Search results for 'Achievement' (try it on Scholar)

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  1. J. Adam Carter & Duncan Pritchard (2014). Knowledge‐How and Cognitive Achievement. Philosophy and Phenomenological Research 88 (1).score: 18.0
    According to reductive intellectualism, knowledge-how just is a kind of propositional knowledge (e.g., Stanley & Williamson 2001; Stanley 2011a, 2011b; Brogaard, 2008a, 2008b, 2009, 2011, 2009, 2011). This proposal has proved controversial because knowledge-how and propositional knowledge do not seem to share the same epistemic properties, particularly with regard to epistemic luck. Here we aim to move the argument forward by offering a positive account of knowledge-how. In particular, we propose a new kind of anti-intellectualism. Unlike neo-Rylean anti-intellectualist views, according (...)
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  2. Douglas W. Portmore (2007). Welfare, Achievement, and Self-Sacrifice. Journal of Ethics and Social Philosophy 2 (2):1-28.score: 18.0
    Many philosophers hold that the achievement of one’s goals can contribute to one’s welfare apart from whatever independent contributions that the objects of those goals, or the processes by which they are achieved, make. Call this the Achievement View, and call those who accept it achievementists. In this paper, I argue that achievementists should accept both (a) that one factor that affects how much the achievement of a goal contributes to one’s welfare is the amount that one (...)
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  3. Wally Morrow (1994). Entitlement and Achievement in Education. Studies in Philosophy and Education 13 (1):33-47.score: 18.0
    The central claim of this paper is that the culture of entitlement in education is incoherent to the extent to which it rejects: concepts of educational achievement. It gives an account of some of the conceptual features of achievement and educational achievement, and argues that although educational and academic achievement are closely linked with each other they are distinct. It tries to show why academic practices are central in our conceptions of the value of educational (...). In terms of the concept of epistemological access it argues that the agency of the learner is necessary to educational access, and, hence, educational achievement, but that the culture of entitlement in education has a strong tendency to deny this. The paper tries to show in what ways the culture of entitlement presupposes the concept of educational achievement. (shrink)
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  4. Sarah Wu, Hitha Amin, Maria Barth, Vanessa Malcarne & Vinod Menon (2012). Math Anxiety in Second and Third Graders and Its Relation to Mathematics Achievement. Frontiers in Psychology 3.score: 18.0
    Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in 2nd and 3rd graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA), a new measure for (...)
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  5. Martyn Hammersley (2001). Interpreting Achievement Gaps: Some Comments on a Dispute. British Journal of Educational Studies 49 (3):285 - 298.score: 18.0
    This is a response to an article by Stephen Gorard in a previous issue of the journal. It addresses the issue of how achievement gaps in educational performance between ethnic and other groups, and changes in these, can best be measured. The approach recommended by Gorard is compared with that of the authors he criticises. The conclusion reached is that both approaches are of value: that they provide different kinds of information. Which is the most useful on any occasion (...)
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  6. Mirjam Weis, Tobias Heikamp & Gisela Trommsdorff (2013). Gender Differences in School Achievement: The Role of Self-Regulation. Frontiers in Psychology 4.score: 18.0
    This study examined whether different aspects of self-regulation (i.e., emotion and behavior regulation) account for gender differences in German and mathematics achievement. Specifically, we investigated whether higher school achievement by girls in comparison to boys can be explained by self-regulation. German and mathematics achievement were assessed in a sample of 53 German fifth graders (19 boys, 34 girls) using formal academic performance tests (i.e., reading, writing, mathematics) and teachers’ ratings (i.e., grades in German and mathematics). Moreover, teachers (...)
