Effects of student characteristics on grades in compulsory school
By Alli Klapp Lekholm, C. Cliffordson. 2009
98 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/a244e5f0364b64c91899f6cfa0ee92ca91fa1d9b
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In Education
- R. Sprott
- Sherry A. Taff
- Martin H. Jones
- Shannon McClain
- Samoan Johnson
- J. Léon
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- Jeffrey Liew
Citations in the corpus
- Do We Know Who Will Drop Out?: A Review of the Predictors of Dropping out of High School: Precision, Sensitivity, and Specificity (2013, background): “…suggests that teacher-assigned grades are a multi-dimensional assessment of both student academic achievement as well as a student’s ability to negotiate the social processes and norms of schooling (Bowers, 2009, 2011; Klapp Lekholm & Cliffordson, 2008, 2009; Willingham, Pollack, & Lewis, 2002).”
- A Century of Grading Research (2016, unknown): “Eight papers examined this consistency (Howley, Kusimo, & Parrott, 1999; Klapp Lekholm, 2011; Klapp Lekholm & Cliffordson, 2008, 2009; J. A. Ross & Kostuch, 2011; Thorsen & Cliffordson, 2012; Welsh & D’Agostino, 2009; Welsh, D’Agostino, & Kaniskan, 2013).”
- Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement (2015, background): “Furthermore, teachers systematically assign student grades based on specified criteria, such as knowledge, good behavior, attendance, etc. (Lekholm & Cliffordson, 2009).”
- What's in a grade? The multidimensional nature of what teacher-assigned grades assess in high school (2011, methodology): “…the past research comparing grades to standardized assessments that used national or state-normed standardized assessment scores (Bowers, 2009; Klapp Lekholm & Cliffordson, 2008, 2009), for the analysis discussed below, the standardized t scores were used as nationally norm-referenced…”
- A Preliminary Investigation of Academic Disidentification, Racial Identity, and Academic Achievement Among African American Adolescents (2011, background): “Such factors include perceived effort, growth, perceived ability, perceived attitude, participation, attendance, and conduct (Brookhart, 1993; Klapp Lekholm & Cliffordson, 2009).”