Chat with us, powered by LiveChat According to Kapur (2018), there are notable factors that influence the performance of students on performance and readiness. The findings revealed that fundam | WriteDen

According to Kapur (2018), there are notable factors that influence the performance of students on performance and readiness. The findings revealed that fundam

 

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Recommendations for Solving Low Rates of College Readiness at James Monroe

High School, West Virginia

Michael Whitener

School of Education, Liberty University

In partial fulfillment of EDUC 850

Author Note

Michael Whitener

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Michael Whitener

Email: [email protected]

According to Kapur (2018), there are notable factors that influence the performance of

students on performance and readiness. The findings revealed that fundamental factors such as

school, environment teaching methods, learners' attitudes, and parental support are critical. The

article's findings will be effective in providing significant attention to the factors influencing

the performance towards success, solving low Rates of College Readiness at James Monroe

High School, West Virginia.

Consequently, Kudari (2017) provided an in-depth result to investigate factors

influencing students’ academic performance and learning attitude. The study revealed that there

are internal and external factors that impact a student's performance. Importantly, the literature

will be relevant in highlighting factors influencing solving low Rates of College Readiness at

James Monroe High School, West Virginia.

In a qualitative research method, Hadi et al. (2018), provides a substantive study to

investigate the difficulties of high school students in solving higher-order thinking skills. The

results indicated that students have problems in solving higher-order thinking skills, processing,

and codding respectively. The study will be critical in identifying the problem with high school

learners at solving low Rates of College Readiness at James Monroe High School, West

Virginia.

In a study, Suleiman et al (2017) offer a significant study on how to implement high-

order thinking skills in teaching sciences. The study revealed that there is a significant need to

incorporate strategic planning, processing, and coding to achieve better results in teaching and

performance in the sciences. Similarly, the study provided significant suggestions that are

relevant to the topic by offering a practical solution to the problems in solving low Rates of

Gennifer Miller
143770000001048624
Please see Chapter 11 of the textbook for the example of what this should look like. You are missing the specific headings of "Literature Review", "Overview", "Related Literature", and "Summary", as well as the information that goes with those headings. The entire assignment should have consistent line spacing and be double-spaced. Please model your work after the example in Chapter 11.

College Readiness at James Monroe High School, West Virginia by offering a significant

platform for students in solving higher-order thinking skills and readiness.

Santoso et al (2017) investigated fundamental error analysis of students working on

word problems of the linear program with NEA procedure. The findings revealed that effective

and practical management of the problems with students’ readiness and performance needs

analytical and critical approaches. Similarly, the findings of the study will be relevant in

identifying possible recommendations for the solution to low Rates of College Readiness at

James Monroe High School, West Virginia.

Retnawati et al. (2018) investigated the effectiveness of teachers' knowledge of higher-

order thinking skills and their learning strategy that are critical in providing the solution to the

students’ abilities and readiness. The outcomes demonstrated effective teachers’ knowledge

and strategies are vital for managing problems in the higher-order thinking skills and learning

strategies. Thus, the article's information will be relevant for formulating recommendations on

the topic solving low Rates of College Readiness at James Monroe High School, West Virginia.

In the article, Alhassora et al. (2017) investigated significant presentations on

incorporating and encouraging higher-order thinking skills in mathematics. The study indicated

that providing an effective platform for higher-order thinking skills in mathematics is relevant

in creating learners' performance in and college readiness and managing notable problems.

Thus, the findings in the article will provide a platform to encourage higher-order thinking

skills in SAT as a notable solution to the Problem of solving low Rates of College Readiness at

James Monroe High School, West Virginia.

In a research study, Apino and Retnawati (2017) studied how developing an

instructional model can improve mathematics performance. The results demonstrated that an

effective instructional model is relevant for performance among learners. Admittedly, the result

information will be effective in developing instructional models to solve low Rates of College

Readiness at James Monroe High School, West Virginia.

In a report of the Academic Council’s Standardized Testing Task Force (STTF), the

authors presented notable recommendations for managing performance among the students

(Comeaux & Sánchez, 2020). Notably, suggestions such as developing new assessment

strategies, expanding students' support services, and expanding eligibility and local context

were identified in the report. Similarly, the report's recommendations will be necessary for

offering suggestion in solving low Rates of College Readiness at James Monroe High School,

West Virginia.

