Rozprawy doktorskie na temat „Student achievement”
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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.
Pełny tekst źródłaEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
Odom, Natalie M. "Elementary school student achievement an analysis of school size and student achievement /". Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002696.
Pełny tekst źródłaWall, Gabrielle Julya Howard. "What Affects Student Achievement". Thesis, University of Canterbury. Psychology, 2010. http://hdl.handle.net/10092/4978.
Pełny tekst źródłaBlackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement". Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604330.
Pełny tekst źródłaPast research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who contended that social interaction is vital to the development of cognition, a qualitative case study was undertaken consisting of individual interviews with 15 teachers at 6 elementary schools in southwestern Connecticut. Data were collected to address the extent to which a caring community of students can foster positive academic outcomes. Data were analyzed and coded to discover common themes. Results showed that teachers perceived that the social skills taught through the program did increase students writing skills. In addition, students had better listening skills and were more comfortable taking academic risks. This finding supports past social learning theories. Based on these findings, 3 days of professional learning workshops were created with the goals of building student-teacher relationships, creating learner-centered environments, and curtailing bullying. Equipping teachers with this resource will help to create social change by helping students become better communicators in a diverse society, increasing their graduation rates, and preparing them to enter the global workforce of the 21st century.
Blackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1102.
Pełny tekst źródłaEdwards, Nicole C. "School facilities and student achievement student perspectives on the connection between the urban learning environment and student motivation and performance /". Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164663224.
Pełny tekst źródłaDeevers, Matthew D. "Teacher goal endorsement, student achievement goals, and student achievement in mathematics: a longitudinal study". Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1279737483.
Pełny tekst źródłaEddy, Lisa. "THE EFFECT OF STUDENT MOBILITY ON STUDENT ACHIEVEMENT". UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/177.
Pełny tekst źródłaCate, Jessica W. "Students to Computer Ratio, Socioeconomic Status, and Student Achievement". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3284.
Pełny tekst źródłaPrehoda, Lauren. "Teacher unions and student achievement". CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4158.
Pełny tekst źródłaCopper, Michael C. "Teacher expectations and student achievement". Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720325.
Pełny tekst źródłaHillman, Alana S. "Early Interventions and Student Achievement". Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619165.
Pełny tekst źródłaEducating children is a costly endeavor; however, when children with special needs enter kindergarten unprepared emotionally, socially, or academically, the increased costs and support systems have to be absorbed by the schools and communities. The purpose of this study was to determine if there was a significant difference between the academic achievement of students participating in Early Childhood Special Education (ECSE) compared to students without ECSE services with DIAL-3 scores ranked in the 20th percentile or below. Achievement scores for second and third graders in one urban school district were utilized to compare the scores of ECSE and non-ECSE students. The sample included the TerraNova and Performance Series assessment scaled scores of 30 ECSE students and 30 non-ECSE students for a total of 60 students from academic years 2008 to 2012 from the participating school district. A stratified sampling was utilized within the two groups of students' assessment scores. Standard calculations included means, standard deviations, and a t-test. When comparing the second grade achievement scores, ECSE students had statistically significant gains on the overall scaled scores than the non-ECSE students. When comparing the third grade Performance Series reading, language arts, and math scaled scores of the ECSE students to the non-ECSE students, the ECSE students had statistically higher achievement scaled scores compared to the non-ECSE students. When comparing the third grade Performance Series reading and language arts standard item pool scores of the ECSE students to the non-ECSE students, the ECSE students had statistically higher achievement standard item pool compared to the non-ECSE students. The Performance Series standard item pool scores were not statistically significant between the two groups.
Atkins, Rosa Stocks. "School Practices and Student Achievement". Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29565.
Pełny tekst źródłaEd. D.
Melaragno, Stella Mello. "School calendar and student achievement". reponame:Repositório Institucional do FGV, 2016. http://hdl.handle.net/10438/17017.