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  7. Stanley Malinovich (1964). Perception: An Experience or an Achievement? Philosophy and Phenomenological Research 25 (December):161-168.score: 15.0
  8. James D. Marshall (2009). Revisiting the Task/Achievement Analysis of Teaching in Neo-Liberal Times. Educational Philosophy and Theory 41 (1):79-90.score: 15.0
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  9. Elizabeth G. French (1955). Some Characteristics of Achievement Motivation. Journal of Experimental Psychology 50 (4):232.score: 15.0
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  10. John W. Atkinson (1953). The Achievement Motive and Recall of Interrupted and Completed Tasks. Journal of Experimental Psychology 46 (6):381.score: 15.0
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  11. Suzanne S. Eddinger (1985). The Effect of Different Question Sequences on Achievement in High School Social Studies. Journal of Social Studies Research 9 (1):17-29.score: 15.0
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  12. W. Schofield Jr (1943). An Attempt to Measure 'Persistence' in its Relationship to Scholastic Achievement. Journal of Experimental Psychology 33 (5):440.score: 15.0
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  13. Darya L. Zabelina & Mark Beeman (2013). Short-Term Attentional Perseveration Associated with Real-Life Creative Achievement. Frontiers in Psychology 4.score: 15.0
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  14. Donald H. Kausler & E. Philip Trapp (1958). Achievement Motivation and Goal-Setting Behavior on a Learning Task. Journal of Experimental Psychology 55 (6):575.score: 15.0
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  15. Saul S. Leshner (1961). Effects of Aspiration and Achievement on Muscular Tensions. Journal of Experimental Psychology 61 (2):133.score: 15.0
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  16. David C. McClelland, Russell A. Clark, Thornton B. Roby & John W. Atkinson (1949). The Projective Expression of Needs. IV. The Effect of the Need for Achievement on Thematic Apperception. Journal of Experimental Psychology 39 (2):242.score: 15.0
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  17. Ramon J. Rhine (1959). The Relation of Achievement in Problem Solving to Rate and Kind of Hypotheses Produced. Journal of Experimental Psychology 57 (4):253.score: 15.0
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  18. Lyle R. Smith (1985). The Effect of Teacher Uncertainty and Student Ability Level on Achievement in Social Studies. Journal of Social Studies Research 9 (1):30-40.score: 15.0
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  19. Alfred F. Smode (1958). Learning and Performance in a Tracking Task Under Two Levels of Achievement Information Feedback. Journal of Experimental Psychology 56 (4):297.score: 15.0
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  20. Josep E. Corbí (2010). First-Person Authority and Self-Knowledge as an Achievement. European Journal of Philosophy 18 (3):325-362.score: 12.0
    Abstract: There is much that I admire in Richard Moran's account of how first-person authority may be consistent with self-knowledge as an achievement. In this paper, I examine his attempt to characterize the goal of psychoanalytic treatment, which is surely that the patient should go beyond the mere theoretical acceptance of the analyst's interpretation, and requires instead a more intimate, first-personal, awareness by the patient of their psychological condition.I object, however, that the way in which Moran distinguishes between the (...)
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  21. Laurence James (2005). Achievement and the Meaningfulness of Life. Philosophical Papers 34 (3):429-442.score: 12.0
    In this paper I present a novel account of achievement and I argue that, all other things being equal, the presence of this particular type of achievement (an ‘m-achievement’) in a person’s life makes that life more meaningful. In arguing for this conclusion, I explore the connections between m-achievements and a person’s self-conception and especially the idea that m-achievements provide a reason for the revision of one’s self-conception.
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  22. Daniel Whiting (2012). Epistemic Value and Achievement. Ratio 25 (2):216-230.score: 12.0
    Knowledge seems to be a good thing, or at least better than epistemic states that fall short of it, such as true belief. Understanding too seems to be a good thing, perhaps better even than knowledge. In a number of recent publications, Duncan Pritchard tries to account for the value of understanding by claiming that understanding is a cognitive achievement and that achievements in general are valuable. In this paper, I argue that coming to understand something need not be (...)