In research to investigate An Alternative Presentation of Incremental Validity:

Discrepant SAT and HSGPA Performance (Mattern et al. 2018) conducted an effective study

for practical implications. The study revealed that cultural and socioeconomic factors, gender,

and race play a significant role in SAT performance. Similarly, the study information will be

relevant in the study to incorporate external factors in offering recommendations in solving low

Rates of College Readiness at James Monroe High School, West Virginia.

Dixon-Roman et al. (2018) investigated notable articulations on the association of

family income with SAT performance. The results suggested family income posited a

significant impact on SAT performance. Thus, the outcomes in the study will provide effective

expansion on family economic consideration increasing recommendations for effective

management of the Problem low Rates of College Readiness at James Monroe High School,

West Virginia.

Finally, in a study to determine the cognitive ability of students in readiness and

performance in areas such as SAT and how such an important aspect in learning and

performance, there was significant evidence that accommodating general cognitive ability in

education research policies was critical. The results revealed that increasing those individual-

level measures of cognitive ability posted a bidirectional relationship with performance college

students’ performance. Therefore, such solutions and suggestions will resonate with the studies'

possible solutions in solving low Rates of College Readiness at James Monroe High School,

West Virginia.

References

Alhassora, N. S. A., Abu, M. S., & Abdullah, A. H. (2017). Inculcating higher-order thinking

skills in mathematics: Why is it so hard? Man in India, 97 (13), 51-62

Apino, E., & Retnawati, H. (2017). Developing instructional design to improve mathematical

higher-order thinking skills of students. Journal of Physics: Conference Series, 812, 1-7.

doi:10.1088/1742- 6596/812/1/012100

Comeaux, E., & Sánchez, H. (2020). Report of the UC Academic Council Standardized Testing

Task Force (STTF). https://senate.universityofcalifornia.edu/_files/committees/sttf/sttf-

report.pdf

Dixon-Roman, E., Everson, H., & McArdle, J. (2018). Race, Poverty and SAT Scores: Modeling

the Influences of Family Income on Black and White High School Students’ SAT

Performance, Teachers College Record, 115, 2018

Hadi, K., Retnawati, H., Munadi, S., Apino, E., & Wulandari, N. (2018). The Difficulties of

High School Students in Solving Higher-Order Thinking Skills Problems. Problems Of

Education In The 21stcentury, (76)4, 521-532

Kudari, J.M. (2017). Survey on the Factors Influencing the Student’s Academic Performance.

International Journal of Emerging Research in Management and Technology, 5(6), 30-

36.

Kapur, R. (2018). Factors Influencing the Student’s Academic Performance in Secondary

Schools in India. t: https://www.researchgate.net/publication/324819919

Mattern, K., Shaw, E., & Kobrin, J. (2018). An Alternative Presentation of Incremental Validity:

Discrepant SAT and HSGPA Performance. Educational and Psychological Measurement

71(4) 638–662

Gennifer Miller
143770000001048624
See previous comment.
Gennifer Miller
143770000001048624
This reference does not meet the requirement of being published in the last five years (2018 or later).
Gennifer Miller
143770000001048624
See previous comment.

Retnawati, H., Djidu, H., Apino, E., Kartianom, K., Anazifa, R.D., (2018). Teachers' knowledge

about higher-order thinking skills and their learning strategy. Problems of Education in

the 21st Century, 75 (2), 215-230

Santoso, D. A., Farid, A., & Ulum, B. (2017). Error analysis of students working on word

problem of the linear program with NEA procedure. Journal of Physics: Conference

Series, 855, 1-8. doi:10.1088/1742-6596/855/1/012043

Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017). Implementing of

higher-order thinking skills in the teaching of science: A case study in Malaysia.

International Research Journal of Education and Science, 1 (1), 1-3.

Wai, J., Brown, M., & Chabris, C. (2018). Using Standardized Test Scores to Include General

Cognitive Ability in Education Research and Policy. J. Intell. 2018, 6, 37;

DOI:10.3390/jintelligence6030037

Gennifer Miller
143770000001048624
See previous comment.
Gennifer Miller
143770000001048624
See previous comment.

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