Academic literature on the topic 'Educational and school achievement'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Educational and school achievement.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Educational and school achievement"
Ybnu Taufan, Muhammad. "Professional Development of Teachers, Competencies, Educational Facilities and Infrastructure on Teacher Performance and Learning Achievement of High School Students in Makassar City." Golden Ratio of Social Science and Education 2, no. 1 (March 3, 2022): 24–38. http://dx.doi.org/10.52970/grsse.v2i1.168.
Full textMcMillen, Bradley J. "School Size, Achievement, and Achievement Gaps." education policy analysis archives 12 (October 22, 2004): 58. http://dx.doi.org/10.14507/epaa.v12n58.2004.
Full textReady, Douglas D., Valerie E. Lee, and Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools." Teachers College Record: The Voice of Scholarship in Education 106, no. 10 (October 2004): 1989–2014. http://dx.doi.org/10.1177/016146810410601005.
Full textBerkowitz, Ruth, Hagit Glickman, Rami Benbenishty, Elisheva Ben-Artzi, Tal Raz, Nurit Lipshtat, and Ron Avi Astor. "Compensating, Mediating, and Moderating Effects of School Climate on Academic Achievement Gaps in Israel." Teachers College Record: The Voice of Scholarship in Education 117, no. 7 (July 2015): 1–34. http://dx.doi.org/10.1177/016146811511700703.
Full textOh, Min Ah, and Seung-Joo Na. "Does Academic Achievement in Middle School Influence Career Maturity in High School? A Comparison based on School Types." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 12 (June 30, 2023): 487–99. http://dx.doi.org/10.22251/jlcci.2023.23.12.487.
Full textAutor, David, David Figlio, Krzysztof Karbownik, Jeffrey Roth, and Melanie Wasserman. "School Quality and the Gender Gap in Educational Achievement." American Economic Review 106, no. 5 (May 1, 2016): 289–95. http://dx.doi.org/10.1257/aer.p20161074.
Full textNonte, Sonja, Aidan Clerkin, and Rachel Perkins. "An Examination of Science Achievement and School Compositional Effects in Ireland Using TIMSS Data." European Journal of Educational Research 11, no. 4 (October 15, 2022): 2523–36. http://dx.doi.org/10.12973/eu-jer.11.4.2523.
Full textCobb-Clark, Deborah A., Mathias Sinning, and Steven Stillman. "Migrant Youths’ Educational Achievement." ANNALS of the American Academy of Political and Social Science 643, no. 1 (July 12, 2012): 18–45. http://dx.doi.org/10.1177/0002716212440786.
Full textBautista, Gabriel, Caitlin Mello, Jennifer Song, and Richard Unite. "Law Enforcement and Restorative Circles: Impacts on Educational Achievement." Columbia Social Work Review 20, no. 1 (May 16, 2022): 13–32. http://dx.doi.org/10.52214/cswr.v20i1.9640.
Full textSenler, Burcu, and Semra Sungur. "Parental Influences on Students' Self-Concept, Task Value Beliefs, and Achievement in Science." Spanish journal of psychology 12, no. 1 (May 2009): 106–17. http://dx.doi.org/10.1017/s1138741600001529.
Full textDissertations / Theses on the topic "Educational and school achievement"
Odom, Natalie. "Elementary School Student Achievement: An Analysis of School Size and Student Achievement." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2983.
Full textEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
Leckie, George. "Multilevel modelling of school differences in educational achievement." Thesis, University of Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520653.
Full textWoods, Danielle École. "How well money within education maximizes educational outputs in Ohio school districts." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155662321.
Full textRandolph, Jack Lowell. "A Study of High School Improvement Initiatives and the Impact on School Achievement." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10634225.
Full textEducational reform is at the forefront of legislatures and school districts across the United States (Hattie, 2011). To find and employ high school improvement initiatives that lead to improved educational experiences for students, educational leaders must examine in great detail what systems have been successful and then modify the initiatives to fit the characteristics of their particular school districts (Berliner & Glass, 2015). The purpose of this study was to determine the effectiveness of initiatives one Midwestern high school implemented beginning in 2012. The initiatives implemented included the Tardy Sweep policy, Response to Intervention (RtI) program, and a Late Work policy. The data collected were archival and reflected the school years from 2010-2011 through 2015-2016. Using descriptive statistics, the findings demonstrated an improved attendance rate, a decline in discipline referrals, and decreased failure rate with the implementation of these initiatives at one Midwestern high school. The findings of this study provide a compelling argument for the implementation of the three initiatives at other high schools.
Ingram, Brenda. "Schools in Violent Neighborhoods| The Impact on African American Elementary School Students' Academic Achievement." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3577945.
