Relevant bibliographies by topics / Academic results

Contents

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

Academic literature on the topic 'Academic results'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Academic results"

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Igenbergs, Eduard. "Results of the Academic Forum." INSIGHT 7, no. 3 (October 2004): 13. http://dx.doi.org/10.1002/inst.20047313.

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Al-Zoubi, Samer M., and Mohammad A. Bani Younes. "Low Academic Achievement: Causes and Results." Theory and Practice in Language Studies 5, no. 11 (November 22, 2015): 2262. http://dx.doi.org/10.17507/tpls.0511.09.

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ISHIWARA, Hiroshi. "Results of Questionnaire to Academic Societies." TRENDS IN THE SCIENCES 19, no. 8 (2014): 8_48–8_51. http://dx.doi.org/10.5363/tits.19.8_48.

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Möller, Jens, and Olaf Köller. "Spontaneous Cognitions Following Academic Test Results." Journal of Experimental Education 67, no. 2 (January 1999): 150–64. http://dx.doi.org/10.1080/00220979909598350.

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Medsker, Karen, Patty Hunter, Don Stepich, Gordon Rowland, and Kanchan Basnet. "HPT in Academic Curricula: Survey Results." Performance Improvement Quarterly 8, no. 4 (October 22, 2008): 6–21. http://dx.doi.org/10.1111/j.1937-8327.1995.tb00696.x.

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Shirk, Gary M., and Amy L. Miller. "Academic library survey, fall 1988 results." Library Acquisitions: Practice & Theory 13, no. 4 (January 1989): 335. http://dx.doi.org/10.1016/0364-6408(89)90044-6.

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Tondello, Gustavo Fortes. "How to publish research results for academic and non-academic audiences." XRDS: Crossroads, The ACM Magazine for Students 25, no. 1 (October 2018): 16–17. http://dx.doi.org/10.1145/3265921.

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Fiialka, S. B. "The disclosure of Ukrainian scientists’ research results in academic journals: problems and prospects." Printing and Publishing 2, no. 76 (2018): 128–41. http://dx.doi.org/10.32403/0554-4866-2018-2-76-128-141.

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Torres-Salinas, Daniel, Nicolás Robinson-Garcia, Evaristo Jiménez-Contreras, and Enrique Fuente-Gutiérrez. "The BiPublishers ranking: Main results and methodological problems when constructing rankings of academic publishers." Revista española de Documentación Científica 38, no. 4 (November 23, 2015): e111. http://dx.doi.org/10.3989/redc.2015.4.1287b.

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Galati, Francesco, Barbara Bigliardi, Renato Passaro, and Ivana Quinto. "Why do academics become entrepreneurs? How do their motivations evolve? Results from an empirical study." International Journal of Entrepreneurial Behavior & Research 26, no. 7 (May 26, 2020): 1477–503. http://dx.doi.org/10.1108/ijebr-11-2019-0619.

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PurposeAccording to the paradigm of the Triple Helix, universities are moving from their traditional roles of research, teaching and knowledge dissemination to an entrepreneurial role. Specifically, they contribute to innovation and competitiveness by creating academic spin-offs (ASOs). In such a context, the diffusion of digital technologies is impacting both on the development of new forms of academic entrepreneurship and on the motivations of academics in launching ASOs. Grounded on a recent reconceptualization developed on identity theory, this study investigates the motivations that lead an academic to establish a spin-off and if, how and why these motivations vary over time.Design/methodology/approachAn extensive online survey was performed in order to obtain a final database of 151 Italian ASOs. Different statistical techniques were used, such as Cluster analysis and ANOVA, to identify different ASO profiles and to understand how and why these profiles change over time.FindingsThe results suggest that motivations change over time: while financial aspects become less important, academics give more importance to other issues. Time, experience and financial gain influence the evolution of academic entrepreneurs' motivations over time.Practical implicationsInsights derived from the study could help policy-makers and administrators in better understanding this phenomenon and the possible evolution of such academic motivations in the context of digitalization, and enable them to act accordingly to foster academic entrepreneurship.Originality/valueThe main contributions of the present study are the addition of empirical knowledge to the scant and anecdotal literature existing to date and the inclusion of cognitive and psychological theoretical perspectives in the academic entrepreneurship debate. Moreover, it is believed that no other study has investigated the above topics in the Italian context.
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Dissertations / Theses on the topic "Academic results"

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Abdelnoor, Adam Simon Edward. "Childhood bereavement and academic achievement." Thesis, St George's, University of London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266581.

