Thematische Bibliographien / Success in education

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Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Success in education“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 4. Februar 2022

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Zeitschriftenartikel zum Thema "Success in education"

Thuy Nga, Nguyen, Nguyen Thi Mai Huong und Nguyen Thi Thu Ha. „AN OVERVIEWOF BILINGUAL EDUCATION: MODELS AND SUCCESS STORIES“. Journal of Science, Educational Science 62, Nr. 6 (2017): 192–200. http://dx.doi.org/10.18173/2354-1075.2017-0144.

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Jie, Liu. „Exploring Education for Success“. Chinese Education & Society 34, Nr. 1 (Januar 2001): 69–73. http://dx.doi.org/10.2753/ced1061-1932340169.

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Woolston, Chris. „Education: Degrees of success“. Nature 533, Nr. 7604 (Mai 2016): 569–70. http://dx.doi.org/10.1038/nj7604-569a.

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Awender, Michael A. „Education and Corporate Success“. Business & Society 24, Nr. 1 (April 1985): 26–31. http://dx.doi.org/10.1177/000765038502400106.

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Kolstad, Ivar, und Arne Wiig. „Education and entrepreneurial success“. Small Business Economics 44, Nr. 4 (April 2015): 783–96. http://dx.doi.org/10.1007/s11187-014-9621-1.

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Gopaul, Bryan. „"Nothing succeeds like success": Doctoral Education and Cumulative Advantage“. Review of Higher Education 42, Nr. 4 (2019): 1431–57. http://dx.doi.org/10.1353/rhe.2019.0071.

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Shreeve, William, Janet R. Norby, Arnold F. Stueckle, William G. J. Goetter, Barbara de Michele und Thomas K. Midgley. „Teacher assurance: Their success is our success“. Innovative Higher Education 10, Nr. 2 (März 1986): 124–27. http://dx.doi.org/10.1007/bf00903339.

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Durai, K., M. Selvarani und V. P. Sriram. „Culture, Committment and Career Success (3C’s) in Higher Education Institutions“. Journal of Advanced Research in Dynamical and Control Systems 11, Nr. 12-SPECIAL ISSUE (31.12.2019): 568–76. http://dx.doi.org/10.5373/jardcs/v11sp12/20193252.

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Trukhachev, V. I., V. S. Skripkin und Ye E. Yepimakhova. „EDUCATION DEFINES POULTRY BREEDING SUCCESS“. Poultry and Chicken Products 20, Nr. 4 (2018): 20–22. http://dx.doi.org/10.30975/2073-4999-2018-20-4-20-22.

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Nora, Julie. „Bilingual Education: Portraits of Success“. NASSP Bulletin 84, Nr. 619 (November 2000): 28–33. http://dx.doi.org/10.1177/019263650008461903.

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Dissertationen zum Thema "Success in education"

Macleod, Andrea Georgia. „'Determined to succeed' : perceptions of success from autistic adults“. Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6798/.

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This qualitative study employed a participatory approach to consult with sixteen autistic students on their experiences of success. Participants were students at five different UK higher education institutions. Using Interpretative Phenomenological Analysis, the research explored how they defined their successes and made sense of them in relation to their autism diagnoses. A flexible, multi-staged interview process was used. Evaluations indicated that the methodology enabled participation on both practical and theoretical levels. Participants became co-analysts of their data and demonstrated commitment to the project. The students described a wide range of successes, from the academic to the deeply personal, providing powerful counter-narratives to the dominant deficit-based interpretation of autism. The encouragement of one key individual (professional, family member or friend) had often been greatly influential to their achievements. Findings indicated the need for participants to both resist essentialist discourses regarding autism and to make themselves ‘extra-visible’ as an autistic person in order to assert their rights, with the autism diagnosis perceived as both an aid to self-understanding and a cause of additional barriers. In raising awareness of their own needs, participants contributed to broader understandings of autism, becoming educators and role models. The research demonstrates the importance of insights from autistic individuals, in particular showing how making sense of the autism label relates to perceptions of success. Implications for post-diagnostic support are discussed.