Full textThe academic achievement gap between African American and Caucasian students continues to be a major concern for policymakers and educators. This gap started to shrink in the 1970s and 1980s with integration, but the 1990s showed the achievement gap was on the rise again. The characteristics of the neighborhoods where children live and attend school have a great impact on their academic performances. This research study examined the relationship between poverty, community violence and the academic performance of elementary school age children, especially African American students. Seventy-eight public elementary schools were randomly chosen in Los Angeles County that had at least 10% African American students who completed the reading achievement test in each primary grade level (2-5 grade levels) in April 2012. The results showed that poverty and community violence had a significant negative impact on reading achievement test scores for African American students. Furthermore, the impact of community violence was twice that of poverty on academic performance. On the other hand, Caucasian students’ test scores were significantly impacted by poverty and not community violence. One explanation for this difference was that African American students experienced twice as much community violence in their neighborhoods as compared to Caucasian students. Since educators cannot change neighborhood characteristics, they need to focus on developing educational models that mitigate the impact of community violence and trauma on African American students.
Urso, Christopher J. "Student Achievement in High-Poverty Schools: A Grounded Theory on School Success on Achievement Tests." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1206493498.
Full textTartt, Fannie Harrison. "School improvement: the relationship between effective school characteristics and student achievement in selected Dekalb County Schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1832.
Full textGonzalez, Lara. "Achievement Gap-Closing School Superintendents| Challenges Faced, Strategies Used, and Collaboration with School Boards." Thesis, Hofstra University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13814846.
Full textThis study explored the role of school superintendents and board of education trustees in closing the achievement gap, which can be defined as “the disparity in academic performance between groups of students” (Muhammad, 2015, p. 14). District leaders (superintendents and school boards) set the priorities in their school systems and have the power to promote or thwart educational equity (Skrla, McKenzie, & Scheurich, 2009). The purpose of this qualitative study was to highlight effective practices of superintendents and school boards that have prioritized closing achievement gaps and have succeeded in narrowing them. This study involved four case studies and made use of interviews, observations, and document review. The data revealed that the most formidable challenges to closing achievement gaps were increasingly diverse student needs, stakeholders’ deficit-thinking about students, lack of family engagement, and financial obstacles. In order to overcome those challenges, the researcher found that superintendents used various strategies, including setting a vision for equity at the district level, using data to drive decision-making, hiring quality teachers and leaders, using district funds resourcefully, providing rigorous curricula for students, and creating innovative academic and non-academic programs for students. Although there is academic literature on the challenges that school superintendents face in closing achievement gaps and the strategies that they have used to overcome them, there is a lack of research on how superintendents and their school boards collaborate to narrow achievement gaps. The aim of this study was to address that gap in the literature. Data revealed that district leaders collaborated to narrow gaps by setting district visions, goals, and policies, sharing information, and partnering on the budgeting and hiring processes.
Blohm, Katherine Elizabeth. "Online High School Achievement versus Traditional High School Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4041.
Full textKite, Toby G. "Academic Interventions and Academic Achievement in the Middle School Grades." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027597.
Full textAfter 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.
Books on the topic "Educational and school achievement"
Griffin, Patrick E. Monitoring school achievements. Geelong, Vic: Deakin University : distributed by Deakin University Press, 1991.
Find full textTraining, Gujarat Council of Educational Research and. Baseline information on students' achievement: An appraisal of students' achievement. Gandhinagar: Gujarat Council of Educational Research and Training, 2004.
Find full textNash, Roy. Explaining inequalities in school achievement: A realist analysis. Burlington, VT: Ashgate Pub. Co., 2010.
Find full textCorporation, Psychological, ed. Stanford early school achievement test. 3rd ed. [San Antonio, Tex.]: Psychological Corp., Harcourt Brace Jovanovich, 1989.
Find full textCanada. Statistics Canada. 1991 Census. Educational attainment and school attendance: the nation. Ottawa: Statistics Canada, 1991.
Find full textKremer, Michael. School meals, educational achievement, and school competition: Evidence from a randomized evaluation. [Washington, D.C: World Bank, 2005.
Find full textGroup, Pulliam, ed. Structuring your school for success: How schools in California can close the achievement gap. Lake Arrowhead, CA: Pulliam Group, 2000.
Find full textBehrman, Jere R. Children's health and achievement in school. Washington, D.C: World Bank, 1994.
Find full textUnited States. Dept. of Education, ed. Raising the educational achievement of secondary school students: Summary. [Washington, DC]: U.S. Dept. of Education, 1995.
Find full textGili, Drori, Ross Michael, and National Center for Education Statistics., eds. School-level correlates of academic achievement: Student assessment scores in SASS public schools. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, [2000]., 2000.
Find full textBook chapters on the topic "Educational and school achievement"
Cooley, William W., and William E. Bickel. "Elementary School Achievement Study." In Decision-Oriented Educational Research, 155–62. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4227-1_11.
Full textLynn, Richard. "The Japanese School System." In Educational Achievement in Japan, 18–51. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19075-1_3.
Full textFini, Roberto. "School Achievement in Italy." In International Studies in Educational Inequality, Theory and Policy, 490–508. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5916-2_20.
Full textLynn, Richard. "The Intrinsic Motivation of Japanese School Children." In Educational Achievement in Japan, 80–93. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19075-1_6.
Full textJones, Lyle V. "School Achievement Trends for Black Students." In Policy Perspectives on Educational Testing, 19–73. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2226-9_2.
Full textVerma, Gajendra K., and Brandon Ashworth. "Educational Achievement and Ethnicity." In Ethnicity and Educational Achievement in British Schools, 23–42. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-18192-6_3.