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  23. David Mcnaughton & Piers Rawling (2001). Achievement, Welfare and Consequentialism. Analysis 61 (2):156–162.score: 12.0
    significant role for accomplishment thereby admits a ‘Trojan Horse’ (267).1 To abandon hedonism in favour of a conception of well-being that incorporates achievement is to take the first step down a slippery slope toward the collapse of the other two pillars of utilitarian morality: welfarism and consequentialism. We shall argue that Crisp’s arguments do not support these conclusions. We begin with welfarism. Crisp defines it thus: ‘Well-being is the only value. Everything good must be good for some being or (...)
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  24. Piller (2012). Knowledge as Achievement -- Greco's Double Mistake. In C. Jaeger & W. Loeffler (ed.), Epistemology: Contexts, Values Disagreement.score: 12.0
    John Greco claims that knowledge is a kind of achievement. The value achievements have (as such) shows, according to Greco, why knowledge is better than mere true belief. I argue that, for a variety of reasons, it is not always good to know. Furthermore, it is wrong to think that achievements are always good – think of achieving what is bad. Greco is mistaken twice; this leaves the idea that knowledge is a kind of achievement intact.
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  25. Benjamin Jarvis (2013). Knowledge, Cognitive Achievement, and Environmental Luck. Pacific Philosophical Quarterly 94 (4):529-551.score: 12.0
    This article defends the view that knowledge is type-identical to cognitive achievement. I argue, pace Duncan Pritchard, that not only knowledge, but also cognitive achievement is incompatible with environmental luck. I show that the performance of cognitive abilities in environmental luck cases does not distinguish them from non-abilities per se. For this reason, although the cognitive abilities of the subject are exercised in environmental luck cases, they are not manifested in any relevant sense. I conclude by showing that (...)
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  26. Joshua M. Feinberg (2009). Perception of Cheaters: The Role of Past and Present Academic Achievement. Ethics and Behavior 19 (4):310 – 322.score: 12.0
    Participants ( N = 151) rated a fictitious student who may have cheated on an exam. The student's description varied on prior academic performance (low achieving, average achieving, or high achieving) and exam grade (65 or 95). Participants' attitudes were most negative toward the low-achieving student who was also most likely to be perceived as cheating. However, participants recommended harsher punishments for students who scored a 95 regardless of prior academic achievement. Finally, a significant interaction indicated more negative attitudes (...)
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  27. Gail Corrado (2012). Achievement is a Relation, Not a Trait: The Gravity of the Situation. Studies in Philosophy and Education 31 (6):587-601.score: 12.0
    Ability and achievement are not traits: they are relations. Mistaking traits for relations has a history even in science (our understanding of gravity). This mistake is possibly responsible for the lackluster performance of the results of our educational research when we have tried to use it to inform policy. It is particularly troublesome for interventions that target “children at risk.” The paper provides a quasi-formal outline of achievement as a relation and it then uses the outline to explain (...)
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  28. Avery Kolers (2012). Attachment to Territory: Status or Achievement? Canadian Journal of Philosophy 42 (2):101-123.score: 12.0
    It is by now widely agreed that a theory of territorial rights must be able to explain attachment or particularity: what can link a particular group to a particular place with the kind of normative force necessary to forbid encroachment or colonization?1 Attachment is one of the pillars on which any successful theory of territory will have to stand. But the notion of attachment is not yet well understood, and such agreement as does exist relies on unexamined assumptions. One such (...)
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  29. Carolyn Baker & Jayne Keogh (1995). Accounting for Achievement in Parent-Teacher Interviews. Human Studies 18 (2-3):263 - 300.score: 12.0
    This paper examines features of the talk in a number of teacher-parent interviews recently audio-recorded in a secondary school in Brisbane, Australia. The central topic of the talk is the academic achievement of the student. In offering accounts of the student's achievement, participants offer moral versions of themselves as parents and teachers. These institutional identities are oriented to and elaborated in the course and in the organisation of this talk. The student about whom the talk is done is (...)
