Cover of: The achievement factors | B. Eugene Griessman Read Online

The achievement factors candid interviews with some of the most successful people of our time by B. Eugene Griessman

  • 889 Want to read
  • ·
  • 72 Currently reading

Published by Dodd, Mead in New York .
Written in English



  • United States


  • Success.,
  • Successful people -- United States -- Interviews.

Book details:

Edition Notes

StatementB. Eugene Griessman.
LC ClassificationsBJ1611.2 .G75 1987
The Physical Object
Paginationx, 310 p., [16] p. of plates ;
Number of Pages310
ID Numbers
Open LibraryOL2387644M
ISBN 100396089771
LC Control Number87016716

Download The achievement factors


Good. The Achievement Factors: Candid Interviews with Some of the Most Successful. Binding: Paperback. Weight: 1 Lbs. Product Group: Book. Istextbook: No. A copy that has been read, but remains in clean condition. All pages are intact, and the cover is intact. The spine may show signs of wear/5(2). The book, Factors Affecting Academic Achievement provides review of literature of the various factors influencing academic achievement. This is supplemented by a study on academic achievement's relation with physical and mental health in twelve standard students. The book will be useful for parents, counselors, students and scholars in.   However, the article does not address the time phones take away from improving literacy through physical books. Like most controversial topics such as phone use by children, or academic achievement, one report is not enough to address all of the latent issues. The greater truths emerge with further academic discovery and constructive conversation. 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.

  Teacher factors were considered the predictor, or independent variables, and included search terms for factors such as attitudes, beliefs, tolerance and training. Student outcomes, including leadership, academic achievement, social skills and depression were considered the Cited by: Student Achievement Factors Student achievement is impacted on numerous levels including students’ personal factors, their interactions with others such as parents, teachers, and administrators, and lastly the larger systems that surround the student e.g. school districts, neighborhoods, local . To get the book, you can sift dirt with a flint stiffened sieve to get sugar cane seeds, right click on sand with the seeds turns it into sugar cane, you need enough to make three bits of paper. Combine the paper with a string and 2 blank patterns (crafted by placing two planks diagonal to one another, and sticks in a 2x2 square) to get the book. ACHIEVEMENT TESTING Lynda J. Katz Gregory T. Slomka INTRODUCTION The second edition of the Handbook of Psycholog- ical Assessment appeared in and included a chapter on "Achievement Testing" by these authors. Developments and trends in the field are updated in this Size: 4MB.

Social psychological research has revealed much about how personal and interpersonal factors impact academic achievement. The research has been reported in several different outlets but has never before been condensed in an easy to read, engaging book, targeting the hot topics of coffee table debates. student achievement factors in all of the bio-ecologica l model of child development. In this 2nd edition of a book that has provided inspiration to countless teachers, Carol Ann Tomlinson Author: Katherine Bertolini. The Scheerens and Bosker ranking was the first of its kind and significantly increased our understanding of the school-level factors associated with enhanced academic achievement. The final review of the research that forms the basis of the five school-level factors presented in this book is one I conducted (Marzano, a). Publisher Summary. This chapter describes the need-based approach for the developmental course of achievement motivation. This chapter examines the development of achievement motivation from a protracted perspective, overtime, and focuses in particular on the positive, affective elements of motivation—the enjoyment of intellectual discovery; pride in a job well done.