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Smith, Lisa W. "Using formative assessment results to predict student achievement on high stakes tests." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Bradshaw, Leigh. "Practices of high school principals regarding open enrollment in advanced placement courses and student performance results in 2009." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4632.

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Open enrollment was significant for the overall populations as well as white and Asian subpopulations. Access/Equity was only significant for white students. Thus, importance was the main cause of the model significance regarding open enrollment in AP courses and the percentage of students enrolled in AP courses. This investigation revealed that as schools increased the access and equity in AP programs that successful student performance percentages increased as did AP course enrollment percentages. Also when the variable of importance by principals was placed on AP programs, it typically had a positive impact on student performance percentages yet sometimes caused a decrease in AP course enrollment. The investigation also revealed and was supported by research that the open enrollment practices of a school may cause a decrease in successful student performance percentages. However, open enrollment practices increase student enrollment in AP courses and student success over time. Educational leaders have the natural responsibility to increase student achievement in schools. There must be appropriate practices and procedures put in place and monitored by principals to meet accountability standards and to increase equity in and access to a rigorous curriculum for all students. Based of educational reform and school accountability demands, balancing the benefits of open enrollment for AP programs, cost effectiveness of AP programs, the allocation of scarce resources, and maintaining course validity and rigor are important issues for educational leaders to consider (College Board, 2004).; The goal of this research was to determine whether or not there was a relationship between principals?' reports of practices regarding open enrollment in Advanced Placement (AP) courses and student achievement results on the AP examinations. Because the percentage of the school population enrolled in AP courses and the percentage of students scoring a 3, 4, or 5 on AP examinations were anticipated to impact high school grades in Florida beginning in 2010, research from this study may provide important information to Florida school leaders. Because of school accountability and educational reform initiatives, the study is also important to educational leaders on a national level. Relationships between open enrollment practices shaped by high school principals?' decisions and beliefs and the increased enrollment and student performance on AP exams were examined to allow school districts to make curricular decisions regarding rigorous curricular opportunities based on the importance of designing high school AP programs that provide equity and access for all students. The population for this study included all public high schools and their principals (N=56) in five central Florida school districts that administered AP exams in May 2009 and received a Florida Department of Education assigned school grade during the 2008-2009 school year. A multiple linear regression analysis was conducted to examine the relationships between the percentage of students from a school who took or passed the AP examination (dependent variable) and three independent variables describing principal?'s attitudes toward the school?'s AP program: (a) access and equity practices, (b) open enrollment practices, and (c) a rating of importance of the AP program.; The goal was to determine if the AP examination passing percentage or enrollment percentage could be predicted by these three principal attitudinal variables. The schools?' percentages of students scoring a 3, 4, 5, on AP examinations or taking AP examinations were gathered from the Florida Department of Education website. Principals?' reports of practices were obtained from self-report on the AP Course Enrollment Survey. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and overall student achievement results on AP examinations in five central Florida counties, there were significant predictors based upon the regression model. In predicting the school?'s percentage of white, Hispanic, and Asian populations passing the AP examinations, only the principal?'s perception of access and equity was a statistically significant factor. There were no statistically significant predictors of a school?'s percentage of African American students passing the AP examinations. Neither principal?'s perception of open enrollment nor importance contributed to the model results regarding open enrollment in AP courses and overall student achievement results on AP examinations. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and the percentage of students enrolled in AP courses in five central Florida counties, there were significant predictors based upon the regression model. In predicting the school?'s percentage of students taking AP examinations, only the principal?'s perception of importance was significant for overall and for all student populations.
ID: 028732427; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references.
Ed.D.
Doctorate
Department of Educational Research, Technology and Leadership
Education
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Wang, Li. "Value-added as a performance indicator of teaching in higher education in the UK." Thesis, Sheffield Hallam University, 2000. http://shura.shu.ac.uk/5444/.