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Hall, Katy. „Creating a strategic teaching dialogue with students and teachers on the World Wide Web /“. [Rohnert Park, Calif.], 2000. http://petal.fortbragg.k12.ca.us/success.

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Gkofa, Panagiota. „Greek Roma in higher education : a qualitative investigation of educational success“. Thesis, King's College London (University of London), 2016. http://kclpure.kcl.ac.uk/portal/en/theses/greek-roma-in-higher-education(b46662e1-ad70-4453-9a28-d19801c69b32).html.

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Much of the research that deals with Roma education in Greece concentrates on the high dropout rates and low attainment of this community, contributing towards a negative view of Roma’s educational achievement. In contrast, this study investigates the trajectories of twenty Roma who can be regarded as educationally ‘successful’ as they have all entered higher education. In this qualitative study, in-depth interviews were undertaken with these participants to elicit their experiences and accounts of what contributed to their educational success, their perceptions of success and their suggestions on how to improve educational provision for the Roma in Greece. The sample reflects Roma heterogeneity in Greece in terms of socio-economic status, locality and gender in particular. Two theoretical contributions frame this study. Bourdieusian concepts of habitus, capital and field are deployed as key analytical tools to illuminate the participants’ family backgrounds, their pre-university educational experiences and the forms of support that facilitated their access to higher education. This study also draws on Fraser’s economic, cultural and associational dimensions of social justice to explore the participants’ perceptions and experiences of success and understand what the participants propose for developing suitable policies for Roma’s future education in Greece. The findings are organised into three main clusters. The first set of findings deals with the factors that contributed towards the participants’ uptake of higher education. Supportive parenting and teacher mentoring made a significant difference to the participants’ educational success, according to their accounts. For those participants from a more privileged background, accessing higher education was experienced as being more the norm. The second set of findings suggests that individual experiences and beliefs underpin the participants’ constructions of success and educational success. There is a focus on the female participants’ views and experiences as they sometimes face additional difficulties in accessing education because of intersections of sex/gender and Roma culture. Male and female participants highlighted the role that aspects of traditional culture still play in shaping educational success, mainly with reference to a longstanding pattern of early marriages in the community. However, the gender gap inside the Roma community is being mitigated, according to the participants. The final set of findings relates to the participants’ recommendations about how best to support Roma pupils in Greece. Some interventions addressing the Roma were suggested but only on a short-term basis, in order to benefit the Roma without adding to their further marginalisation. Tackling poverty related issues for the whole student population was prioritised over offering any targeted provision to the Roma as a separate group. The study concludes by discussing key research limitations, identifying research areas for further development, raising implications for policy and practice and by calling for more attempts to enhance Greek Roma’s educational progression.

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Mitchell, Georgina Ann. „Economics of education| Analyzing policies that affect success in education“. Thesis, Washington State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717416.

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The first of these three papers is an empirical study estimating the impact of peer academic support on university course grades. Results suggest that, on average, about twelve peer academic support sessions increase a student's course grade by approximately one full grade point, holding constant a student's academic ability and socioeconomic status. Supplemental instruction is potentially a more effective method of peer academic support than individual peer academic support sessions and low-performing students benefit more from peer academic support than high-performing students.

The second paper analyzes the educational impact of Native American tribal casino in Washington State. We empirically study the effect tribal casinos have on the dropout rate of schools located near tribal casinos. Next we examine the impact on the dropout rate from per capita payments. Since each federally recognized tribes is a sovereign nations, each tribe makes its own laws governing the payout of these payments. These payments are largely funded by casinos. In Washington State all tribes that make per capita payments put minor tribal member's payments in trust funds that are not technically accessible until the minor child turns 18. These trust funds are having an effect on the dropout rate of young Native American adults.

