Relevant bibliographies by topics / Academic grades

Contents

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

Academic literature on the topic 'Academic grades'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Academic grades"

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Oyoo, Syprine, Peter Mwaura, Theresia Kinai, and Josephine Mutua. "Academic Burnout and Academic Achievement among Secondary School Students in Kenya." Education Research International 2020 (May 27, 2020): 1–6. http://dx.doi.org/10.1155/2020/5347828.

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The study examined the relationship between academic burnout and academic achievement among secondary school students in the Kenyan context. Data were collected from 714 form 4 students (equivalent to 12th graders) drawn from 31 public secondary schools. The Maslach Burnout Inventory Student Survey was used. Academic achievement was measured using students’ grades in end of term examinations. The results of the Pearson product moment correlation of coefficient revealed a significant inverse relationship between academic burnout and academic achievement (r (712) = −0.24, p<0.01). Furthermore, regression analysis revealed that academic efficacy significantly predicted academic achievement (β = 0.18, p<0.01). A key implication of the findings is that examination-oriented approach to learning be reduced to ease the pressure exerted on learners for good academic grades.
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Michaels, James W., and Terance D. Miethe. "Academic Effort and College Grades." Social Forces 68, no. 1 (September 1989): 309. http://dx.doi.org/10.2307/2579230.

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Mann, W. C., and N. Banasiak. "Fieldwork Performance and Academic Grades." American Journal of Occupational Therapy 39, no. 2 (February 1, 1985): 92–95. http://dx.doi.org/10.5014/ajot.39.2.92.

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Michaels, J. W., and T. D. Miethe. "Academic Effort and College Grades." Social Forces 68, no. 1 (September 1, 1989): 309–19. http://dx.doi.org/10.1093/sf/68.1.309.

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Farrell, Lesley. "Making Grades." Australian Journal of Education 41, no. 2 (August 1997): 134–49. http://dx.doi.org/10.1177/000494419704100204.

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THE focus of this paper is on the role that culture plays in shaping the way examiners arrive at assessments of candidates' relative academic ability in tertiary entrance examinations. In attempting to understand this process, I call on notions of ‘Discourse’, especially of the kind developed by Gee (1991, 1992, 1994). When examiners ‘make grades’, they call on culturally specific understandings of what counts as a ‘literate essay’, a ‘relevant’ argument, and an appropriate relationship between candidate and examiner. I start with a discussion of tertiary entrance examinations, move to a discussion of Discourse and conclude with an analysis of one set of examiners' reports. Examiners use underlying discourse structure as the basis on which they make their judgements about academic merit, and that these judgements are culturally situated and do, therefore, realise cultural values. However, although they are clearly culturally situated, they gain their legitimacy in the public arena by an appeal to the universality of standards of academic merit.
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Batool, Hijab, Asim Mumtaz, A. S. Chughtai, Ameelia Sadaqat, and Syed Imran Ali Shah. "ACADEMIC PERFORMANCE;." Professional Medical Journal 24, no. 11 (November 3, 2017): 1733–39. http://dx.doi.org/10.29309/tpmj/2017.24.11.656.

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Objectives: To explore the factors affecting academic performance ofundergraduate MBBS students in Central Park Medical College Lahore. Background: Inmedical education, academic achievement tends to be an important aspect of professionaldevelopment later in the life of medical graduates. In Pakistan, pre-admission grades are oneof the most important criteria for admission in medical colleges. Several other factors are alsobelieved to play an important role to predict performance of undergraduate students in medicalcolleges. A detailed study of these factors can help to improve the performance of studentsin medical colleges. Study Design: Cross-sectional analytical study. Setting: Central ParkMedical College, Lahore. Materials and methods:Two MBBS batches (n=200) of Central ParkMedical College. Student data regarding gender, parent occupation, being a boarder or dayscholar, marks scored in F.sc and MCAT along with the score obtained in all professionalexaminations was collected. The data was analyzed using SPSS 23.0. Results: Thisstudy revealed that there was a positive correlation between preadmission grades of studentsand their academic performance throughout the five year period of medical college. Therewas no significant difference (p-value >0.05) between the academic performances ofstudents from parents of medical background as compared to those from parents withoutany medical background. The performances of students living in hostels were almost same astheir counterparts who were day scholars (p-value>0.05). The overall performance of studentswas better in the final years of medical colleges as compared to the initial years with femalesperforming better than males. Conclusion: The findings of this study support the fact that preadmission grades may prove to be a predictor of performance later in professional college life.Factors like parent occupation and place of accommodation have little role in predicting theacademic achievement of medical students. Learning though interactive manner tend to helpin achieving better grades as compared to students who learn through less interactive/didacticlecture technique.
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Love, David A., and Matthew J Kotchen. "Grades, Course Evaluations, and Academic Incentives." Eastern Economic Journal 36, no. 2 (March 2010): 151–63. http://dx.doi.org/10.1057/eej.2009.6.

