses to the unique cultural gaps they experienced in schools where most students were of minority cultural identity. Eight teachers who self-identified as majority culture identity formed the sample group for this study. Semistructured interviews were used to collect their insights regarding their pedagogical decision making they used with the students in the school where they were teaching. Additionally, teachers shared what they described were culturally responsive curriculum samples
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Hertel, James B. "First-generation and second-generation college students : similarities, differences, and differential factors in their adjustment to college /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737878.

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Shaverdi, Amber Mishala. "Female and male student leadership characteristics : differences & similarities /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131423545.pdf.

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Fine, Zoe DuPree. "Valanced Voices: Student Experiences with Learning Disabilities & Differences." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4038.

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This feminist oral history project located at the intersections of disability, feminist, body politics, and educational theory presents an analysis of three individual student narratives about their experiences with learning disabilities and learning differences (LD/Ds) at the high school and university levels. This thesis introduces students' accounts of their daily lives, pasts, personal views, experiences, and memories about having learning disabilities and learning differences into the existing scholarship on LDs and reveals how students' narrated experiences might shed light on the ways i
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Burke, Mark Edward Jr. "Using Student Risk Factors to Predict Student-School Connectivity." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363272440.

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Hedderwick, Helen. "Differences in student perceptions of teacher-student interpersonal behaviour in regional streamed secondary mathematics and science classes." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/2031.

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The purpose of this study was to examine teacher and students' perceptions of teacher-student interpersonal behaviour in regional secondary classrooms. Teachers were then presented with this information so that a comparison between teacher ideal, teacher actual and student perceptions of their classroom could be examined. The results were then able to be used by teachers to reflect on and seek to improve their teaching practice. This study utilised the Questionnaire on Teacher Interaction (QTI) to collect data about the classroom learning environment of Australian regional mathematics and scie
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Books on the topic "Student differences"

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United States. Department of the Treasury. Financial Management Service. Financial Control Division. Reconciling the statement of differences: Student manual. Department of the Treasury, Financial Management Service, 1998.

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Cottrell, Judith Pamela. Gender differences in student clients'perceptions of counselling. University of Birmingham, 1995.

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McNabb, R. Gender differences in student attainment: The case of university students in the UK. University of Aberdeen, Dept. of Economics, 1998.

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Chamberlain, Pam. Deliberate differences: Progressive and conservative campus activism in the United States. Political Research Associates, 2004.

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Novell, Inc. GroupWise 4.1 to GroupWise 5 differences: Student manual : course 356. Novell, 1996.

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Dee, Thomas S. Teachers and the gender gaps in student achievement. National Bureau of Economic Research, 2005.

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Florence, Namulundah. Immigrant teachers, American students: Cultural differences, cultural disconnections. Palgrave Macmillan, 2010.

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Alberta. Alberta Education Response Centre. Accommodating student differences: A resource for teaching gifted and talented children. Alberta Education Response Centre, 1991.

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Serhi︠e︡i︠e︡nkova, O. P. Profesiĭna indyvidualʹnistʹ maĭbutnikh uchyteliv: Teoretyko-metodolohichni aspekty : monohrafii︠a︡. Naukovyĭ svit, 2004.

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Linda, Campbell. Mindful learning: 101 proven strategies for student and teacher success. Corwin Press, 2003.

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Book chapters on the topic "Student differences"

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Guarda, Marta. "Differences from Learning in L1." In Student Perspectives on English-Medium Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9781003094098-8.

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Chorlton, Bronwyn, and John Gales. "Gender Differences in Graduate Student Experiences." In Advancing Women in Engineering. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-65445-9_5.

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Pike, Pamela D. "Cognition and Processing: Similarities and Differences Across the Lifespan." In The Adult Music Student. Routledge, 2021. http://dx.doi.org/10.4324/9781003003359-4.

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Anderson, James A. "Practical Teaching Strategies that Engage Student Differences." In Driving Change Through Diversity and Globalization. Routledge, 2023. http://dx.doi.org/10.4324/9781003444350-6.

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Ajodhia-Andrews, Amanda. "Complexities of Multiple Differences, Inclusive Education, and Student Voice." In Voices and Visions from Ethnoculturally Diverse Young People with Disabilities. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-235-6_3.

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Butković, Ana. "14. The Personality of Music Students with Diverse Vocal and Instrumental Skills." In Psychological Perspectives on Musical Experiences and Skills. Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0389.14.

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This chapter presents the results of a study that examined personality differences in a sample of music students (N = 246) with diverse vocal and instrumental skills. Personality data, measured with the Big Five Inventory (BFI), from voice, keyboard, string, and wind instrument students of the Academy of Music in Zagreb were analysed. The results indicate personality differences between different job specialisations among musicians, but they also suggest that the differences are limited to one personality trait, Openness. Individual differences in the other four personality traits were not fou
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Mozejko, Z. P. "Chapter 11. Student Needs Assessment in Teaching English at the Tertiary Level: An Individual Learner Differences Perspective." In Individual Learner Differences in SLA, edited by Janusz Arabski and Adam Wojtaszek. Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694355-013.