The third paper examines the effect of the gender of the student, tutor and professor on the duration between tutoring sessions. Results suggest that the female students have a shorter duration between tutoring sessions. The gender of the tutor or the gender of the instructor had no effect on our results however if the student and instructor were the same gender the duration between tutoring sessions shorter. This was true for both male and female students.

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Tonkin, Shauna E. „Predisposing characteristics of learner success in online education“. W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154178.

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Jennings, Megan Marguerite. „Success for all : the hidden curriculum“. Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/m_jennings_043007.pdf.

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Martin, Cindy Lue. „Using career education to enhance school success“. Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Cellerino, Kristen. „Special education students can achieve spelling success /“. View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1582.html.

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Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: Margaret Ferrara. " ... in partial fulfillment of the requirements for the degree of Master of Science in Teacher Education." Includes bibliographical references (leaves 46-47).

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Leonard, Melissa M. „Motivating Students for Success in Art Education“. Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1048.

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This study is intended to analyze the differences of elementary age students from two different public elementary schools and their motivation to learn about art. The analysis will compare and contrast the results of my efforts as an art educator to present the same curricular information to both groups of students. I have examined the demographics, the parent involvement, and the other areas affecting the students of the two schools in which I have taught during my seven years as an elementary art educator. My purpose in completing this study has been to better understand how to meet the needs of my current students who seem to struggle considerably in the art classroom when compared to the students I have previously taught. I wish to better understand what shapes the minds and attitudes of our students today whom we teach in art programs.students today that we teach in art programs.

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Seaver, Allison. „Success of International Students in Higher Education“. University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1343416310.

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Bücher zum Thema "Success in education"

Power, Colin. Success in higher education. [Bedford Park, S. Aust.]: National Institute of Labour Studies, 1987.

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Education reform success stories. Amherst, MA: National Evaluation Systems, 2001.

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Wood, Leigh N., und Yvonne A. Breyer, Hrsg. Success in Higher Education. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2791-8.

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Jeynes, William. Religion, education, and academic success. Greenwich, CT: Information Age Pub., 2003.

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Gabriel, Vincent A. Success in the education business. Singapore: Rank Books, 2006.

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Brisk, Maria. Quality bilingual education defining success. Providence, RI: Northeast and Islands Regional Educational Laboratory, 2000.

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White, Kate, und Pat O'Connor, Hrsg. Gendered Success in Higher Education. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-56659-1.

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Anderson, Debra J. College culture, student success. New York: Pearson Longman, 2008.

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Kiyosaki, Robert T. Homeschooling for Success. New York: Grand Central Publishing, 2009.

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A, Kottler Jeffrey, Hrsg. Success with challenging students. Thousand Oaks, Calif: Corwin Press, 1997.

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Buchteile zum Thema "Success in education"

Coates, Hamish. „Articulating Success“. In Higher Education Design, 73–90. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9216-4_6.

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Tones, Keith, Sylvia Tilford und Yvonne Keeley Robinson. „The Meaning of Success“. In Health Education, 1–16. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-3230-3_1.

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McIntyre, Joanna. „Safety, belonging and success“. In Refugee Education, 11–27. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811-3.

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Andere M., Eduardo. „Finland’s Success“. In Teachers' Perspectives on Finnish School Education, 19–47. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02824-8_2.

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Wood, Leigh N., und Yvonne A. Breyer. „Success in Higher Education“. In Success in Higher Education, 1–19. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2791-8_1.

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Montero, Paul N., und Christopher D. Raeburn. „Opportunities in Resident Education“. In Success in Academic Surgery, 19–28. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4691-9_3.

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Montero, Paul N., und Christopher D. Raeburn. „Opportunities in Resident Education“. In Success in Academic Surgery, 17–27. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19179-5_3.

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Ogrizek, Irene. „Global: Addicted to Success“. In Understanding Global Higher Education, 247–52. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-044-8_53.

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Roessler, Samantha. „Online Students, Success Factors“. In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_67-1.

