Results 221 to 230 of about 362,860 (264)
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2018
Abstract In this chapter, the authors provide an overview of how schools measure academic success, with a focus on the NCAA and other intercollegiate governing bodies (e.g., NAIA, NJCAA). They also discuss the frustration between contingencies required to promote eligibility and the belief that those contingencies alone fail to ...
Emily M. Newell, Morris R. Council
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Abstract In this chapter, the authors provide an overview of how schools measure academic success, with a focus on the NCAA and other intercollegiate governing bodies (e.g., NAIA, NJCAA). They also discuss the frustration between contingencies required to promote eligibility and the belief that those contingencies alone fail to ...
Emily M. Newell, Morris R. Council
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2003
Adolescents’ academic pursuits center on school. Their connections to school, motivation to achieve, course selection, and acquired knowledge and skills create a foundation for the future. Admission to higher education, and increasingly, jobs in the workplace, require a high school diploma.
Jodie L. Roth, Jeanne Brooks-Gunn
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Adolescents’ academic pursuits center on school. Their connections to school, motivation to achieve, course selection, and acquired knowledge and skills create a foundation for the future. Admission to higher education, and increasingly, jobs in the workplace, require a high school diploma.
Jodie L. Roth, Jeanne Brooks-Gunn
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COMMITMENT AND ACADEMIC SUCCESS
Social Behavior and Personality: an international journal, 1988The predictors of academic success usually include aptitude and previous achievement measures. The present study used a modified version of Rusbult and Farrell's (1983) commitment questionnaire to predict final grades in a university setting. As part of a larger study on the relationship between attitudes and study behaviors, 39 students completed the
Avraham N. Kluger, Meni Koslowsky
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Higher Education Research & Development, 2013
Writing for academic success (2nd ed.), by Gail Craswell and Megan Poore, London and Thousand Oaks, CA, Sage, 2011, 264 pp., £22.99/US$43.00 (paperback), ISBN 13: 978-0-8570-2928-7 Graduate student...
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Writing for academic success (2nd ed.), by Gail Craswell and Megan Poore, London and Thousand Oaks, CA, Sage, 2011, 264 pp., £22.99/US$43.00 (paperback), ISBN 13: 978-0-8570-2928-7 Graduate student...
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Strategies for success in academe
Journal of Agronomic Education, 1989ABSTRACTThe U.S. land‐grant universities have been undergoing significant change in the last decade, and these changes have had profound effects on faculty. In particular, faculty in colleges of agriculture and departments of crop and soil science have been affected by major changes in undergraduate and graduate student enrollments, the nature of ...
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Delving into the intersection of artificial intelligence (AI) and student anxiety management, this chapter determines a promising outlook for addressing a prevalent concern in education. By harnessing AI's capabilities to comprehend, evaluate, and alleviate anxiety, educators and mental health professionals stand to offer tailored and prompt support to
A. N. Raghavendra +3 more
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A. N. Raghavendra +3 more
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ADHD and Academic Success in University Students: The Important Role of Impaired Attention
Journal of Attention Disorders, 2022James Parker, Laura J Summerfeldt
exaly
Academic success factors in university students with disabilities: a systematic review
European Journal of Special Needs Education, 2022Morina Anabel, Gilda Biagiotti
exaly
Occupational therapy in health care, 2013
Formed in the Fall of 1993 in the Schools of Allied Health Professions, Psychology, Social Work, Education, and Nursing at the University of Wisconsin-Milwaukee, the Supporting Academic Success Program is an educational, service delivery support model.
B L, Jacobs, S, Selby, M K, Madsen
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Formed in the Fall of 1993 in the Schools of Allied Health Professions, Psychology, Social Work, Education, and Nursing at the University of Wisconsin-Milwaukee, the Supporting Academic Success Program is an educational, service delivery support model.
B L, Jacobs, S, Selby, M K, Madsen
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1992
Abstract WE saw in Chapters 3 and 6 that career patterns for academics are entwined in an evolving hierarchy of institutions, with Oxford and Cambridge exerting a disproportionate influence at both the point of entry and as the preferred occupational destination. The ancient colleges are both prominent feeder institutions and also the
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Abstract WE saw in Chapters 3 and 6 that career patterns for academics are entwined in an evolving hierarchy of institutions, with Oxford and Cambridge exerting a disproportionate influence at both the point of entry and as the preferred occupational destination. The ancient colleges are both prominent feeder institutions and also the
openaire +1 more source