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A COMPARISON OF SUCCESSFUL AND UNSUCCESSFUL BIBLE COLLEGE STUDENTS WITH RESPECT TO SELECTED PERSONALITY FACTORSSlayton, Wilfred George, 1915- January 1965 (has links)
No description available.
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PSYCHOLOGICAL AND ACADEMIC ATTRIBUTES OF SELF-DIRECTED STUDENTSDespain, Alva Dale, 1940- January 1973 (has links)
No description available.
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The effects of experimentally induced expectancy of specific aspects of teachers' verbal behaviorLeslie, Mary Agnes, 1945- January 1969 (has links)
No description available.
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Prediction of success at the University of ArizonaKarr, Richard Pentti, 1907- January 1939 (has links)
No description available.
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The I. Q. as an index of success in the Jerome junior-senior high schoolMcDonald, Fred D. January 1931 (has links)
No description available.
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The value of teachers' ratings of character traits in the prediction of college successPrescott, Arthur Chester, 1911- January 1939 (has links)
No description available.
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The correlation between the scholastic rating of high school students and the type of newspaper articles regularly readEvans, Philip Hadwyn, 1899- January 1940 (has links)
No description available.
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Educational Policy and Scholastic Competence Among English Language LearnersLopez, Francesca January 2008 (has links)
In this study, I explore the potential impact of differing educational policies and reform efforts that influence state and federal standards-based assessments and their interpretations. Specifically, I examine the educational policies of Arizona (Structured English Immersion [SEI]) and Texas (bilingual education) for their effect on the belief systems of students, parents, and teachers. I also examine the role of identity and language in the motivation to learn and student disposition toward school among English Language Learners (ELLs). In support of a co-regulation model of emerging identity, acculturation, acculturative stress, and student perceptions of scholastic competence, student disposition toward school, and student motivational dynamics contributed to the accurate prediction of 77.5% of the participants' group membership in either SEI or bilingual education. ELLs in bilingual education had higher perceptions of scholastic competence than ELLs in SEI (d = .54). Four types of dispositions toward school, Pride in Achieving, Participation and Belonging, Literacy, and Math, were higher for ELLs in bilingual education than for ELLs in SEI. Contrary to the hypothesized results, however, there were no differences in the Rigid and Right disposition between ELLs in SEI and bilingual education. In reference to motivation, scores on Disengaged and Distracting were higher for ELLs in SEI (Arizona) than for ELLs in bilingual programs (Texas). However, contrary to the hypotheses, Good Worker/Engaged Learner, and Struggling and Persistent were higher for ELLs in SEI than for ELLs in bilingual programs. I conclude by discussing the potential impact of differing educational policies and reform efforts on the belief systems of ELLs, their parents, and teachers.
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An exploratory study of some possible antecedents and possible consequences of I. Q. changes in an inner-city elementary school population.Farrell, Mona. January 1970 (has links)
No description available.
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190 |
Some possible effects of an inflexible school entrance policy upon achievement in the elementary school.Shaw, Arthur Richard. January 1970 (has links)
No description available.
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