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The Determinants Of School Achievement
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Book Synopsis Improving Academic Achievement by : Joshua Aronson
Download or read book Improving Academic Achievement written by Joshua Aronson and published by Elsevier. This book was released on 2002-04-15 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, authors discuss research and theory on the social psychological forces that shape academic achievement. A key focus is to show how psychological principles can be used to foster achievement and make schooling a more enjoyable process. Topics are highly relevant to both social and educational psychology, with discussions of core concepts such as intelligence, motivation, self-esteem and self-concept, expectations and attributions, prejudice, and interpersonal and intergroup relations.
Book Synopsis The Factors Effecting Student Achievement by : Engin Karadağ
Download or read book The Factors Effecting Student Achievement written by Engin Karadağ and published by Springer. This book was released on 2017-05-14 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
Book Synopsis The Determinants of School Achievement by : Ernesto Schiefelbein
Download or read book The Determinants of School Achievement written by Ernesto Schiefelbein and published by . This book was released on 1981 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Determinants of School Achievement by : Ernesto Schiefelbein
Download or read book The Determinants of School Achievement written by Ernesto Schiefelbein and published by . This book was released on 1979 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Factors Affecting Academic Performance by : Julio Antonio González-Pienda
Download or read book Factors Affecting Academic Performance written by Julio Antonio González-Pienda and published by Nova Science Publishers. This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nowadays, society is constantly changing, and new ways of life are being developed by due to nonstop technological advancements. This generates changes in family, schools, the media, etc. New technologies are creating virtual environments to manage learning and academic achievement, and this is a new challenge to approach formal and informal education. In the last few decades, teachers, families, and educational administrators had very well-defined fields of action and roles to play. Now, these roles are disfigured, and influences from all agents are arguable and more difficult to face. At this current stage, problems sometimes appear that require different forms of intervention. Some of the problems are violence towards people; child abuse; drug abuse at increasingly early ages; integration problems due to immigration; dropping out of school; and typical problems related to student development, personality, disabilities, social and psychical maladjustment, teenagers socioaffective relationships, etc. Research on school success and failure has a long history, but there is still no agreement concerning the prevalence of these variables to explain academic achievement, the relationship between those variables, and which other variables modulate their level of impact. For many years, cognitive psychology has emphasized cognitive function as the most relevant for learning in school. However, recent studies highlight the importance of motivational and affective functions in building consistent models to explain learning and academic achievement. This change of perspective, from the classical cognitive model to a self-regulated learning model, has implied a new orientation in the research of the factors involved in school success and failure. Self-regulated learning models try to integrate students cognitive, socioaffective, and behavioral aspects. These models describe the different components involved in successful learning at all school stages, explaining reciprocal relationships between those components and directly relating learning to personal achievement, motivation, volition, and emotions. With this new paradigm, students not only contribute to strengthening their intelligence, but also their motivational and emotional qualities, all related to achieving personal balance. This book presents studies, ideas, and recommendations to shed light on the complex educational world. Education has limits and difficulties, but it is also the only instrument that can develop students potential into personal success.
Book Synopsis Academic Performance by : Carly H. Gallagher
Download or read book Academic Performance written by Carly H. Gallagher and published by . This book was released on 2016 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic performance is determined by several factors. The aim of the first paper in this book is to describe the relationship between the goals of adolescents, their everyday life and the influence these factors have on academic achievement. Chapter two focuses on a longitudinal investigation of students' well-being experiences within the framework of motivational beliefs. Chapter three aims to analyze differences in academic self-attributions and learning strategies between aggressive and nonaggressive Spanish adolescents, and to identify the predictive role of self-attributions and learning strategies in academic promotion of aggressive Spanish adolescents. Chapter four analyzes a simulation software and sensitivity analysis for future student academic performance. Chapter five establishes how personal self-regulation and different contexts of stress produce differences in the coping strategies used by students, whether university students or graduates who are preparing for competitive exams. Chapter six provides a model with the main variables that can predict, with a certain degree of accuracy, school achievement and success, in order to put forward interventions and counseling to prevent students from dropping-out of health professions degree courses. Chapter seven critically reviews the different assessments and processes used within medical training and considers the affective implications for students, educators and eventually patients. Chapter eight addresses the teaching of physiology in different continents, and particularly, that of laboratories, and discusses a historical review of medicine in Mexico as well as the birth of Physiology in our country. Chapter nine analyzes student performance on the Grade 8 Texas Assessment of Knowledge and Skills (TAKS) Mathematics exam for students in two Texas school districts to determine the extent to which differences were present as a function of Saxon Math instruction. The final chapter examines school district size and it's impact on black student performance.
