1 resultado para School achievement
em Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada
Filtro por publicador
- Academic Archive On-line (Karlstad University; Sweden) (1)
- Aston University Research Archive (1)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (1)
- Biblioteca Digital de la Universidad Católica Argentina (1)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (19)
- Brock University, Canada (8)
- Bucknell University Digital Commons - Pensilvania - USA (4)
- CentAUR: Central Archive University of Reading - UK (12)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (1)
- Clark Digital Commons--knowledge; creativity; research; and innovation of Clark University (1)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (2)
- Cornell: DigitalCommons@ILR (1)
- Dalarna University College Electronic Archive (2)
- Deakin Research Online - Australia (23)
- Digital Commons @ DU | University of Denver Research (3)
- Digital Commons at Florida International University (59)
- DigitalCommons - The University of Maine Research (1)
- DigitalCommons@The Texas Medical Center (4)
- DigitalCommons@University of Nebraska - Lincoln (4)
- DRUM (Digital Repository at the University of Maryland) (10)
- Fachlicher Dokumentenserver Paedagogik/Erziehungswissenschaften (6)
- FUNDAJ - Fundação Joaquim Nabuco (1)
- Helda - Digital Repository of University of Helsinki (8)
- Illinois Digital Environment for Access to Learning and Scholarship Repository (1)
- Instituto Politécnico de Santarém (1)
- Instituto Politécnico de Viseu (1)
- Instituto Superior de Psicologia Aplicada - Lisboa (1)
- Memoria Académica - FaHCE, UNLP - Argentina (3)
- Ministerio de Cultura, Spain (2)
- Open University Netherlands (1)
- Portal de Revistas Científicas Complutenses - Espanha (2)
- QSpace: Queen's University - Canada (1)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (9)
- Queensland University of Technology - ePrints Archive (697)
- ReCiL - Repositório Científico Lusófona - Grupo Lusófona, Portugal (2)
- REPOSITÓRIO ABERTO do Instituto Superior Miguel Torga - Portugal (1)
- Repositorio Académico de la Universidad Nacional de Costa Rica (1)
- Repositório Científico do Instituto Politécnico de Santarém - Portugal (1)
- Repositorio de la Universidad de Cuenca (1)
- Repositório digital da Fundação Getúlio Vargas - FGV (2)
- Repositório Digital da UNIVERSIDADE DA MADEIRA - Portugal (4)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (6)
- Repositorio Institucional Universidad EAFIT - Medelin - Colombia (1)
- Research Open Access Repository of the University of East London. (1)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (1)
- Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada (1)
- School of Medicine, Washington University, United States (1)
- South Carolina State Documents Depository (1)
- Universidad de Alicante (5)
- Universidad del Rosario, Colombia (4)
- Universidad Politécnica de Madrid (2)
- Universidade Complutense de Madrid (1)
- Universidade de Lisboa - Repositório Aberto (3)
- Universitat de Girona, Spain (1)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (1)
- Université de Montréal (2)
- Université de Montréal, Canada (12)
- Université Laval Mémoires et thèses électroniques (2)
- University of Connecticut - USA (3)
- University of Michigan (11)
- University of Queensland eSpace - Australia (3)
- University of Washington (5)
- Worcester Research and Publications - Worcester Research and Publications - UK (2)
Resumo:
The longitudinal study focuses on the success of cegep science students at one college who were accepted into the science program although their secondary school grades in chemistry and/or physics did not meet the admission requirements, These less prepared students were admitted into the science program because they were placed in remedial classes that offered support through extra class time in their introductory college science courses. The main research question addressed in this study was to determine whether accepting less prepared students is beneficial to the student in terms of academic success.