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Bohannon, Richard W. "Consistency of Physical Therapy Students' Academic Performance." Perceptual and Motor Skills 84, no. 3 (June 1997): 1040–42. http://dx.doi.org/10.2466/pms.1997.84.3.1040.

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The consistency of physical therapy students' grades across courses was investigated. The grades of five entry classes were examined. Not surprisingly, students performed better in some courses than others. Nevertheless, considerable internal consistency of grades was evident within each class during the semester of interest. Grades in courses may reflect a common underlying construct, that is, academic performance of physical therapy students.
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Wu, Hsiang-Yi, Franki Y. H. Kung, Hsueh-Chih Chen, and Young-Hoon Kim. "Academic Success of “Tiger Cubs”." Social Psychological and Personality Science 8, no. 6 (November 2, 2016): 698–705. http://dx.doi.org/10.1177/1948550616675667.

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Studies in the United States have shown that self-control can predict academic performance beyond intelligence quotient (IQ), which also explains why girls (vs. boys) tend to have higher grades. However, empirical evidence is scarce; moreover, little is known about whether these effects generalize to other cultures. To address these limitations, we conducted a 2-year longitudinal study in Asia and examined the effects of self-control, IQ, and gender on students’ academic achievement over time. Specifically, we first measured 195 Taiwanese seventh grades’ self-control and IQ, and then traced their overall grades over four school semesters. Latent growth curve model analyses suggest that IQ predicted students’ initial academic performance more strongly than self-control; however, self-control—but not IQ—predicted students’ academic growth across the four time points and explained girls’ higher grades. Overall, the findings support the argument that self-control has unique long-term benefits academically and provide initial evidence outside of the North American context.
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Stone, J. E. "Inflated Grades, Enrollments & Budgets." education policy analysis archives 3 (June 26, 1995): 11. http://dx.doi.org/10.14507/epaa.v3n11.1995.

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Reports of the past 13 years that call attention to deficient academic standards in American higher education are enumerated. Particular attention is given the Wingspread Group's recent An American Imperative: Higher Expectations for Higher Education. Low academic standards, grade inflation, and budgetary incentives for increased enrollment are analyzed and a call is made for research at the state level. Reported trends in achievement and GPAs are extrapolated to Tennessee and combined with local data to support the inference that 15% of the state's present day college graduates would not have earned a diploma by mid 1960s standards. A conspicuous lack of interest by public oversight bodies is noted despite a growing public awareness of low academic expectations and lenient grading and an implicit budgetary impact of over $100 million. Various academic policies and the dynamics of bureaucratic control are discussed in relationship to the maintenance of academic standards. The disincentives for challenging course requirements and responsible grading are examined, and the growing movement to address academic quality issues through better training and supervision of faculty are critiqued. Recommendations that would encourage renewed academic integrity and make learning outcomes visible to students, parents, employers, and the taxpaying public are offered and briefly discussed.
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Dissertations / Theses on the topic "Academic grades"

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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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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 Intervention, 2011). In this study, middle schools that have developed an academic RtI program through the Professional Learning Community (PLC) process were compared to non-PLC middle schools that may not provide a systemic process of academic interventions to determine if PLC schools produce higher academic achievement. Academic achievement was determined by students’ Missouri Assessment Program (MAP) index scores in communication arts for seventh and eighth graders. As a result of the application of a t-test, there was not a significant difference between the scores of PLC schools and the scores of non-PLC schools. Building principals of the middle schools in the PLC group were surveyed to identify the characteristics of the RtI model that were in place. The survey results of the six top-performing PLC schools were analyzed and compared to the entire PLC group to determine what characteristics lead to improved academic achievement. The components of RtI present in the top-performing schools included interventions that were implemented for at least three years, interventions provided a minimum of three days per week, and a maximum of 70 minutes of intervention per week.