Book Synopsis Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers by : Mareike Kunter
Download or read book Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers written by Mareike Kunter and published by Springer Science & Business Media. This book was released on 2013-03-29 with total page 375 pages. Available in PDF, EPUB and Kindle. Book excerpt: This work reports the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students ́ Mathematical Literacy project (COACTIV). COACTIV applies a broad, innovative conceptualization of teacher competence to examine how mathematics teachers’ knowledge, beliefs, motivational orientations, and self-regulation skills influence their instructional practice and teaching outcomes In this project data was collected on various aspects of teacher competence and classroom instruction from the perspective of both the teachers themselves and their students. Moreover, it gauges the effects of these teacher characteristics on student learning, as indexed by the progress students in each class. Questions addressed in the study which are reported in this volume include: What are the characteristics of successful teaching? What distinguishes teachers who succeed in their profession? How can the quality of instruction be improved?
Book Synopsis Determinants of Student Achievement by : Julian R. Betts
Download or read book Determinants of Student Achievement written by Julian R. Betts and published by Public Policy Instit. of CA. This book was released on 2003-08-01 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Determinants of School Achievement in Developing Countries by : Leigh Alexander
Download or read book The Determinants of School Achievement in Developing Countries written by Leigh Alexander and published by . This book was released on 1975 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Essays on the Determinants of School Quality and Student Achievement by : Vasudha Rangaprasad
Download or read book Essays on the Determinants of School Quality and Student Achievement written by Vasudha Rangaprasad and published by . This book was released on 2004 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: My dissertation examines the determinants of school quality and its impact on student achievement. The first essay studies the impact of class size on student achievement. The impact of class size on student achievement remains an open question despite hundreds of empirical studies and the perception amongst parents, teachers, and policymakers that larger classes are a significant detriment to student development. This essay attempts to shed new light on this ambiguity by explicitly recognizing the distributed nature of educational outcomes. This paper utilizes recently developed nonparametric tests for stochastic dominance to uniformly rank entire distributions of test scores. Moreover, by using bootstrap techniques, we are able to report the results of the dominance tests to a degree of statistical certainty. This type of analysis is very useful for policy decisions as it lends itself to broad-based, consensus ranking of outcomes. Using data from the National Education Longitudinal Study of 1988, we estimate the effects of eighth and tenth grade class size on the unconditional and conditional distributions of contemporaneous test scores, subsequent test scores, and test score gains. The results are quite surprising. First, after controlling for a host of determinants of student achievement, we find compelling evidence suggesting that students benefit from relatively large classes. Second, we document several instances where the relationship between student achievement and class size is non-monotonic. Finally, these conclusions are unaltered when we allow for heterogeneous effects of class size by student race or subject matter. In my second essay, I address questions regarding school competition using a spatial autoregressive model. Education reforms involving expanded school choice are receiving increased attention. Many view the heightened competition that would presumably result from such reforms as a panacea for the ills currently plaguing the US public education system. However, the present system is not devoid of competition even absent such reforms; public schools compete for students through the Tiebout (1956) process. Thus, this essay seeks to answer two questions: (i) Does competition alter the behavior of public school districts? and (ii) Do public school districts compete with neighboring public school districts? To answer such questions, we utilize panel data from Illinois over the period 1990-2000 and estimate a multi-dimensional mixed regressive, spatial autoregressive model via instrumental variables, thereby eliminating the possibility of confounding strategic competition with spatial error correlation. The data come from two sources: the Common Core of Data and the Census of Population and Housing. We find robust evidence that public school districts incorporate the educational input decisions of other public school districts in the same county into their decision calculus, thereby acting strategically when setting own input levels. Thus, reforms leading to expansion of school choice would not introduce competition into the US school system, but rather would at best accentuate the level of competition. The third essay examines the impact of peer group effects on student achievement. The current empirical evidence on the magnitude of these effects is, however, inconclusive. Using data from the National Education Longitudinal Study of 1988, I assess the impact of peer group influences on the test scores of tenth grade students using school-by-subject specific fixed effects models, as well as a Generalized Methods of Moments approach (via instrumental variables) to account for potential endogeneity of the peer group formation. The results are striking. In particular, I fail to uncover widespread evidence in favor of positive peer group effects. The OLS estimations yield strong and positive effects of peer group achievement on test score gains. When I account for potential endogeneity of peer group formation via instrumental variables and fixed effects these effects disappear. In addition, the dispersion of peer group achievement has no systematic influence on achievement growth. Moreover, I find no evidence supporting the hypothesis that peer effects have differential impacts in schools in which tracking is present. The only exception to the above findings is in models that control for both peer effects and tracking, and allow the effect of each to differ according to student ability. In this case, while the impact of tracking is not found to be substantially different in tracked versus nontracked schools, the results are consistent with a nonuniform effect of tracking on achievement across students of different abilities. Finally, these fundamental conclusions are not substantially altered when I allow for changes in the definitions of peer group effect and tracking.