Pełny tekst źródłaRejected by Renata de Souza Nascimento (renata.souza@fgv.br), reason: Stella, boa tarde Seu trabalho está correto, porém, o arquivo precisa estar em pdf. Por gentileza, salvar e submeter novamente. Grata on 2016-09-06T19:19:30Z (GMT)
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Made available in DSpace on 2016-09-06T20:02:02Z (GMT). No. of bitstreams: 1 Stella Melaragno _Thesis VF.pdf: 755606 bytes, checksum: 1fa1151473709ebdb518f573d565b021 (MD5) Previous issue date: 2016-08-11
Este estudo tem como objetivo analisar como o calendário escolar impacta o esforço dos alunos quando estão estudando para os exames de final do ano e na pontuação no Exame Nacional do Ensino Médio (ENEM). Verificou-se que cidades com mais feriados tem menos alunos estudando nestas datas. Quando o ENEM aproxima, esse efeito se torna ainda maior. Cidades com mais feriados na vespera do ENEM estão associadas com menor nota. Usando o modelo two sample instrumental variable e considerando que os feriados impactam o ENEM exclusivamente por meio do esforço do aluno, estima-se que um maior esforço na vespera do exame leva a uma maior pontuação.
This study aims to analyze how school calendar impacts students’ effort when studying for end of year exams and how it impacts score in the Brazilian High School National Exam (Exame Nacional do Ensino Médio – ENEM). It was verified that cities with more holidays have less students studying during these dates. When the ENEM approaches, this effect is even greater. Cities with more holidays close to the exam are associated with lower scores. Using two-sample instrumental variable and considering the hypothesis that holidays impact the ENEM score exclusively by students’ effort, it can be inferred that more studying effort prior to the exam can lead to a higher score.
Barr, Marilyn Frances. "Fostering student achievement: A study of the relationship of collective teacher efficacy and student achievement". W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539618575.
Pełny tekst źródłaDiersen, Brett A. "Student-athlete or athlete-student". Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005diersenb.pdf.
Pełny tekst źródłaO'Shea, Michael D. "STUDENT PERCEPTIONS OF TEACHER SUPPORT: EFFECT ON STUDENT ACHIEVEMENT". Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143054461.
Pełny tekst źródłaWheelhouse, Patricia A. "A survey of minority student participation in music programs of the Minority Student Achievement Network /". Digitized version, 2009. http://hdl.handle.net/1802/11074.
Pełny tekst źródłaIncludes abstract and vita. Includes bibliographical references. Digitized version available online via the Sibley Music Library, Eastman School of Music http://hdl.handle.net/1802/11074
Newman, Donna M. "The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas". Texas A&M University, 2007. http://hdl.handle.net/1969.1/85820.
Pełny tekst źródłaTurner, Teresa. "Grade size and student achievement : the relationship between grade size, socioeconomic status, and student achievement of Mississippi public school seventh grade students /". Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1801444051&SrchMode=1&sid=24&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258654225&clientId=22256.
Pełny tekst źródłaTypescript. Vita. Committee chairs: Dr. Susan McClelland and Dr. Lori Wolff Includes bibliographical references (leaves 68-80). Also available online via ProQuest to authorized users.
Caner, Havva Ayşe, i Fatma Nevra Seggie. "Gender, student achievement, and regional discrepancies". Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6592/.
Pełny tekst źródłaPickering, Sarah Kelley. "Factors Influencing Student Achievement in Texas". Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331552/.
Pełny tekst źródłaReams, Shirley. "Student achievement, absenteeism, and social factors". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1987. http://digitalcommons.auctr.edu/dissertations/2822.
Pełny tekst źródłaNorman, Dana Burton. "School Facility Renovation and Student Achievement". Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/56617.
Pełny tekst źródłaEd. D.
Benhenda, Asma. "Education policy, inequalities and student achievement". Thesis, Paris, EHESS, 2020. http://www.theses.fr/2020EHES0044.
Pełny tekst źródłaThis dissertation analyses the efficiency of teacher policies in France with regard to their three main objectives: attract and retain quality teachers, help teacher progress and reduce educational inequalities through the matching of teachers to their students
Hardesty, Bridget Anderson. "Improving student achievement through parent involvement". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2817.
Pełny tekst źródłaDawkins, Lakeshia Darby. "Factors Influencing Student Achievement in Reading". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3601.
Pełny tekst źródłaLe, Chapelain Alexis. "Market for education and student achievement". Thesis, Paris, Institut d'études politiques, 2014. http://www.theses.fr/2014IEPP0040/document.
Pełny tekst źródłaThis dissertation discusses the relevance of the implementation of market mechanisms in the educational system. It shows that such mechanisms are unlikely to improve the matching between schools and students, since centralized mechanisms perform better. Then, it measures peers effects in French public junior high school, and shows that they quite large. In a third part, it looks to the compensation of teachers in France, and show that it is not based on merit or performance. Last, it analyses the impact of the openness to competition of the education, and shows that it is unlikely to produce improvement. Indeed, such openness would lead to an increased vertical differentiation across, giving them more market power. As a result, market mechanisms seem unable to improve students’ achievement
Huang, John. "The relationship between participation level in extracurricular activities and academic achievement in science subjects in Hong Kong fifth form students". Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035413.