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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 predominately Hispanic population. In addition, this study examined the effects of retention based on gender. Seventy-three students who were retained in the first grade served as the subjects in this study. Each subject was matched with two promoted control students based on reading achievement, math achievement, language achievement, ethnicity, sex, birthdate, socioeconomic status and primary language of the home. Academic achievement was compared at the end of the students' second grade years. Results indicated that the reading, language and math scores of the retained subjects and the reading, language and math scores of the nonretained counterparts did not differ significantly. Differences of retention benefits based on ethnicity and gender were not evident. The results were discussed in relation to results obtained from previous research studies. Investigation of alternative strategies to address student academic deficits was indicated.
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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 within a clinical sample of college undergraduates. The secondary goal was to determine if student gender interacts with parents' marital status on measures of psychological distress and academic achievement. Participants included 324 undergraduate college students aged 17-24 years who received clinical services at a student counseling center of a private university in a large metropolitan area in the Southeastern United States. Primary analyses found no statistically significant differences for self-reported GPA and therapists' perception of psychological distress by parents' marital status (married, divorced or divorced/remarried). In addition, it was found that gender did not have a statistically significant interaction with parents' marital status on psychological distress or academic achievement. Student's residential status was found to significantly covary with psychological distress, suggesting that students who lived off campus were perceived as being significantly more distressed than students who lived on campus, independent of parents' marital status. Results of this study have implications for college counseling center personnel to obtain a thorough family history at intake and monitor changes in residential status throughout the course of treatment. Results of this study also have implications for university administrators and student affairs personnel to include researching, planning and implementing interventions and programming for commuter students, and possibly expanding on-campus housing.
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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 conceptual framework for this study, which aimed to examine associative relationships between mindfulness and academic achievement, and between mindfulness and affective outcomes for the general population of 14 to 18 year old students. A set of secondary data was composed of 34,375 responses derived from a nationwide survey on attitudes and behaviors of school-age children collected by Search Institute between 2011 and 2013. The data analyses consisted of descriptive statistics, cross-tabulations, and binary logistic regression analyses. The results showed that adolescent students whose attitudes and behaviors indicated mindfulness had greater likelihood to report earning high grades (p<.001), effect size small-to-medium, and greater likelihood to convey positive affective outcomes (p<.001), effect size medium-to-large. These findings provide a social change benefit to the community of scholars, educators, and youth service professionals by establishing the suitability of a mindfulness construct as a predictor of cognitive and affective learning outcomes in adolescence.
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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, 2008), demographic measures, and academic outcome measures. In intact families, mothering and fathering variables were significantly correlated with each other, and positively correlated with child academic outcomes including grades, GPA, academic satisfaction, and academic importance. In divorced families, mothering and fathering variables were not correlated with each other. Furthermore, when analyzing divorced families, significant effects were found for both parent and child gender. Mothering variables were found to have the greatest positive impact for sons’ academic outcomes. Maternal nurturance and maternal involvement were correlated positively with academic outcomes for sons from divorced families and accounted for 3-4% of the unique variance explained. Consistently, desired mother involvement, how much involvement the child wished they had received, was negatively correlated with academic outcomes for sons from divorced families and accounted for 10-15% of the unique variance explained. This means that when the amount of maternal involvement that sons in divorced families received matched or exceeded their desired level of involvement, sons had more positive academic outcomes including grades, GPA, satisfaction with academics and academic importance. This suggests that in intact family forms, nurturant and involved mothering and fathering have a positive effect on academic outcomes for sons and daughters. In divorced family forms, the effects of fathering on child academic outcomes were not significant. Therefore, in divorced families, the positive effects fathering on academic outcomes of sons and daughters drop out, and mothers are uniquely important for sons’ academic success.
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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.
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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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 representing low academic performance were attached to the four student papers along with the appropriate answer keys. One-third of the instruments had high academic performance attachments, one-third had low academic performance attachments, and one-third had no academic performance attachments. The instruments were randomly assigned to experienced teachers for grading.The analysis of the data indicated that the mean number grades for high academic performance papers when compared to the control group differed significantly at the .05 level of confidence. The mean of the letter and number grade scores assigned to low academic performance papers compared to the control group did not differ significantly.Based on the findings of this study, conclusions were drawn. Among the conclusions reported were:1. Teachers' grades on the same math papers were remarkably varied.2. Number grades assigned to the same math papers differed significantly for high academic performance.3. The range for letter and number grades for each paper was extremely broad over all independent variables.4. The scoring discrepancies for letter and number grades created a question regarding grading validity.
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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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Books on the topic "Academic grades"

