Academic literature on the topic 'Academic achievement Victoria'
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Journal articles on the topic "Academic achievement Victoria"
Harveson, Andrew T., James C. Hannon, Timothy A. Brusseau, Leslie Podlog, Charilaos Papadopoulos, Morgan S. Hall, and EvaRose Celeste. "Acute Exercise and Academic Achievement in Middle School Students." International Journal of Environmental Research and Public Health 16, no. 19 (September 20, 2019): 3527. http://dx.doi.org/10.3390/ijerph16193527.
Full textAllen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick, and Lea Waters. "School Values: A Comparison of Academic Motivation, Mental Health Promotion, and School Belonging With Student Achievement." Educational and Developmental Psychologist 34, no. 1 (June 13, 2017): 31–47. http://dx.doi.org/10.1017/edp.2017.5.
Full textAllen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick, and Lea Waters. "Understanding the Priorities of Australian Secondary Schools Through an Analysis of Their Mission and Vision Statements." Educational Administration Quarterly 54, no. 2 (February 20, 2018): 249–74. http://dx.doi.org/10.1177/0013161x18758655.
Full textCrawford, Renée. "Beyond the dots on the page: Harnessing transculturation and music education to address intercultural competence and social inclusion." International Journal of Music Education 38, no. 4 (May 1, 2020): 537–62. http://dx.doi.org/10.1177/0255761420921585.
Full textParedes, Daryl T., Ronalyn G. Albopera, Gladys T. Balog, Vincent A. Buladas, Mary Grace D. Hoyle, Mark Vincent A. Guimere, Christine C. Renoblas, and Loriesyl J. Wado. "Mathematics Grade as Correlate to Performance in the National Achievement Test." University of Bohol Multidisciplinary Research Journal 8, no. 1 (September 10, 2020): 31–41. http://dx.doi.org/10.15631/ubmrj.v8i1.127.
Full textMarshall, Gail. "Helen Faucit: Fire and Ice on the Victorian Stage. By Carol Jones Carlisle. London: Society for Theatre Research, 2000; pp. xix + 416. $42 cloth." Theatre Survey 46, no. 1 (May 2005): 142–44. http://dx.doi.org/10.1017/s0040557405290099.
Full textStauffer, Andrew M. "DIGITAL SCHOLARLY RESOURCES FOR THE STUDY OF VICTORIAN LITERATURE AND CULTURE." Victorian Literature and Culture 39, no. 1 (December 6, 2010): 293–303. http://dx.doi.org/10.1017/s1060150310000409.
Full textKonjarski, Loretta, Maja Husaric, Kate Kelly, Natalie KonYu, and Kathy Tangalakis. "Women’s work: Women leading women in a teaching-focussed first year college." Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 92–106. http://dx.doi.org/10.53761/1.19.1.06.
Full textVakaliuk, Tetiana, Svitlana Ivanova, and Alla Kilchenko. "ELECTRONIC PORTFOLIO AS A TOOL OF REFLECTING THE RESULTS OF SCIENTIFIC AND PEDAGOGICAL ACTIVITIES OF TEACHERS OF HIGHER EDUCATION INSTITUTIONS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 53–58. http://dx.doi.org/10.24144/2524-0609.2021.48.53-58.
Full textRamos, Delma, and Brenda Sifuentez. "Historically Underrepresented Students Redefining College Success in Higher Education." Journal of Postsecondary Student Success 1, no. 2 (December 14, 2021): 91–110. http://dx.doi.org/10.33009/fsop_jpss127615.
Full textDissertations / Theses on the topic "Academic achievement Victoria"
Lipine, Tavita. "Education of secondary Samoan students in New Zealand : the road to success : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-thesis, 2010. http://hdl.handle.net/10063/1317.
Full textHorsley, Jennifer M. "Critical connections : high-ability students' perceptions of factors that influence NZQA Scholarship : a mixed method study : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1140.
Full textDemarte, Adele Louise, and adele@rahna com. "Middle Years of Schooling: The pressures on rural adolescents to achieve academically." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080208.145838.
Full textKotsiras, Angela. "The effects of acceleration on students' achievement in senior secondary mathematics: a multilevel modelling approach." 2007. http://repository.unimelb.edu.au/10187/1704.
Full textThis research attempts to fill this gap by considering four years of data provided by the Victorian Curriculum and Assessment Authority (VCAA) relating to achievement in mathematics. Acceleration in this study means the completion of the Year 12Mathematical Methods study during Year 11. The data constitutes experimental data for content acceleration and the results of students from schools without such acceleration programs provide the corresponding control data. However, the acceleration decision is not taken randomly by schools, so this data is only quasi-experimental in nature. The measures of mathematical achievement (Mathematical Methods and Specialist Mathematics study scores) are carefully audited, and are accepted as reliable and valid by the Victorian education system. Controlling for individual characteristics such as gender and prior knowledge, and allowing for moderation effects due to school sector (Government, Catholic and Independent) and school class setting (single-sex or coeducational), the effects of content acceleration are measured using multi-level modelling.
This study examines the effects of acceleration on the VCE Mathematics study scores of students who completed both Mathematical Methods (Units 3&4) and Specialist Mathematics (Units 3&4) in Victoria, over a four-year period (2001-2004). On average this involved 5341 students from 341 schools in each year with 829 students included in a content accelerated program.
The results suggest that content acceleration is beneficial, especially for students with higher prior knowledge scores. The quasi-experimental nature of the data means that a causal relationship between acceleration and students’ mathematical performance can be claimed. In particular, this study showed that the effect of acceleration on students’ Mathematical Methods (the Year 12 study taken in Year 11 by accelerated students) study score was not significant. However, the effect of acceleration on students’ Specialist Mathematics study scores was significant. Accelerated students performed, on average,2.7 points higher (on a 50 point scale) than equal ability age-peers who were not accelerated. Interestingly, for accelerated students who scored in the top 2% for their General Achievement Test, in the mathematics, science and technology component, their Specialist Mathematics study scores were on average, almost 5 points higher (on a 50point scale) than their equal ability age-peers. The statistical control of other factors means that these results can also be generalised to other states, other countries and, probably, to other subjects.
Cologon, Raymond Joseph. "An investigation of comparative indices of background of tertiary entrants against academic performance." Thesis, 1997. https://vuir.vu.edu.au/15424/.
Full textBooks on the topic "Academic achievement Victoria"
Ainley, John G. Primary schooling in Victoria: A study of students' attitudes and achievements in years 5 and 6 of government primary schools. Hawthorn, Vic: Australian Council for Educational Research, 1990.
Find full textAdams, Raymond J. Science learning in Victorian schools, 1990. Hawthorn, Vic., Australia: ACER, 1991.
Find full textStokes, Helen. Out of education: A report for the Victorian Full Service Schools Program. East Melbourne: Dept. of Education, Employment, and Training, Victoria, 2000.
Find full textWilson, Robin, and Amirouche Moktefi, eds. The Mathematical World of Charles L. Dodgson (Lewis Carroll). Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198817000.001.0001.
Full textConference papers on the topic "Academic achievement Victoria"
Venables, Anne, and Grace Tan. "Realizing Learning in the Workplace in an Undergraduate IT Program." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3359.
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