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  30. Robin Barrow (2006). Judging Quality of Human Achievement. Education and Culture 22 (1):7-16.score: 12.0
    : This paper defends the commonsense view that judgments about the quality of human achievement in the arts can be true or false and shown to be so by objective reasoning, as against both subjectivist views and, more particularly, the view that they can be quantitatively expressed and scientifically demonstrated. It focuses on Charles Murray's recent attempt to rank-order the great achievers in an objective manner, arguing that it is fundamentally flawed, especially in confusing the quantification of references with (...)
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  31. Gwen Bradford (forthcoming). Knowledge, Achievement, and Manifestation. Erkenntnis:1-20.score: 12.0
    Virtue Epistemology appealingly characterizes knowledge as a kind of achievement, attributable to the exercise of cognitive virtues. But a more thorough understanding of the nature and value of achievements more broadly casts doubt on the view. In particular, it is argued that virtue epistemology’s answer to the Meno question is not as impressive as it purports to be, and that the favored analysis of ability is both problematic and irrelevant. However, considerations about achievements illuminate the best direction for the (...)
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  32. Dan Lyons (1976). Action, Excellence, and Achievement. Inquiry 19 (1-4):277 – 297.score: 12.0
    ?Achievement is doing what well?? A competitive democracy tends to repress this question as inegalitarian; it uses the slogan ?Whatever you do, do well?. But this slogan could not be taken seriously, nor is it really egalitarian. Our actual hierarchy of activities is based on an unargued and arbitrary consensus; it is an example of the way audiences control performers. Doubts about ?true achievement? are not merely ?philosophical?. Noting repressed concern about this issue suggests hypotheses to help explain (...)
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  33. Robert Eisenberger (1998). Achievement: The Importance of Industriousness. Behavioral and Brain Sciences 21 (3):412-413.score: 12.0
    The emphasis on innate talent as the basis for outstanding achievement underestimates the importance of hard work. Learned industriousness helps supply the sustained effort required for superior achievement. The goal of having a productive, well-educated citizenry can be furthered by rewarding students for high effort and attending carefully to their individual educational needs.
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  34. Ludo Verhoeven & Anne Vermeer (2006). Sociocultural Variation in Literacy Achievement. British Journal of Educational Studies 54 (2):189 - 211.score: 12.0
    The purpose of this study was to describe the variations in literacy achievement among native and non-native upper primary school children (grades three to six) in the Netherlands. Various measures of word decoding, reading literacy and writing skill were collected from 1091 native Dutch children, 753 children with a former Dutch colonial background and 580 children with a Mediterranean background. The results showed the non-native children to lag behind their native peers on all of the tasks, although the differences (...)
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  35. Karen D. Johnson-Webb (2004). The Role of Migration, Family Characteristics and English-Language Ability in Latino Academic Achievement. Inquiry 24 (1-2):21-31.score: 12.0
    Latinos comprise the largest minority group in the U.S. and 63 percent are foreign-born. An educational gap exists between Latinos in the U.S. and other groups in the U.S. Lower educational attainment has ramifications for labor market and other socioeconomic outcomes. Factors involving family context have best explained the educational gap, along with English proficiency and migration history. This study, using the Census long-form data, explores the role of socio-economic background, ethnicity, and migration history on educational outcomes of Latinos in (...)
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  36. Joep Bakker, Eddie Denessen & Mariël Brus‐Laeven (2007). Socio‐Economic Background, Parental Involvement and Teacher Perceptions of These in Relation to Pupil Achievement. Educational Studies 33 (2):177-192.score: 12.0
    Parental involvement and teacher perceptions of parental involvement in the education of children were studied in relation to level of parental education and pupil achievement. A questionnaire was administered to 218 parents and 60 teachers. Correlational analyses and paired?sample analyses showed teacher perceptions to be weakly related to parental reports of their own involvement and to operate at a different level. Regression analyses and analyses of variance showed teacher perceptions of parental involvement to affect pupil achievement more strongly (...)