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Tufariello, Ann Hunt. Up your grades: Proven strategies for academic success. Lincolnwood, Ill: VGM Career Horizons, 1997.

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Clotfelter, Charles T. The academic achievement gap in grades 3 to 8. Cambridge, MA: National Bureau of Economic Research, 2006.

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Improve your grades: A practical guide to academic excellence. Farmington Hills, Mich: Bookhaus Publishers, 1990.

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Allen, Janet. Inside words: Tools for teaching academic vocabulary, grades 4-12. Portland, Me: Stenhouse Publishers, 2007.

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Solomon, Alan M. Helping your child get top grades. Chicago: Contemporary Books, 1988.

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1935-, Rimm Sylvia B., ed. Why bright kids get poor grades: And what you can do about it. New York: Crown Publishers, 1995.

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O'Brien, Linda. How to get good grades in ten easy steps. 2nd ed. Dayton, Ohio: Woodburn Press, 1999.

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O'Brien, Linda. How to get good grades in ten easy steps. 2nd ed. Dayton, Ohio: Woodburn Press, 2005.

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Zwiers, Jeff. Building academic language: Essential practices for content classrooms, grades 5-12. San Francisco, CA: John Wiley & Sons, Inc., 2007.

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Whitley, Michael D. Bright minds, poor grades. New York: Perigee, 2001.

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Book chapters on the topic "Academic grades"

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Kim, Young Chun, SungEun Min, and Jae-seong Jo. "The Other Side of Learning for Scores and School Grades." In Theorizing Shadow Education and Academic Success in East Asia, 212–33. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003097860-12.

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Abidin, Zanariah Zainal, Azizan Abdullah, and Hardy Loh Rahim. "The Relationship of Entrepreneurship Courses, Entrepreneurship Activities, Academic Grades, and Business Creation Among Graduates." In Proceedings of the ASEAN Entrepreneurship Conference 2014, 81–88. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-10-0036-2_8.

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Moreno-Ger, Pablo, and Daniel Burgos. "Machine Learning and Student Activity to Predict Academic Grades in Online Settings in Latam." In Radical Solutions for Digital Transformation in Latin American Universities, 243–57. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3941-8_13.

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Habib, Ahsan, and Saira Hossain. "Students’ Sense of Belonging in Urban Junior Secondary Schools in Bangladesh: Grades, Academic Achievement and School Satisfaction." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 89–102. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0708-9_5.

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Gibb, Brandy, and Guofang Li. "From Words to Thematic Text Analysis: Collocation Activities as Academic Vocabulary Building Strategies in the Middle and High School ELA Classroom (Grades 6–12)." In Teaching the Content Areas to English Language Learners in Secondary Schools, 33–48. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02245-7_3.

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Martin, Andrew J. "Grade Retention: Effects on Academic and Non-academic Development." In Encyclopedia of Adolescence, 1207–12. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_175.

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Sander, William. "Catholic Grade Schools and Academic Achievement." In Catholic Schools, 13–22. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3335-8_2.

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McIntosh, Jason S. "A Solar System Sign-Off." In Astronaut Academy Grades 2-3, 147–51. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233145-31.

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McIntosh, Jason S. "Mission to Mars." In Astronaut Academy Grades 2-3, 101–4. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233145-20.