Pełny tekst źródłaTalley, Zebedee Jr. "A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement". Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/28003.
Pełny tekst źródłaEd. D.
Hurley, Noel P. "Resource allocation and student achievement: A microlevel impact study of differential resource inputs on student achievement outcomes". Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9724.
Pełny tekst źródłaNugent, Tisome. "THE IMPACT OF TEACHER-STUDENT INTERACTION ON STUDENT MOTIVATION AND ACHIEVEMENT". Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3770.
Pełny tekst źródłaEd.D.
Department of Educational Research, Technology and Leadership
Education
Education EdD
Arnold, Bethany K. "A Comparative Study of Dual Enrollment Student Achievement in Various Learning Environments and Non-Dual Enrollment Student Achievement". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2487.
Pełny tekst źródłaGruman, Diana H. "Individual growth curve analysis of the effects of student mobility on measures of elementary school adjustment /". Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7715.
Pełny tekst źródłaMadike, Victor N. "Student Perceptions of Biology Teachers' Interpersonal Teaching Behaviors and Student Achievement". ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/546.
Pełny tekst źródłaSkinner, Jane Suzanne Niebrugge. "Looping versus nonlooping second grade classrooms : student achievement and student attitudes /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924924.
Pełny tekst źródłaZamudio, Guillermo Villalobos. "Student mobility: The relationship between student population stability and academic achievement". Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290095.
Pełny tekst źródłaVillegas, Mario F. S. "Teacher and school effects on student achievement". Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/81768/.
Pełny tekst źródłaDavis, Michele. "Student achievement motivation : single or multiple goals? /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0006/MQ42367.pdf.
Pełny tekst źródłaWaring, Jennifer W. "The impact of writing on student achievement /". Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-2/waringj/jenniferwaring.pdf.
Pełny tekst źródłaHamilton, Jan L. "Professional learning communities impact on student achievement". Thesis, Saint Mary's College of California, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568312.
Pełny tekst źródłaThis study examined the impact of the Professional Learning Community model on student achievement in the state of California. Specifically, the study compared student achievement between two school types: Professional Learning Community schools and Non Professional Learning schools. The research utilized existing API scores for California schools compiled by the California Department of Education for the 2007–2008 school year. The Academic Performance Index (API) scores for 136 schools districts in the study was retrieved and examined along with the following additional data: English-language learner, special education status, ethnicity (African American, Hispanic–Latino), and socioeconomically disadvantaged students. Academic Performance Index (API) is a yearly state performance measure was downloaded for all schools partaking in this study. Elementary, middle and high schools API scores were compared along with specific subgroups: Hispanic, English Learner, African American, socioeconomically disadvantaged, and special education students. Results indicate that Hispanic and English Learner sub groups at the Elementary and Middle school level for Professional Learning Community Schools academic achievement was significant. At the high school level Hispanic and English language Learner sub groups academic achievement was significant for the Non Professional Learning Community schools.
Cash, Carol S. "Building condition and student achievement and behavior". Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/29200.
Pełny tekst źródłaEd. D.
Cash, Carol Scott. "Building condition and student achievement and behavior /". This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-10052007-143026/.
Pełny tekst źródłaMains, Meagan R. "Does a block schedule improve student achievement? /". Abstract, 2008. http://eprints.ccsu.edu/archive/00000545/01/1990Abstr.htm.
Pełny tekst źródłaThesis advisor: Robin S. Kalder. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics for Certified Secondary Teachers." Includes bibliographical references (leaf 24). Abstract available via the World Wide Web.
Hines, Eric Wayne. "Building condition and student achievement and behavior". Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-154857/.
Pełny tekst źródłaPamperien, Kelvin C. "Student academic achievement in middle level schools /". free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841357.
Pełny tekst źródłaPhelps, Sandra Davis. "Sustaining successful student achievement under changing leadership /". Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004198.
Pełny tekst źródłaBaize, Sheila J. "Student-athletes, academic achievement and self-esteem". Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185044.
Pełny tekst źródłaGardenhour, Allison L. "Student Achievement in Response to Intervention Groups". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3009.
Pełny tekst źródłaNeal, Jo Ann. "Examination of Resource Allocation and Student Achievement". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1910.
Pełny tekst źródła