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This research explores the issue of the development of a value-added performance indicator of teaching in higher education in the UK. The empirical work of this research is based on the data on university student entry qualifications and degree results from two new universities and the interviews with 18 members of academic staff from a new university. This research contains two main parts both aimed at the question of the feasibility of constructing and using value-added as a performance indicator. The first part of this research developed a method of calculating value-added in higher education in the UK, and this method was used to measure value-added at the two institutions at course, school/departmental, and institutional (cohort) level. This was intended to discover the feasibility of developing a method to quantify the relationship between entry qualifications and degree results. The second part of the study used the value-added results obtained from the first part of the study to interview (semi-structured interview) academic staff to investigate their views on whether these value-added results can be used to indicate quality of teaching. In this case the question addressed was the perceived utility of the measure and its acceptability. The first part of the study found that the method of calculating value-added developed can be used to identify variations in value-added at course (course with large number of students), school/departmental, and institutional (cohort) level, and this method has advantages over the main existing value-added measurements, Index methods and the Comparative method. The second part of the study suggested that academics found it acceptable if the value-added results were used to identify problems, nevertheless, they argued that the value-added results can not directly indicate quality of teaching. The difficulties with directly using value-added results to indicate quality of teaching are summarised into the following aspects: the concept of value-added, comparability, factors which have impact on student academic achievements, factors which have impact on how accurately degree results can reflect students' true achievements. It is concluded that the method of calculating value-added developed in this research can be used to identify problems in higher education in the UK, but it can not be used directly to indicate quality of teaching. The findings of this research imply that a value-added performance indicator would derive its significance from the link between value-added results and specific processes of teaching and learning.
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Webb, Elizabeth L. "Improving the Academic Achievement of English Learners through Valid Interpretation and Use of Standardized Assessment Results." Thesis, University of West Georgia, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10977505.

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This quantitative, quasi-experimental, ex post facto analysis examined the relationship between the English proficiency level (ELP) attained by English Learners in the state of Georgia in 2016 and 2017 and their performance on standardized core content assessments administered entirely in English. From the theoretical perspective of validity theory, the researcher investigated the alternative hypothesis that the results of standardized content assessments administered in English to English Learner students yield little meaningful data that can be interpreted and used with validity in and of themselves. To investigate this interpretation, the researcher analyzed 176,941 individual 2016 and 2017 Georgia Milestones Assessment System (GMAS) assessment records (N = 102,312 for 2016; 74,649 for 2017) matched to the corresponding ACCESS for ELLs scores (N = 34,420 for 2016; 35,805 for 2017), employing linear regression to quantify the degree to which ELP influenced English Learner students’ performance on standardized assessments in English Language Arts, Mathematics, Science, and Social Studies and to define the threshold proficiency level at which the preponderance of English Learners were able to score at the Developing and Proficient levels on the content assessments.

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Kaburise, P. "Extended degrees : a Univen study." Journal for New Generation Sciences, Vol 9, Issue 2: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/586.

