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Pedometers in the curriculum
Children's perceptions of peer reactions to school-related behaviors and affect
Peer reputations as a determinant of gender differences in school outcomes: Evidence for domain-specific effects
effect of self-efficacy on the decisions to enroll and succeed in Internet accounting courses
impact of homelessness on the academic achievement of children
Language and leadership: Exploring the relationship between critical theories and the hegemonic construction of student achievement
relationship between non-school factors and reading achievement among LEP and English-fluent students in the school district of Palm Beach County, Florida
Emotional Intelligence and Self-Directed Learning
The effect of a supplemental multiple modalities learning program on the academic success of student-athletes at Florida Atlantic University
The Influence of a System of Values Upon Academic Behavior
EXAMINING THE EFFECTIVENESS OF FLORIDA’S EXTENDED DAY REQUIREMENT UNDER FLORIDA STATUTE §1011.62
ANALYSIS OF THE RELATIONSHIP BETWEEN STUDENTS' SOCIOECONOMIC STATUS AND THEIR ACADEMIC PERFORMANCE
Assessment success today or learning success tomorrow? How a longitudinal perspective can help standards-based accountability systems eliminate the persistent gap between nominal and actual achievement for high school graduates
Factors affecting retention in a community college's welfare-to-work programs
African American and Hispanic male perceptions of effective and ineffective retention strategies, and the implications for undergraduate persistence in a for-profit commuter university
Impact of Collaborative Work Analysis Professional Development in Teacher Practice and Student Writing
Improving School Performance: Leader Autonomy and Entrepreneurial Orientation
relationship of self-directed learning readiness to knowledge-based and performance-based measures of success in third-year medical students
effects of the Ready for Success program in the reading achievement of second- and third-grade students
comparative analysis of the success of students placed in the lowest level of remedial coursework taken through CAI versus a traditional remedial education mode of instruction

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