Book Synopsis Factors contributing to academic performance of students in a Junior High School by : Anthony Abaidoo
Download or read book Factors contributing to academic performance of students in a Junior High School written by Anthony Abaidoo and published by GRIN Verlag. This book was released on 2018-11-22 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bachelor Thesis from the year 2018 in the subject Pedagogy - School System, Educational and School Politics, grade: 5 (GHA-System), University of Education (Distance Learning), course: Post Graduate Diploma in Education, language: English, abstract: Students’ academic performance is a key feature in education. This study was therefore conducted primarily to assess the factors contributing to improvement in academic performance of Junior High Students (JHS) in a Basic School which is in the Gomo-East District in the Central Region of Ghana. The mixed and descriptive research design was used and a sample size of 87 respondents (79 students and 8 teachers) were selected through random sampling technique. The findings revealed that the average academic performance (47.0%) of the JHS students in the Basic School is weak and their performance in Mathematics (average score of 31.48%) and English Language (average score of 39.99%) is a fail. It was noticed that student factors that contribute to an improvement in academic performance include; regular studying, self-motivation, punctuality and regular class attendance, hard-work and interest in a subject. The teacher factors were completion of syllabus, use of TLM’s, frequent feedback to students and given students special attention. Per the findings, parent factors which was very key was parent showing concern in their children’s academics and providing them their academic needs. School factors that were significant included availability of text books and TLM’s. The study also found that parent level of education and gender has a positive relationship with academic performance but it’s insignificant. However, age has a positive significant (5% significance level) relationship with academic performance. Based on findings, the study recommends that there should be strict monitoring on teachers to vary their teaching methods to suit their needs of the students and also to provide the students with constant feedback on their academic performance. Again, the students should be motivated and orientated to take ownership of their studies by having regular studies and attending school during school days.
Book Synopsis Determinants of Educational Achievement and Attainment in Africa by : Ronald Gene Ridker
Download or read book Determinants of Educational Achievement and Attainment in Africa written by Ronald Gene Ridker and published by . This book was released on 1997 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Determinants of Student Achievement in Italy by : Ugo Trivellato
Download or read book The Determinants of Student Achievement in Italy written by Ugo Trivellato and published by . This book was released on 1979 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching to Close the Achievement Gap for Students of Color by : Theodore S. Ransaw
Download or read book Teaching to Close the Achievement Gap for Students of Color written by Theodore S. Ransaw and published by Routledge. This book was released on 2022-04 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance. Teaching to Close the Achievement Gap for Students of Color offers wide-ranging chapters that explore non-curricular issues including trauma, family background, restorative justice, refugee experiences, and sport as determinants of student and teacher experiences in the classroom. Through rigorous empirical and theoretical engagement, chapters identify culturally responsive strategies for supporting students as they navigate formal and informal educational opportunities and overcome intersectional barriers to success. In particular, chapters highlight how these approaches can be nurtured through teacher education, effective educational leadership, and engagement across the wider community. This insightful collection will be of interest to researchers, scholars, and post-graduate students in the fields of teacher education, sociology of education, and educational leadership.
Book Synopsis PISA Programme for International Student Assessment (PISA) PISA 2000 Technical Report by : OECD
Download or read book PISA Programme for International Student Assessment (PISA) PISA 2000 Technical Report written by OECD and published by OECD Publishing. This book was released on 2003-01-24 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: The PISA 2000 Technical Report now describes the complex methodology underlying PISA 2000, along with additional features related to the implementation of the project at a level of detail that allows researchers to understand and replicate its analyses.
Book Synopsis World Development Report 2018 by : World Bank Group
Download or read book World Development Report 2018 written by World Bank Group and published by World Bank Publications. This book was released on 2017-10-16 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.
Book Synopsis Determinants of School Achievement by : International Development Research Centre (Canada)
Download or read book Determinants of School Achievement written by International Development Research Centre (Canada) and published by . This book was released on 1979 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