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Published Articles
The four year extended degree (ED) with a foundation provision is one of the academic intervention tools available to underprepared students in higher education institutions (HEIs). University of Venda (Univen) introduced this form of assistance in 2007 to students enrolled in the Schools of Human Sciences, Management and Law (HML). The 15% completion rate for this first cohort is a cause for concern. This paper examines the implications of this result in terms of Univen's implementation of EDs. EDs can be variously applied dependent on the peculiar situation in an institution and it can be assumed that Univen chose the current format after due consideration of all factors. The poor throughput rate of these students, however indicate otherwise, motivating this investigation. An examination of the curricula for the various degrees indicates that Univen is implementing a blend of the various academic interventions without the necessary reconfiguration of teaching and learning and this might be the cause for the poor performance. The final sections of the paper contribute to the debates on topical issues related to academic literacy and support such as an extended high school period and a four year generic bachelor's degree.
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Tsar, Vasilinka. "Children's Mental Health Is a Unique Risk Factor for Poor Academic Achievement: Results from a Longitudinal Study of Canadian Children." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20045.

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Concurrent and prospective relationships between symptoms of depression, anxiety, attention deficit/hyperactivity disorder (ADHD), and conduct disorder (CD) and academic achievement were examined in a large sample of Canadian children. Students in Grade 5 (N = 715) completed the depression and anxiety subscales of the Behaviour Assessment System for Children – Second Edition. Parents reported on their child’s symptoms of ADHD and CD using the Brief Child and Family Phone Interview. Academic achievement was measured using teacher-rated learning skills and students’ grade point average (GPA) from their Ontario Student Record (OSR) in fifth grade and again in sixth grade (N = 627). Symptoms of depression, anxiety, ADHD, and CD were significantly negatively correlated with academic achievement at Time 1 and Time 2. After controlling for child’s sex, household income, maternal education, and days absent, children’s mental health problems accounted for an additional 12% and 11% of the variability in their Time 1 mean ratings of learning skills and GPA, respectively. Only symptoms of ADHD predicted Time 2 GPA (1% of the variance) after controlling for Time 1 GPA and other sociodemographic variables. Findings highlight the unique contribution of mental health problems in predicting academic achievement and point to the need to promote children’s mental health in schools.
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Keelen, Kevin Michael. "Educational plans in achieving student transfer goals results from a private, two-year institution /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1925733431&sid=9&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Lindsay, Suzanne Parker. "An Epidemiologic study of the influence of victim age and relationship to the suspect on the results of evidentiary examinations and law enforcement outcomes in cases of reported sexual assault /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9835294.

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Goldsbury, Robin Paulette, and University of Lethbridge Faculty of Arts and Science. "Early unilateral olfactory bulb lesion results in diffuse changes in behavior and overall cortical organization." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2007, 2007. http://hdl.handle.net/10133/683.

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The current work explores the behavioural and anatomical consequences of unilateral neonatal bulbectomy (OBX) in male and female rats at postnatal day 1 (PI) and P10. In adulthood the animals underwent a battery of motor and cognitive tests, and diffuse effects of early brain injury on the development of behavior were found. Disturbing olfactory sense input during development affected motor output. Rats normally display an equal distribution of right or left paw preference. In this study, both OBX sexes showed a shifted paw preference to the ipsilesional side, and forelimb deficits were found in a skilled reaching task. Lesion animals also showed enhanced performance on a visually driven spatial cognitive test. Cross-modal compensatory changes may be responsible. Morphological changes within the cerebral cortex are described, including bulbar changes, enlarged but fewer glomeruli, smaller accessory olfactory bulb, decreased downstream connectivity, and a rostral shift of the forebrain toward the olfactory bulb. Changes to the lateral cortex were found in both intact and lesion hemispheres, along with dendritic changes in the forelimb reaching area. Cellular regeneration within the lesion bulb was indicated. Changed shape and relative size increases compared to the intact bulb were found. BrdU labeling showed increased mitotic activity in P10 lesion animals. These findings demonstrate that the impact of olfactory injury during early development goes well beyond odor perception and discrimination, and that olfactory inputs during development significantly contribute to the development of the neocortex.
xix, 195 leaves : ill. (some col.) ; 29 cm.
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Books on the topic "Academic results"

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McGarrell, Hedy M. Writing for results: Academic and professional writing tasks. 2nd ed. Saint-Laurent, QC: Pearson/Longman, 2008.