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Gupta, Adit, and Priya Sharma. "An Assessment of the Learning Environment and Teacher Interpersonal Behaviour at the Teacher Education Level." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_12.

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AbstractThe Indian teacher education scenario has undergone numerous changes in the last few years especially with the shift to the two-year teacher preparation programmes. As a result of this change, both the teacher educators and the student teachers had to adapt to the modified curriculum, teaching methodologies and assessment process. This paper focuses on assessing student teachers’ perceptions about their classroom learning environments and teacher interpersonal behaviour. The study utilises the modified version of the What Is Happening In This Classroom (WIHIC) questionnaire and the Que
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Hensel, Linda. "Student Success Differences in a Junior-Level Undergraduate Genetics Course." In Feather Boas, Black Hoodies, and John Deere Hats. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-215-2_20.

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DeJeu, Emily Barrow, and David West Brown. "DocuScope, multi-dimensional analysis, and student writing." In Corpora and Rhetorically Informed Text Analysis. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/scl.109.03dej.

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In this chapter, we present a method for comparing tagging systems and patterns of disciplinary variation in corpora of student writing. We begin by highlighting the affordances of rhetorically and linguistically informed tagging systems by highlighting similarities and differences in each system’s analysis of the Michigan Corpus of Upper-Level Student Papers (MICUSP). Results confirm that both taggers produce statistically robust results in distinguishing disciplines across three dimensions and also highlight commonalities and differences that reflect the taggers’ respective theoretical orien
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Conference papers on the topic "Student differences"

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Grimes, Diarmuid, Marian Hurley, Violeta Morari, and Jim M. O’Mahony. "Academic Integrity differences across faculties: A student survey." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17312.

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In this work, we report on an Academic Integrity-focussed survey conducted in late 2023 at Munster Technological University. We investigated possible correlations between respondents’ discipline areas and their experiences of academic integrity. We found that more students of the university’s Faculty of Engineering and Science report familiarity with relevant institutional policies than do their peers in Business and Humanities Faculty. Reported frequency of in-lecture discussions about academic integrity also differed, with more frequent discussions on aspects of academic integrity by lecture
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Voyles, M. M., S. M. Haller, and T. V. Fossum. "Teacher responses to student gender differences." In the 12th annual SIGCSE conference. ACM Press, 2007. http://dx.doi.org/10.1145/1268784.1268850.

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Wilson, Judith D., and Gerald F. Braun. "Psychological differences in university computer student populations." In the sixteenth SIGCSE technical symposium. ACM Press, 1985. http://dx.doi.org/10.1145/323287.323310.

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Luxton-Reilly, Andrew, Paul Denny, Diana Kirk, Ewan Tempero, and Se-Young Yu. "On the differences between correct student solutions." In the 18th ACM conference. ACM Press, 2013. http://dx.doi.org/10.1145/2462476.2462505.

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Akimova, M. K., and O. A. Galstian. "Regional differences in student behavior aiding behavior." In Scientific achievements of the third millennium. SPC "LJournal", 2018. http://dx.doi.org/10.18411/scc-09-2018-14.

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Khan, Sushmita. "Exploring Differences in the Sentiment Analysis Tools Using Twitter Data Concerning Autism Awareness." In GS4 Student Scholars Symposium 2017. Georgia Southern University, 2017. https://doi.org/10.20429/gs4.2017.006.

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Kirn, Adam, Beshoy Morkos, and Lisa Benson. "Work in progress: How differences in student motivation characterize differences between engineering disciplines." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462358.

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Bessette, Amanda, Vitalis Okafor, and Beshoy Morkos. "Correlating Student Motivation to Course Performance in Capstone Design." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35506.

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This paper presents the preliminary results of a motivational study of students enrolled in their capstone design course during their senior year in mechanical engineering at the Florida Institute of Technology. Student teams are assigned a project and teams are tasked with completing a design project over a one-year (2 semesters) span. Data is collected during the beginning of the fall semester and during the end of the spring semester. Two methods were used to collect the data of the class. A live interview was conducted for each of the capstone teams. Within this interview, a range of quest
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Gaspar, Alessio, Joni Torsella, Nora Honken, Sohum Sohoni, and Colin Arnold. "Differences in the Learning Principles Dominating Student-Student vs. Student-Instructor Interactions while Working on Programming Tasks." In SIGCSE '16: The 47th ACM Technical Symposium on Computing Science Education. ACM, 2016. http://dx.doi.org/10.1145/2839509.2844627.

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Isvik, Amy, Veronica Catete, Lauren Alvarez, Nicholas Lytle, and Tiffany Barnes. "Exploring Differences Between Student and Teacher Created Snap! Projects." In 2020 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2020. http://dx.doi.org/10.1109/vl/hcc50065.2020.9127249.