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  37. James W. Hikins (1995). The Given of Achievement and the Reluctance to Assent: Argument and Inquiry in the Post-Postmodern World. [REVIEW] Argumentation 9 (1):137-162.score: 12.0
    Changes in the social, political, and intellectual climate worldwide portend radical changes in how humans view themselves and their world. This essay argues that the twenty-first century will usher in apost-postmodern age. The new epoch will be one in which argument practices more closely resemble their modernist forbears. The ‘given of achievement’ will overcome the postmodern ‘reluctance to assent.’ Argument will be practiced against the backdrop of realist philosophical frameworks and will be viewed as contributing to the accretion of (...)
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  38. Michael Schur (1976). Achievement Need Versus Moral Judgment. Journal of Moral Education 5 (3):275-293.score: 12.0
    Abstract: This study alters the traditional moral judgement model by (1) introducing three competing motivations into dilemmas constructed expressly for an adolescent population; (2) developing two experimental conditions in which an objective?impersonal judgement of another's behaviour was paralleled by a subjective?personal choice to act in a situation of exactly the same moral crisis. A random sample of 695 students from four grades of five philosophically and socioeconomically distinct schools responded to two instruments constructed by the researcher, the Life Principles Scale (...)
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  39. Shu Ching Yang, Chiao-Ling Huang & An-Sing Chen (2013). An Investigation of College Students' Perceptions of Academic Dishonesty, Reasons for Dishonesty, Achievement Goals, and Willingness to Report Dishonest Behavior. Ethics and Behavior 23 (6):501-522.score: 12.0
    This study investigated students? perceptions of their own and their peers? academic dishonesty (AD), their reasons for this dishonesty, their achievement goals, and their willingness to report AD (WRAD) within a Chinese cultural context. The results identified students? belief that their peers had a greater likelihood of engaging in AD and had more motivation to do so than did the students themselves. Gender and academic major did not affect students? WRAD. However, students were significantly more willing to report classmates (...)
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  40. Jessica L. Arnup, Cheree Murrihy, John Roodenburg & Louise A. McLean (2013). Cognitive Style and Gender Differences in Children's Mathematics Achievement. Educational Studies 39 (3):355-368.score: 12.0
    Males are often found to outperform females in tests of mathematics achievement and it has been proposed that this may in part be explained by differences in cognitive style. This study investigated the relation between Wholistic-Analytic and Verbal-Imagery cognitive style, gender and mathematics achievement in a sample of 190 Australian primary school students aged between 8?11?years (M?=?9.77, SD?=?1.05). It was hypothesised that males would outperform females in mathematics achievement tests, and that gender would interact with cognitive style (...)
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  41. Audrey Croucher & Ivan Reid (2006). Internalised Achievement Responsibility as a Factor in Primary School Children's Achievement. Educational Studies 5 (2):179-189.score: 12.0
    (1979). Internalised Achievement Responsibility as a Factor in Primary School Children's Achievement. Educational Studies: Vol. 5, No. 2, pp. 179-189.
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  42. Feyisa Demie & Kirstin Lewis (2010). White Working Class Achievement: An Ethnographic Study of Barriers to Learning in Schools. Educational Studies 37 (3):245-264.score: 12.0
    This study aims to examine the key barriers to learning to raise achievement of White British pupils with low?income backgrounds. The main findings suggest that the worryingly low?achievement levels of many White working class pupils have been masked by the middle class success in the English school system and government statistics that fail to distinguish the White British ethnic group by social background. The empirical data confirm that one of the biggest groups of underachievers is the White British (...)
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  43. Loredana Ruxandra Gherasim, Simona Butnaru & Cornelia Mairean (2012). Classroom Environment, Achievement Goals and Maths Performance: Gender Differences. Educational Studies 39 (1):1-12.score: 12.0
    This study investigated how gender shapes the relationships between classroom environment, achievement goals and maths performance. Seventh-grade students (N?=?498) from five urban secondary schools filled in achievement goal orientations and classroom environment scales at the beginning of the second semester. Maths performance was assessed as an average grade four months later. The results indicated gender differences in the perception of teacher and peers support, achievement goals and maths performance. The effects of goal orientations, teacher and peers support (...)