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McGarrell, H. M. Writing for results: Academic and professional writing tasks. White Plains, N.Y: Pearson education ESL, 2002.

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Barnoski, Robert P. Promoting academic success program: Summer 2006 instructor survey results. Olympia, WA: Washington State Institute for Public Policy, 2007.

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Barnoski, Robert P. Promoting academic success program: Summer 2006 instructor survey results. Olympia, WA: Washington State Institute for Public Policy, 2007.

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Hopkins, Tracy. User education in academic libraries: Results of 1995 CTILIS survey. Loughborough: CTI Centre for Library and Information Studies, Department of Information and Library Studies, Loughborough University, 1995.

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Smith, Pauline. Writing an assignment: Proven techniques from a chief examiner that really get results. 5th ed. Oxford: How To Books, 2003.

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Finding your leadership focus: What matters most for student results. New York: Teachers College Press, 2011.

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Finish your dissertation once and for all!: How to overcome psychological barriers, get results, and move on with your life. Washington, DC: American Psychological Association, 2009.

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McCombs, Barbara L. Results of pilot study to evaluate the Community for Learning (CFL) Program. [Philadelphia, Pa: Temple University Center for Research in Human Development and Education, Laboratory for Student Success, 2000.

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Rossi, Robert J. The status of academic libraries in the United States: Results from the 1990 and 1992 academic library surveys. [Washington, D.C.]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1997.

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Book chapters on the topic "Academic results"

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Wallwork, Adrian. "Results." In English for Academic Research: Grammar Exercises, 139–42. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-4289-9_22.

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Burau, Dawn E., and Daniel K. Reinstein. "Facilitating Academic Instruction." In Applying the Results of Neuropsychological and Psychological Assessments, 172–91. First edition. | New York : Routledge, [2018]: Routledge, 2017. http://dx.doi.org/10.4324/9781315296333-7.

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Khurana, Parvinder Sheena, Chad Henson, and M. Danielle King. "Results, Refills, and Critical Communication." In Leading an Academic Medical Practice, 139–47. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68267-9_12.

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Wallwork, Adrian, and Anna Southern. "Chapter 3 Research Papers: Methods, Results, Tables." In English for Academic Research, 21–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44214-9_3.

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Anthes, Carolin. "Nesting the analytical results within relevant academic debates." In Studien des Leibniz-Instituts Hessische Stiftung Friedens- und Konfliktforschung, 231–77. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27759-8_4.

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Shen, Hong, Zhiping Xu, and Bingbing Zhang. "Faculty Inbreeding in China: Status, Causes, and Results." In Academic Inbreeding and Mobility in Higher Education, 73–98. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137461254_4.

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Shogen, Shuhei, Toshiyuki Shimizu, and Masatoshi Yoshikawa. "Enrichment of Academic Search Engine Results Pages by Citation-Based Graphs." In Information Retrieval Technology, 56–67. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-28940-3_5.

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Iavarone, Maria Luisa, and Fausta Sabatano. "Transfer of Non-Academic Skills in Academic Context: towards a Sustainable Employability." In Employability & Competences, 399–409. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.44.