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Reports on the topic "Student differences"

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Hanushek, Eric, Lavinia Kinne, Pietro Sancassani, and Ludger Woessmann. Can Patience Account for Subnational Differences in Student Achievement? Regional Analysis with Facebook Interests. National Bureau of Economic Research, 2023. http://dx.doi.org/10.3386/w31690.

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Michelmore, Katherine, and Susan Dynarski. The Gap within the Gap: Using Longitudinal Data to Understand Income Differences in Student Achievement. National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22474.

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Rodriguez-Segura, Daniel, and Isaac Mbiti. Back to the Basics: Curriculum Reform and Student Learning in Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/099.

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In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by
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Deutschmann, Emanuel. What do student visas cost? A global comparative analysis. Deutscher Akademischer Austauschdienst (DAAD), 2025. https://doi.org/10.46685/daadstudien.2025.04.

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A visa is often required for international student mobility. The costs for this vary enormously, as data from the Global Mobilities Project (GMP) shows. Students from the Global South sometimes pay more than twice as much as students from Europe. The differences are even greater when the standard of living is taken into account: While the costs for students from Western Europe amount to only a fraction of the average daily income, students from Central Asia would have to work for almost three weeks and those from sub-Saharan Africa for more than five weeks to afford a visa. The overall result
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Abrigo, Michael, Edmar Lingatong, and Charlotte Marjorie Relos. School Bullying Contributes to Lower PISA Achievement among Filipino Students: Who Gets Bullied? Why Does It Matter? Philippine Institute for Development Studies, 2024. https://doi.org/10.62986/dp2024.45.

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The Philippines has one of the highest school bullying rates in the world. While its nature, causes, and impacts are well-documented in the international literature, local evidence remains limited and at times conflicting. This study assesses the contribution of bullying exposure to student achievement in a large-scale international student assessment and infers its potential long-term implications. Differences in bullying exposure explain around 0.05 standard deviations of the gap in average student achievement between proficient and nonproficient students, which could potentially cost the Ph
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De Bortoli, Lisa, Catherine Underwood, Tim Friedman, and Eveline Gebhardt. PISA 2022. Reporting Australia’s results. Volume II: Student and school characteristics. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-726-7.

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The Programme for International Student Assessment (PISA) is an international comparative study of student performance directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures the cumulative outcomes of education by assessing how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, are prepared to use their knowledge and skills in particular areas to meet real-world opportunities and challenges. In addition to the cognitive data reported on in Volume I, PISA collected a wealth of student and school cont
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LeFebvre, Rebecca. Implementing Undergraduate Research in an Online Gateway Political Science Course (Dataset). Kennesaw State University, 2020. http://dx.doi.org/10.32727/27.2022.1.

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Introductory political science courses are usually considered Gateway courses to student success in college, yet those courses often use minimal high impact practices. This study investigates a Course-based Undergraduate Research Experience (CURE) as a means to increase students’ self-assessed learning gains and motivation to acquire critical thinking skills. This study used a quasi-experiment across two online sections of POLS 1101, American Government, taught at a large public Southeastern university. The experimental section made use of a CURE, and the control section did not. Pre- and post
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Cristia, Julian P., Paulo Bastos, Kim Beomsoo, and Ofer Malamud. Good schools or good students?: evidence on school effects from universal random assignment of students to high schools. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004380.

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How much do schools differ in their effectiveness? Recent studies that seek to answer this question account for student sorting using random assignment generated by central allocation mechanisms or oversubscribed schools. However, the resulting estimates, while causal, may also reflect peer effects due to differences in peer quality of non-randomized students. We exploit universal random assignment of students to high schools in certain areas of South Korea to provide estimates of school effects that may better reflect the effects of school practices. We find significant effects of schools on
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Greene Nolan, Hillary, and Mai Chou Vang. Automated Essay Scoring in Middle School Writing: Understanding Key Predictors of Students’ Growth and Comparing Artificial Intelligence- and Teacher-Generated Scores and Feedback. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/187.

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Providing feedback to students in a sustainable way represents a perennial challenge for secondary teachers of writing. Employing artificial intelligence (AI) tools to give students personalized and immediate feedback holds great promise. Project Topeka offered middle school teachers pre-curated teaching materials, foundational texts and videos, essay prompts, and a platform for students to submit and revise essay drafts with AI-generated scores and feedback. We analyze AI-generated writing scores of 3,233 7th- and 8th-grade students in school year 2021-22 and find that students’ growth over t
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Arnold, Christine Helen, Kathleen Clarke, and Tricia Seifert. Examining the Role of Faculty Subcultures in Perceptions of Student Retention Initiatives. Journal of the Australian and New Zealand Student Services Association, 2023. http://dx.doi.org/10.30688/janzssa.2023-2-08.

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Scholars and practitioners have argued that student success must be a shared responsibility among members of the campus community. Academic and student affairs cultures play imperative roles in the establishment and success of partnerships designed to support student success. However, little is known about the differences within the academic affairs culture that shapes faculty members’ perceptions of such initiatives. Understanding how faculty members perceive student retention efforts is essential in developing a shared responsibility for student success. This research examines the extent to
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