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A study of the causes and subjects of school failure an analysis of the causes and subjects in which pupils fail in the first eight grades of the public school,Percival, W. P. January 1926 (has links)
Thesis (Ph. D.)--Columbia University, 1927. / Vita. Bibliography: p. 52-55.
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Policy options for interventions in failing schoolsSpreng, Connor P. January 1900 (has links)
Thesis (Ph. D.)--Pardee Rand Graduate School, 2005. / Includes bibliographical references (p. 179-194).
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Policy options for interventions in failing schoolsSpreng, Connor P. January 1900 (has links) (PDF)
Thesis (Ph. D.)--Pardee Rand Graduate School, 2005. / Title from PDF title screen (viewed May 5, 2005). Includes bibliographical references (p. 179-194).
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Students'motivation in practical schools in Hong KongLam, Kin Wah January 2003 (has links)
No description available.
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The effectiveness of grade retention as an intervention strategy for academic failure as perceived by school psychologistsViland, Kelly Rochelle. January 2003 (has links) (PDF)
Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.
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The interrelationships among goal orientation, coping, and achievement motivation after perceived academic failuresHsieh, Ya-Ping, Wicker, Frank W., January 2005 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Frank Wicker. Vita. Includes bibliographical references.
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Family relations as a cause of school dropoutCrawage, Margaritha Maria 28 July 2014 (has links)
M.Ed. (Educational Psychology) / Please refer to full text to view abstract
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The experience of learners who failed their grade 12 preliminary examinations.Botha, Sandra Nadene 24 June 2008 (has links)
In today’s fast paced technological world learners are under a great deal of pressure to obtain their grade 12 certificates. These learners are also faced with a number of life events that add to the stress they experience during the preliminary and final grade 12 examinations. This stress or anxiety increases when they fail their preliminary grade 12 examinations. This study focuses on these learners and the stress and anxiety that they experience after failing their grade 12 preliminary examinations. Guidelines are suggested to support and prevent learners from failing their grade 12 preliminary examinations. The research design adopted for this study was qualitative, exploratory and descriptive in nature. Phenomenological interviews were used for data collection and field notes were made to support the interviews. The data were analysed and coded with verification from an independent coder. In phase one, three themes were identified, discussed and supported by a literature control. In phase two the findings were used to suggest guidelines for the grade 12 learners. The findings of this study showed that grade 12 learners, writing their examinations, experience stress and anxiety physically, psychologically and emotionally. They describe rather alarming symptoms of this stress and anxiety. The learners also appear to have ambivalent feelings towards their future orientation during this stressful time. The guidelines suggested are aimed at managing the stress and anxiety as well as learning to develop support through effective communication skills and relationship building. It is hoped that application of these guidelines will support learners and prevent failure during the preliminary examinations thereby alleviating much of the stress and anxiety that learners experience during their examinations. / Prof. C.P.H. Myburgh
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The interrelationships among goal orientation, coping, and achievement motivation after perceived academic failuresHsieh, Ya-Ping 28 August 2008 (has links)
Not available / text
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An Evaluation of Response to Procedures Used in Working with Mid-Semester Failing StudentsClark, David Derrix 08 1900 (has links)
The primary purpose of this paper is to evaluate student and teaching faculty response to the formal procedures used at a large university to officially warn students who are in danger of failing, and to study the relationship of this process to such factors as college entrance examinations and subsequent grades.
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