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This essay is an element of dialogue between educational practices acquired in territorial education contexts and the University. In particular, starting from the 10-year long experience consolidated in three educational centres operating in border areas of the Province of Naples, a series of ‘key competences’ have been highlighted that are indispensable to the containment of social risk disadvantage in an inclusion (Bertolini 1977; Freire 2004; Rossi 2014; Sabatano 2015a, 2015b) and well-being project (Iavarone 2007, 2009) from an educational point of view. Such competencies have become subject of a ‘participatory didactic planning’ between expert educators working in these contexts and a university course on ‘Pedagogy of relationships’ within the Department of Motor Science and Well-Being at the University of Naples Parthenope. The participatory planning practice has set the most ambitious goal of achieving a ‘system methodology’ to be used in the curriculum-design of the university courses in order to make the academic education offer a proper link element between the educational demand of young people, the demand for professional skills in the territory and the emerging social needs in order to improve employability processes. The main results that this experience has highlighted can be deducted from the student’s satisfaction survey, as well as from the data collected and processed by the University Assessment Team, in the Department’s Joint Commission Reports, which show a clear and overall improvement of the communication processes between non-academic institutions collaborating with the University for the conduct of internships, training sessions and placement-targeted activities. The empirical evidence and the positive results obtained provide substantial comfort in considering that the experience gained can be a ‘good practice’ to be included in the didactic planning process of the courses, even in relation to the need to improve the educational and didactic offer with reference to the new quality assurance parameters (QA) for the periodic accreditation of the CdS according to the AVA-ANVUR legislation in force
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Damaševičius, Robertas. "Analysis of Academic Results for Informatics Course Improvement Using Association Rule Mining." In Information Systems Development, 357–63. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/b137171_37.

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Kollwitz, Christoph, Barbara Dinter, and Robert Krawatzeck. "Tools for Academic Business Intelligence and Analytics Teaching: Results of an Evaluation." In Analytics and Data Science, 227–50. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58097-5_17.

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Conference papers on the topic "Academic results"

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Zagirnyak, Mykhaylo, Andrii Gladyr, and Viktoriia Nozhenko. "Results and Problems of International Academic Exchanges." In 2020 IEEE Problems of Automated Electrodrive. Theory and Practice (PAEP). IEEE, 2020. http://dx.doi.org/10.1109/paep49887.2020.9240825.

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Kraszewska, Marzena. "Portrayals of female academicians and students in chosen female academic novels." In The 6th International Virtual Conference on Advanced Scientific Results. Publishing Society, 2018. http://dx.doi.org/10.18638/scieconf.2018.6.1.467.

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Charekishvili, Lia. "CHILD LABOUR: WHAT DO THE SURVEY RESULTS IN GEORGIA SHOW." In 30th International Academic Conference, Venice. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.030.009.

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Sattayanuwat, Wanasin. "THE HALAL CERTIFICATION RESTAURANTS IN THAILAND: INSTITUTIONAL ANALYSIS AND FIELDWORK RESULTS." In 40th International Academic Conference, Stockholm. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.040.053.

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Senthil, S., and Wong Mu Lin. "Applying classification techniques to predict students' academic results." In 2017 IEEE International Conference on Current Trends in Advanced Computing (ICCTAC). IEEE, 2017. http://dx.doi.org/10.1109/icctac.2017.8249986.

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Vaghefi, Isaac. "Sustaining Abstinence from Social Media: Results from a Seven-Day Facebook Break." In Mindtrek '21: Academic Mindtrek 2021. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3464327.3464337.

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Mas-Tur, Alicia, Norat Roig-Tierno, and Domingo Ribeiro Soriano. "BARRIERS TO WOMEN ENTREPRENEURSHIP. PLS VS. QCA: DO DIFFERENT METHODS YIELD DIFFERENT RESULTS?" In 21st International Academic Conference, Miami. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.021.024.

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Namome, Catherine, and Corne Van Walbeek. "EFFECTS OF PRICES AND YIELDS ON THE CHOICE OF FARMING TOBACCO, RESULTS FROM UGANDA." In 32nd International Academic Conference, Geneva. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.032.032.

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Katan, Chelsea, Douglas R. Isenberg, Jeremy Meduvsky, and Michael Howeth. "Validation Results of Pressure Independent First-Order Thermal Models of High-Altitude Balloon Gondolas." In 2013 Academic High Altitude Conference. Iowa State University Digital Press, 2013. http://dx.doi.org/10.31274/ahac.5596.

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Vansteenkiste, Elias, Alireza Kaviani, and Henri Fraisse. "Analyzing the divide between FPGA academic and commercial results." In 2015 International Conference on Field Programmable Technology (FPT). IEEE, 2015. http://dx.doi.org/10.1109/fpt.2015.7393137.