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  44. Mary Bushnell Greiner (2007). A Rview Of “Asian Americans in Class: Charting the Achievement Gap Among Korean American Youth”. Educational Studies 42 (1):68-71.score: 12.0
    (2007). A Rview Of “Asian Americans in Class: Charting the Achievement Gap Among Korean American Youth”. Educational Studies: Vol. 42, No. 1, pp. 68-71.
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  45. Burt Hopkins (2011). The Philosophical Achievement of Jacob Klein. New Yearbook for Phenomenology and Phenomenological Philosophy 11:282-296.score: 12.0
    Jacob Klein’s account of the original phenomenon of formalization accomplished by the innovators of modern mathematics, when they transformed the Greek arithmos into the modern concept of number, and his suggestion that the essential structure of this historically located formalization has become paradigmaticfor the concept formation of non-mathematical concepts (and therefore the most salient characteristic of the “modern consciousness”), is situated within the context of Husserl’s and Heidegger’s understanding of formalization. I show that from the perspective of Klein’s account of (...)
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  46. Ellen P. W. A. Jansen & Cor J. M. Suhre (2010). The Effect of Secondary School Study Skills Preparation on First‐Year University Achievement. Educational Studies 36 (5):569-580.score: 12.0
    Although many studies have revealed the importance of study skills for students' first?year performance and college retention, the extent of the impact of study skills preparation on students' academic achievement is less clear. This paper explores the impact of pre?university study skills preparation on students' first?year study experiences, academic achievement and persistence. The setting for this study is a large law school in the Netherlands which attracts students from more than 100 schools for secondary education. The results show (...)
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  47. Eva Myrberg (2007). The Effect of Formal Teacher Education on Reading Achievement of 3rd‐Grade Students in Public and Independent Schools in Sweden. Educational Studies 33 (2):145-162.score: 12.0
    This study investigates the influence of teacher competence on 3rd?grade students? reading achievement in public and independent schools in Sweden. The data come from the Swedish participation in PIRLS 2001 (Progress in Reading Literacy Study 2001) and comprise some 10,000 students. Students in independent schools achieved better on the reading test than did students in public schools, but when parents? education was controlled for, the effect on students? achievement of school type disappeared. Teacher certification for teaching in the (...)
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  48. Marjolein Torenbeek, Ellen Jansen & Adriaan Hofman (2011). The Relationship Between First‐Year Achievement and the Pedagogical‐Didactical Fit Between Secondary School and University. Educational Studies 37 (5):557-568.score: 12.0
    (2011). The relationship between first‐year achievement and the pedagogical‐didactical fit between secondary school and university. Educational Studies: Vol. 37, No. 5, pp. 557-568.
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  49. C. C. W. Yu, Scarlet Chan, Frances Cheng, R. Y. T. Sung & Kit‐Tai Hau (2006). Are Physical Activity and Academic Performance Compatible? Academic Achievement, Conduct, Physical Activity and Self‐Esteem of Hong Kong Chinese Primary School Children. Educational Studies 32 (4):331-341.score: 12.0
    Education is so strongly emphasized in the Chinese culture that academic success is widely regarded as the only indicator of success, while too much physical activity is often discouraged because it drains energy and affects academic concentration. This study investigated the relations among academic achievement, self?esteem, school conduct and physical activity level. The participants were 333 Chinese pre?adolescents (aged 8?12) in Hong Kong. Examination results and conduct grades were obtained from the school records. Global self?esteem was measured with the (...)
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  50. Reda Abouserie, Dennis Moss & Stephen Barasi (2010). Cognitive Style, Gender, Attitude Toward Computer‐Assisted Learning and Academic Achievement. Educational Studies 18 (2):151-160.score: 12.0
    (1992). Cognitive Style, Gender, Attitude toward Computer‐assisted Learning and Academic Achievement. Educational Studies: Vol. 18, No. 2, pp. 151-160.
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