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An Exploration of the Effects of Student Characteristics and Engagement Practices on Academic Success for Low-Income StudentsSnyder, Julie A. 07 April 2008 (has links)
No description available.
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COMMON FACTORS THAT AFRICAN AMERICAN ADULTS ATTRIBUTE TO THEIR GRADUATION FROM A PREDOMINANTLY AFRICAN AMERICAN MIDWESTERN SCHOOL DISTRICT: A CASE STUDYHatten, Adriennie Yvette 02 June 2011 (has links)
No description available.
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What do you want to be?: Teacher and parent perspectives on Latino/a middle school students' social interactions and academic successPitcher, Diana 10 May 2017 (has links)
No description available.
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FACTORS INFLUENCING READING GROWTH IN ONLINE K-2 STUDENTSWotring, Deborah Ann 22 June 2017 (has links)
No description available.
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When does retention have the greatest positive impact on a student's academic success?Kosiba, Judith January 2008 (has links)
No description available.
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Human Kaleidoscopes: Cultivating Success in Non-Traditional StudentsBenton, Carolyn Coles 19 November 2015 (has links)
No description available.
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An Exploration of African American Male College Students’ Perceptions of Factors that Contribute to Their Academic SuccessDaugherty-Brown, Yvette N. 14 June 2016 (has links)
No description available.
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Culturally Relevant Collective Responsibility among Teachers of African-American Students in a High Poverty Elementary SchoolGant, Monica Minor 02 September 2010 (has links)
No description available.
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Student Engagement and Academic Success in Veterans' Post-Secondary EducationOsagie, Shelley E. January 2016 (has links)
The major purpose of this study was to investigate whether the level of engagement, as measured by the National Survey of Student Engagement (NSSE) correlates with veterans’ academic success as measured by cumulative Grade Point Average (GPA). Participants were senior college students, at a four-year urban public university who completed the National Survey of Student Engagement (NSSE). The design compared two years that the survey was administered, 2011 and 2013. The NSSE was also used to examine differences in perception among veterans, nontraditional and traditional students. Based on the quantitative analysis it was determined that the more engaged veterans are the better their GPA. While there was no statistical significance, there were positive correlations for veterans between GPA and their relationships with students, faculty, and administrative personnel in the 2011 sample; the 2013 sample showed a negative correlation. The analysis also determined that perceptions in quality of interaction with faculty, advisors, and administration changed from 2011 to 2013. Additionally, perceptions of veterans showed they felt the campus was supportive in 2011, however did not feel the same in 2013. The results of this quantitative study provide higher education institutions and researchers additional insight into which areas of their university services need attention in order to assist in the academic success of student veterans. / Educational Leadership
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Die verwantskap tussen enkele veranderlikes en akademiese sukses op universiteitBasson, Dianne 03 1900 (has links)
Thesis (MA (Psychology))--University of Stellenbosch, 2006. / The primary purpose of this study was to determine whether there is a significant difference in the academic performance of students who received career counselling and those who did not. Other factors that were investigated were the relationships between academic performance at university
and matric results, gender and mother tongue. The third aim of this study was to determine if a significant relation exists between the first year averages of the subjects and above trend to change courses.
According to research literature, career counselling, matric results, gender and mother tongue are factors that play an important role in the prediction of academic success at university level.
The sample consisted of 118 subjects. All subjects were students at the Universtity of
Stellenbosch.
The most important findings are as follows:
There was no significant difference (p>0,05) between first year averages of subjects who received career counselling and those who did not.
There was a positive correlation between first year averages and matric results.
There was a significant difference (p<0,05) between first year averages of the different sexes.
Female students show better academic performance than male students.
There was no significant difference between first year averages of Afrikaans speaking and English speaking students (p>0,05).
The results of the study show that various factors influence the academic success of university students. Multiple measures must be used in combination to predict academic success.
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