Effects of Individualized Instruction upon Low-and High-achieving Students, Study Behavior, and Students’ Evaluation of Mastery

1975 ◽  
Vol 43 (4) ◽  
pp. 27-34 ◽  
Author(s):  
Peter S. Fernald ◽  
Deborah H. Du Nann
Keyword(s):  
Individualized Instruction ◽  
Study Behavior ◽  
High Achieving Students ◽  
High Achieving

scholarly journals Investigation of Affective and Socioeconomic Variables Predicting the Achievement Level of Low- and High-Achieving Students

2019 ◽  
Vol 5 (1) ◽  
pp. 209
Author(s):  
Ercan Çoban ◽  
Ömer Kamış
Keyword(s):  
Test Anxiety ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Epistemological Beliefs ◽  
Environmental Awareness ◽  
Binary Logistic Regression ◽  
Achievement Level ◽  
Socioeconomic Variables ◽  
High Achieving Students ◽  
High Achieving

This study aimed to determine the affective and socioeconomic variables significantly predicting achievement level of low- and high-achieving students. The data of 1323 low-achieving and 2022 high-achieving Turkish students participated in the PISA 2015 were used in the study. The data were analyzed by using binary logistic regression. The findings showed that test anxiety; achievement motivation; enjoyment of cooperation; environmental awareness; environmental optimism; science self-efficacy; epistemological beliefs; economic, cultural and social status index (ESCS), and the information and communication technology (ICT) resources index were significant predictors of the achievement level of low- and high-achieving students. While test anxiety and environmental optimism scores of low- achieving students were higher, achievement motivation, enjoyment of cooperation, environmental awareness, science self-efficacy, epistemological beliefs, ESCS, and ICT resources scores were higher among high-achieving students. 

scholarly journals The Long-Run Impacts of Specialized Programming for High-Achieving Students

2020 ◽  
Vol 12 (1) ◽  
pp. 127-166 ◽  
Author(s):  
Sarah R. Cohodes
Keyword(s):  
High School ◽  
Public Schools ◽  
Latino Students ◽  
Sixth Graders ◽  
Fuzzy Regression ◽  
Boston Public Schools ◽  
High Achieving Students ◽  
Long Run ◽  
High Achieving ◽  
Work Class

I evaluate long-run academic impacts of specialized programming for high-achieving students by analyzing Advanced Work Class (AWC), an accelerated curriculum delivered in dedicated classrooms for fourth through sixth graders in Boston Public Schools. Fuzzy regression discontinuity estimates show that AWC has positive yet imprecise impacts on test scores and improves longer-term outcomes, increasing high school graduation and college enrollment. These gains are driven by black and Latino students. An analysis of mechanisms highlights the importance of staying “on track” throughout high school, with little evidence that AWC gains result from peer effects. (JEL H75, I21, I28, J15)

Being LabeledNerd: Factors That Influence the Social Acceptance of High-Achieving Students

2011 ◽  
Vol 79 (2) ◽  
pp. 143-168 ◽  
Author(s):  
Katrin Rentzsch ◽  
Astrid Schütz ◽  
Michela Schröder-Abé
Keyword(s):  
Social Acceptance ◽  
High Achieving Students ◽  
The Social ◽  
High Achieving
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