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Reports on the topic "Academic results"

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DeVilbiss, Carita A., and Valerie B. Rice. Survey Results for the Development of the Academic Class Composite Tool for the Academic Instructors and Supervisors. Fort Belvoir, VA: Defense Technical Information Center, October 2007. http://dx.doi.org/10.21236/ada473179.

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Sanbonmatsu, Lisa, Jeffrey Kling, Greg Duncan, and Jeanne Brooks-Gunn. Neighborhoods and Academic Achievement: Results from the Moving to Opportunity Experiment. Cambridge, MA: National Bureau of Economic Research, January 2006. http://dx.doi.org/10.3386/w11909.

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Diaz, Tirso, Michael Ingerick, Robert Fowler, and Mary A. Lightfoot. Estimating Academic Attrition from Technical Training School Data: Method and Simulation Results. Fort Belvoir, VA: Defense Technical Information Center, August 2004. http://dx.doi.org/10.21236/ada426300.

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Ehrenberg, Ronald, and Daniel Sherman. Employment While in College, Academic Achievement and Post-College Outcomes: A Summary of Results. Cambridge, MA: National Bureau of Economic Research, October 1985. http://dx.doi.org/10.3386/w1742.

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Cook, Philip, Kenneth Dodge, George Farkas, Roland Fryer, Jonathan Guryan, Jens Ludwig, Susan Mayer, Harold Pollack, and Laurence Steinberg. The (Surprising) Efficacy of Academic and Behavioral Intervention with Disadvantaged Youth: Results from a Randomized Experiment in Chicago. Cambridge, MA: National Bureau of Economic Research, January 2014. http://dx.doi.org/10.3386/w19862.

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Frederick, Jennifer K., and Christine Wolff-Eisenberg. National Movements for Racial Justice and Academic Library Leadership: Results from the Ithaka S+R US Library Survey 2020. Ithaka S+R, March 2021. http://dx.doi.org/10.18665/sr.314931.

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Blankstein, Melissa, and Christine Wolff-Eisenberg. Library Strategy and Collaboration Across the College Ecosystem: Results from a National Survey of Community College Library Directors. Ithaka S+R, September 2021. http://dx.doi.org/10.18665/sr.315922.

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How can the library be best positioned to continue enabling student and institutional success? The Community College Academic and Student Support Ecosystem research initiative seeks to examine how student-facing service departments—including academic libraries—are organized, funded, and staffed at community and technical colleges across the country. In February 2021, we surveyed 321 community college library directors to provide the community with a snapshot of current service provision, leadership perspectives on the impact of COVID-19, and challenges faced in making decisions and navigating change.
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Arlitsch, Kenning. Data set supporting the dissertation Semantic Web Identity in Academic Organizations: Search engine entity recognition and the sources that influence Knowledge Graph Cards in search results. Montana State University ScholarWorks, 2016. http://dx.doi.org/10.15788/m2f590.

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Fotta, Martin, Mariya Ivancheva, and Raluca Pernes. THE ANTHROPOLOGICAL CAREER IN EUROPE: A complete report on the EASA membership survey. NomadIT, November 2020. http://dx.doi.org/10.22582/easaprecanthro.

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This report presents the results of the survey conducted among EASA members in 2018. The survey was a collaboration between EASA and the PrecAnthro Collective, whose members have worked together and mobilised since 2016 to raise awareness about the challenges of developing an academic career in anthropology. The themes explored in the survey reflect existing academic research on changes to the academic profession and the casualisation of labour in Europe and beyond. The survey enquired into the extent to which and how trends already documented in other disciplines, and in academia as a whole, affect anthropologists. These trends include a growing division between research and teaching, the deprofessionalisation of academic labour through multiple contract types, the imperatives of international mobility and cyclical fundraising, and weak labour unions. This report captures overall trends as well as regional differences in the anthropological profession in Europe.
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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