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McIntyre, Joanna. „Education and the concept of success“. In Refugee Education, 84–97. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811-8.

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Konferenzberichte zum Thema "Success in education"

Oakley, Lisa, und Orlagh McCabe. „SCREENCASTS FOR SUCCESS“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0034.

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Bologa, Razvan, Ana-Ramona Bologa und Gheorghe Sabau. „Success Factors for Higher Education ERPs“. In 2009 International Conference on Computer Technology and Development. IEEE, 2009. http://dx.doi.org/10.1109/icctd.2009.142.

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A. K. Buitendag, Albertus, Frederik Gerhardus Hattingh und Matt Hains. „Towards the Realization of the ICT Education Living Lab – The TechTeachers.co.za Success Story“. In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2157.

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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] This paper presents the success story of the intuitive vision of an ICT high school educator in South Africa. The growth and evolution of a Community of Practice, towards a full-fledged living lab is investigated. A grounded theory study analyses the living lab concept and highlights some of the current challenges secondary high school ICT education face within the South African educational landscape. Some of the concepts, ideas, best practices and lessons learned in the establishment and running of two web based technologies to support secondary school ICT subjects is discussed. The researchers present a motivation for the use of living labs to address some of the issues identified and highlights how the existing platforms fits into bigger design.

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Yehuda, Margalit Ben, Dorel Ungureanu und Cristian Stan. „The Success Connection: The Relationship Between Personal Coaching and Academic Success“. In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.41.

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Requena, Carmen, Paula Álvarez-Merino und María Plaza-Carmona. „Educational Models against ageism in higher education“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7986.

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There have allways been old persons, but their number has unprecedentedly grown and it is expected to overtake any other age group in contemporary developed societies. Instead of taking this process as a success of mankind, ageism grows on a par with ageing. It is well documented how standard educational models fail to correct implicit ageistic stereotypes, thus new emerging theoretical models such as generational intelligence and identity in old age put forward experiential methodologies designed to educate both explicit and implicit ageistic stereotypes. Both theoretical models incorporate the subjective first-person perspective on ageing, which complements the standard university curriculum for ageing-related professsionals in health, social or educational sectors. The practical implementation of these educational models involve experiential methodologies such as life stories. A crucial educational element in the practical success of this methodology lies in understanding intergenerational education not only as a gathering of generations, but as the intentional production and evaluation of educational ends. The paper exemplifies these methodologies and contrasts their success in dealing with the complexities involved in educating against explicit and implicit agesitic stereotypes in intergenerational relations. Therefore, the key to intergenerationality lies less in its "generational" element as in its "inter" element.

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Sánchez Melgarejo, José Luis. „SUCCESS IN ONLINE LANGUAGE TEACHING“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1741.

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El-Kafafi, Siham. „INTERNSHIPS IN HIGHER EDUCATION: TOOLS FOR SUCCESS“. In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1793.

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Woolridge, Blue, Lemuria Carter und Micol Hutchison. „TOWARD PREDICTORS OF SUCCESS IN ONLINE EDUCATION“. In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1280.

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Adamski, Michael. „SUCCESS AND SYSTEM IN COMPETENCY BASED EDUCATION“. In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1159.

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Chronnell, Rachel, und Andrew Thompson. „P-252 Achieving success through hospice education“. In Leading, Learning and Innovating, Hospice UK 2017 National Conference, 22–24 November 2017, Liverpool. British Medical Journal Publishing Group, 2017. http://dx.doi.org/10.1136/bmjspcare-2017-hospice.277.

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Berichte der Organisationen zum Thema "Success in education"

Kolster, Renze, und Frans Kaiser. Study success in higher education: male versus female students. Center for Higher Education Policy Studies, 2015. http://dx.doi.org/10.3990/4.2589-9716.2015.07.