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McIntosh, Jason S. "The Four Forces of Flight." In Astronaut Academy Grades 2-3, 53–57. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233145-10.

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Conference papers on the topic "Academic grades"

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Zaharia, Daniela Victoria. "ACADEMIC EMOTIONS AND GRADES IN HIGHSCHOOL." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b11/s1.002.

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López Guerrero, María Del Mar, and Gema López Guerrero. "IMPLEMENTATION OF ITC TO MAKE THE CHEMISTRY MORE INTERESTING IN ENGINEERER GRADES." In 23rd International Academic Conference, Venice. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.023.063.

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Tsiakmaki, Maria, Georgios Kostopoulos, Giannis Koutsonikos, Christos Pierrakeas, Sotiris Kotsiantis, and Omiros Ragos. "Predicting University Students' Grades Based on Previous Academic Achievements." In 2018 9th International Conference on Information, Intelligence, Systems and Applications (IISA). IEEE, 2018. http://dx.doi.org/10.1109/iisa.2018.8633618.

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Gomes Jr., Luiz. "In-class social networks and academic performance: how good connections can improve grades." In XXXIV Simpósio Brasileiro de Banco de Dados. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sbbd.2019.8805.

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Understanding how different variables affect student performance is an important requirement for improving educational practices. Since humans are highly social beings, social factors should play a significant role in the academic context. This paper analyzes the impact on academic performance of social indicators such as students friendship circle and in-class clustering. The analysis is based on data from six different classes of the topic Databases taken by students of computing-related majors. We assessed students’ friendship circle in terms of density (sociability) and also quality (grades) of their friends. The paper shows results with strong, statistically relevant relationships between the social factors and student performance. Among other results, the analysis indicates that (i) students with higher social capital tend to perform better, and (ii) students with friends with higher grades have better chances of recovering from a low exam grade.
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Predoiu, Radu. "How Students Can Get Better Grades – Cognitive Skills Influencing Academic Performance." In ICPESK 2017 - 7th International Congress on Physical Education, Sport and Kinetotherapy. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.03.2.

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Jamil, Sabeen, Falak Zehra, Rabab Naqvi, and Shelina Bhamani. "Impact of facebook intensity on academic grades of private university students." In 2013 5th International Conference on Information & Communication Technologies (ICICT). IEEE, 2013. http://dx.doi.org/10.1109/icict.2013.6732786.

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Bondarenko, Irina, Igor Tsyganov, and Varvara Morosanova. "Non-cognitive predictors of 9-11 grades students’ academic achievement: structural models." In Personal resourse of human agency at work in changing Russia. ScientificWorld, 2018. http://dx.doi.org/10.30888/978-5-6041451-4-2.1.8.

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Ovanesbekova, Margarita, Tatiana Fomina, and Varvara Morosanova. "Structure models of psychological predictors of the academic achievement of students 7 − 9 grades." In Personal resourse of human agency at work in changing Russia. ScientificWorld, 2018. http://dx.doi.org/10.30888/978-5-6041451-4-2.1.22.

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Jian, H. L., and F. E. Sandnes. "Taiwanese and Norwegian Engineering students' self-image of academic abilities, grades and course satisfaction." In 2009 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2009. http://dx.doi.org/10.1109/ieem.2009.5373521.

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Naturil-Alfonso, Carmen, David Sánchez Peñaranda, Jose Salvador Vicente, and Francisco Marco-Jiménez. "Procrastination: the poor time management among university students." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8167.

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Academic procrastination is a fact related to the delay or postpone of academic work until last minute. This phenomenon is evident in a vast majority of university students, and its occurrence is increasing. In order to analyse possible causes and/or solutions, we studied if longer time for accomplishing an assignment incentives or avoids procrastination among university students. Results showed that both short and long time-frame groups tended to procrastinate in the same way. Additionally, academic grades did not revealed differences between groups, as the procrastination was the same between groups. Thus, this study shows that even with longer period of time to accomplish a task, university students tend to procrastinate, and thus seem to have a negative effect on their assignment grades. Therefore, it seems a current problem and measures should be developed in order to solve it.
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Reports on the topic "Academic grades"

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Clotfelter, Charles, Helen Ladd, and Jacob Vigdor. The Academic Achievement Gap in Grades 3 to 8. Cambridge, MA: National Bureau of Economic Research, May 2006. http://dx.doi.org/10.3386/w12207.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Carneiro, Pedro, Sofía Castro Vargas, Yyannú Cruz-Aguayo, Gregory Elacqua, Nicolás Fuertes, and Norbert Schady. Medium-Term Impacts of Access to Daycare on School Outcomes: Experimental Evidence from Rio de Janeiro. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003236.