Full textChaman, Mini J., Kim Beswick, and Rosemary Callingham. "Factors Influencing Mathematics Achievement among Secondary School Students." In The Future of Educational Research, 227–38. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-512-0_19.
Full textClark, John. "Educational Administration and the Inequality of School Achievement." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_289-1.
Full textClark, John. "Educational Administration and the Inequality of School Achievement." In Encyclopedia of Educational Philosophy and Theory, 643–48. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_289.
Full textLynn, Richard. "The Contribution of Teachers and Schools to Educational Achievement." In Educational Achievement in Japan, 94–120. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19075-1_7.
Full textConference papers on the topic "Educational and school achievement"
Kumar, Deepak, Brijesh Bakaria, and Chaman Verma. "IMPACT OF MOTHER'S EDUCATION ON ACADEMIC ACHIEVEMENT OF SCHOOL STUDENT." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-135.
Full textAigul, M. Uteshkalieva, and A. Madeniyetova Zulfiya. "Intra-school control - as part of the management system of an educational institution." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2023. http://dx.doi.org/10.31643/2023.14.
Full textVeresova, Marcela, and Dana Mala. "Attitude toward School and Learning and Academic Achievement of Adolescents." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.90.
Full textKralj, Marc, Rachel Felgate, Shani Sniedze-Gregory, Caithlin Power, Grant Barclay, and Darren Leech. "Using PAT data to inform teaching and learning." In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-9.
Full textRauscher, Emily. "School Funding and State-Level Racial Inequality of Educational Achievement." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431194.
Full textGraham, Marien Alet. "RELATIONSHIP BETWEEN SCHOOL CLIMATE AND SOUTH AFRICAN GRADE 9 LEARNER ACHIEVEMENT IN MATHEMATICS AND SCIENCE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end042.
Full textKamal Jalal,, Maysoon. "The aim of the research is to build an educational program based on the." In VIII. International Congress of Humanities and Educational Research. Rimar Academy, 2023. http://dx.doi.org/10.47832/ijhercongress8-9.
Full textGeske, Andrejs, Rita Kiseļova, and Olga Pole. "School Socioeconomic Segregation in Baltic Sea Countries." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.14.
Full textTahtamouni, Suha Fayed, Shinda Mohammad, Lina Said Zukari, Momena Khader Tayeh, and Hissa Sadiq. "The effect of teaching science and mathematics in Arabic on the level of students' performance in Qatari schools." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0269.
Full textLyons, TrVel, Mabel Hernandez, Sy Doan, Shafiqa Ahmadi, and Darnell Cole. "Black Student Achievement Plan Evaluation and Assessment." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16385.
Full textReports on the topic "Educational and school achievement"
Autor, David, David Figlio, Krzysztof Karbownik, Jeffrey Roth, and Melanie Wasserman. School Quality and the Gender Gap in Educational Achievement. Cambridge, MA: National Bureau of Economic Research, January 2016. http://dx.doi.org/10.3386/w21908.
Full textJaureguiberry, Florencia, Elena Arias Ortiz, and Iván Bornacelly. CIMA Brief #4: Have academic achievement gaps closed? Inter-American Development Bank, March 2018. http://dx.doi.org/10.18235/0006054.
Full textPitsia, Vasiliki, Sarah McAteer, Grainne McHugh, and Emer Delaney. PIRLS 2021: Exploring the contexts for reading of primary school pupils in Ireland. Educational Research Centre, October 2024. http://dx.doi.org/10.70092/1691824.1024.
Full textNäslund-Hadley, Emma, Haydée Alonzo, Neulin Villanueva, Ricardo Gideon, and Yvonne Flowers. The Effects of the COVID-19 Pandemic on Education Outcomes in Belize. Inter-American Development Bank, April 2023. http://dx.doi.org/10.18235/0004836.
Full textPonce, Juan, Mercedes Onofa, and Paul E. Carrillo. Information Technology and Student Achievement: Evidence from a Randomized Experiment in Ecuador. Inter-American Development Bank, December 2010. http://dx.doi.org/10.18235/0011199.
Full textPosso, Christian, Estefanía Saravia, and Pablo Uribe. Acing the Test: Educational Effects of the SaberEs Test Preparation Program in Colombia. Banco de la República, June 2023. http://dx.doi.org/10.32468/be.1237.
Full textMargo, Robert. Education Achievement in Segregated School Systems: The Effects of "Separate-But-Equal". Cambridge, MA: National Bureau of Economic Research, May 1985. http://dx.doi.org/10.3386/w1620.
Full textMoreno, Martín, Jesús Duarte, María Soledad Bos, and Alejandro Morduchowicz. Educational Equity in Chile: Trends 1999-2011. Inter-American Development Bank, May 2013. http://dx.doi.org/10.18235/0010545.
Full textMoreno, Martín, Jesús Duarte, and María Soledad Bos. Inequity in School Achievement in Latin America: Multilevel Analysis of SERCE Results According to the Socioeconomic Status of Students. Inter-American Development Bank, May 2010. http://dx.doi.org/10.18235/0011082.
Full textAraya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.
Full text