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Gneezy, Uri, John List, Jeffrey Livingston, Sally Sadoff, Xiangdong Qin und Yang Xu. Measuring Success in Education: The Role of Effort on the Test Itself. Cambridge, MA: National Bureau of Economic Research, November 2017. http://dx.doi.org/10.3386/w24004.

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Laguardia, Armando. A Study of the Success of School College Partnerships Created to Improve Minority and Disadvantaged Student Enrollment and Success in Postsecondary Education. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1308.

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Mateo-Berganza Díaz, María Mercedes, und Changha Lee, Hrsg. What Technology Can and Can't Do for Education: A Comparison of 5 Stories of Success. Inter-American Development Bank, Juni 2020. http://dx.doi.org/10.18235/0002401.

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Salazar, Amy. Investigating the Predictors of Postsecondary Education Success and Post-College Life Circumstances of Foster Care Alumni. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.265.

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Lee, Soohyung, und Anna Koh. Lessons for Latin America from a Comparative Education Approach: South Korea’s K-12 Education System. Inter-American Development Bank, April 2020. http://dx.doi.org/10.18235/0002321.

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South Korea is well known for its outstanding performance on international assessments of student achievement and learning. Both public and private investments are often considered key factors in this success. This paper describes the historical factors that gave rise to the current system. The paper also highlights certain features of the education system that might be useful for policymakers in Latin American and the Caribbean.

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Leu, Katherine. Data for Students: The Potential of Data and Analytics for Student Success. RTI Press, März 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0023.2003.

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Postsecondary education is awash in data. Postsecondary institutions track data on students’ demographics, academic performance, course-taking, and financial aid, and have put these data to use, applying data analytics and data science to issues in college completion. Meanwhile, an extensive amount of higher education data are being collected outside of institutions, opening possibilities for data linkages. Newer sources of postsecondary education data could provide an even richer view of student success and improve equity. To explore this potential, this brief describes existing applications of analytics to student success, presents a framework to structure understanding of postsecondary data topics, suggests potential extensions of these data to student success, and describes practical and ethical challenges.

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Chi, Una. Classroom Engagement as a Proximal Lever for Student Success in Higher Education: What a Self-Determination Framework within a Multi-Level Developmental System Tells Us. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1665.

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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, Mai 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. It is very likely that such a mismatch can have consequences for the child’s well-being, competences and overall academic success. Based on five consecutive panel waves of German National Educational Panel Study (NEPS) data (waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analyses demonstrate that social background and the probability of ignoring a teacher’s recommendation are associated, and that highly educated parents are more likely to overrule the teacher’s recommendation. Panel regression models show that pupils who pursued the academic track (Gymnasium) despite the absence of a teacher’s recommendation were more likely to drop out of the academic schooling track, and were not able to catch up with their peers with respect to both objective and subjective academic competences over the entire observation window. However, the models also show that academic track mismatch did not seem to negatively influence the health and well-being of these pupils.

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Asgedom, Amare, Shelby Carvalho und Pauline Rose. Negotiating Equity: Examining Priorities, Ownership, and Politics Shaping Ethiopia’s Large-Scale Education Reforms for Equitable Learning. Research on Improving Systems of Education (RISE), März 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2021/067.

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In 2018, the Government of Ethiopia committed to large-scale, donor-supported reforms aimed at improving equitable learning in the basic education system—the General Education Quality Improvement Program for Equity (GEQIP-E). In this paper, we examine the reform design process in the context of Ethiopia’s political environment as a strong developmental state, assessing the influence of different stakeholder priorities which have led to the focus on equity within the quality reforms. Drawing on qualitative data from 81 key informant interviews with federal and regional government officials and donors, we explore the negotiation and power dynamics which have shaped the design of the reforms. We find that a legacy of moderately successful reforms, and a shared commitment to global goals, paved the way for negotiations of more complex and ambitious reforms between government actors and donors. Within government, we identify that regional governments were only tokenistically included in the reform process. Given that regions are responsible for the implementation of these reforms, their limited involvement in the design could have implications for success.

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