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In this document we analyze the impacts of a large-scale intervention that provided access to daycare centers for children in low-income neighborhoods in the city of Rio de Janeiro. Our results suggest that the intervention had a positive impact on enrollment rates and on the number of years children were enrolled to daycare during early childhood. We also find that winning the lottery had a positive effect on how regularly children attended primary school during the academic year. Because of the high attrition rates in the sample, we are unable to conclude whether the lottery had a positive impact on medium-term academic outcomes like standardized tests scores and overall grades.
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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
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Brule, Heather. Developmental Perspectives on Motivational Resilience: Predictors of Eighth-grade At-risk Students' Academic Engagement and Achievement. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2111.

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Clancy, Kathleen. Second Grade Academic Performance in Normal Children, Children with a History of, and Children with Expressive Language Delay. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6624.

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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, May 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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Cary, Dakota. China’s CyberAI Talent Pipeline. Center for Security and Emerging Technology, July 2021. http://dx.doi.org/10.51593/2020ca017.

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To what extent does China’s cultivation of talent in cybersecurity and AI matter in terms of competitiveness with other countries? Right now, it seems to have an edge: China’s 11 World-Class Cybersecurity Schools offer more classes on artificial intelligence and machine learning than do the 20 U.S. universities certified as Centers of Academic Excellence in Cyber Operations. This policy brief recommends tracking 13 research grants from the National Science Foundation that attempt to integrate AI into cybersecurity curricula.
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Matilla, Kathy, Salvador Hernández, and Marc Compte- Pujol. Relaciones Públicas y Comunicación Corporativa en los grados universitarios catalanes en el curso académico 2015-2016/Public Relations and Corporate Communication in the Catalan University Degrees during the Academic Year 2015-2016. Revista Internacional de Relaciones Públicas, June 2016. http://dx.doi.org/10.5783/rirp-11-2016-11-213-234.

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Social, Psychological and Health Impact of Coronavirus Disease (COVID-19) on the Elderly: South African and Italian Perspectives. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0069.

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The Panel discussion titled “The Presidential Employment Stimulus: Research Opportunities”, was hosted on 10 December 2020 by the Department of Science and Innovation (DSI) and the Academy of Science of South Africa (ASSAf) at the Science Forum South Africa (SFSA) 2020. The Presidential Employment Stimulus was launched in parliament on 15 October as part of government’s Economic Recovery Strategy. It directly funds 800,000 employment opportunities that are being implemented within the current financial year, but it is anticipated that it will also become a medium-term programme. The stimulus includes public employment programmes, job retention programmes and direct support to livelihoods. The single largest programme is run by the Department of Basic Education, which, in the last fortnight, recruited 300,000 young people as school assistants, to assist schools to deal with the setbacks faced as a result of the pandemic. The stimulus supports employment in the environmental sector and over 75,000 subsistence producers are receiving production grants through an input voucher scheme. There is a once-off grant to assist over 100,000 registered and unregistered Early Childhood Development Practitioners back on their feet, as well as a significant stimulus to the creative sector. The session set out to provide an introduction to the Presidential Employment Stimulus Programme (PESP), a key programme within government’s economic recovery plan led by Dr Kate Philip. The key objective was to get input from the research community on how the work that they are already doing and future work could contribute to the M&E efforts and be augmented in such a way that the PESP could become a medium-term programme. The DSI plans to hold further engagements in 2021 to mobilise the wider research community to provide evidence-based research in order to shape the research agenda that would support the M&E work and identify short-term issues that need to be factored into the department’s work plans, under the guidance of Dr Philip.
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