Dissertations / Theses on the topic 'Grade 8'
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Anderson, Gail. "A Comparison of Eighth Grade Math, Reading and Behavior Outcomes in Grade K-8 Schools Versus Grade 6-8 Middle Schools." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19209.
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The purpose of this study was to examine differences between school configuration and students' academic and behavioral outcomes. The participants were eighth grade students in K-8 schools who were matched with eighth grade students in 6-8 middle schools on factors including percentage of students receiving free or reduced lunch, percentage of students receiving services for special education and English language learners, average years of teacher experience, and percentage of boys and girls in each school. Eighth grade student's standardized math and reading achievement data were collected at the school level for a 3-year period. Additionally, school-level data on suspensions and expulsions over the same 3-year period were also collected. The data were analyzed using arc-sine transformation, means, standard deviation, and a repeated-measure analysis of variance. No statistical interactions were observed between time and school type for any of the research questions. However, main effects favoring K-8 schools were found for (a) Math Test, (b) Reading Test, (c) In-school Suspensions, (d) Out-of-school Suspensions, and (e) Expulsions. These findings are interpreted with a lens towards assisting school districts as to which school configuration they should consider as it relates to the district's values and long-range goals.10000-01-01
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Woodward, Tige L. "An exploration of grade 8 students' fraction sense." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37668.pdf.
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McCall, Cynthia Ann. "Math computation difficulties in grade 7 and 8 students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/NQ41236.pdf.
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Lewis, Sharon, and University of Lethbridge Faculty of Education. "Using telecommunications to enhance the grade 8 science curriculum." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996, 1996. http://hdl.handle.net/10133/31.
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The primary objective of this study was to implement a project that utilizes telecommunications as a tool to enhance the grade eight science curriculum. The process of becoming prepared to undertake this study was examined and documentd so that teachers in all subject areas at all grade levels could use it as a guide for similar projects. It was proposed to do this by conducting a collaborative project in which the students would use the scientific method to develop research questions that could be used to discover why the incidence of asthma is so high in Central Alberta. These questions would be sent out to schools across Canada and then the data would be analyzed and interpreted. The results would be shared with all participants as well as asthma researchers. The study met with many barriers whcih impeded the progress as well as made it impossible to fulfil the original goal of having the students collaborate with the experts and contribute their own research to the field. Whe embarking on a new project using technology it is inevitable that there will be barriers. Through repeated reconnaissance we were able to adjust our goals and still pursue very worthwile, but very different computer and telecommunications projects. The students attitudes towards learning science, science in society and computers were measured by pre and post surveys. The findings showed that the students were aware of the importance of all these factors in their lives. Without completing the asthma study, it is impossible to know how much of a difference there would have been in the results. The qualitative results showed very clearly that computers are a motivator for students. They enjoy working on them and the challenge they present. Many of them will do extra homework so that they can take advantage of every opportunity to work on the computer. Unfortunately, many teachers do not have the time or support to learn enough about the Internet/Schoolnet and what is available to take full advantage of what is has to offer our students and ourselves. For the most part, there are few teachers in each disrict becoming involved. This will change over time only if there is a support system in place and the pioneers share what they have learned. We cannot run the risk of the forerunners becoming discouraged and giving up. The Internet is a global community. For that community to grow and flourish we must share what we have learned and provide the means to make the path smoother for those who follow. Through this study, the projects have been documented and resources have been prepared that are intended to help others get online and access a wide variety of resources that are sure to enhance all programs and professional development.xiii, 228 leaves : ill. ; 28 cm.
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Coetzee, Ghauderen N. "An intervention to improve reading comprehension for grade 8 learners." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/934.
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Since the official opening of ex-model C (previously whites only) schools to learners of all races, cultures and languages, there has been an influx of black learners into these schools. Reasons for this are that many black parents believe the quality of education and resources available at these ex model C schools is better than those available in township schools (De Klerk, 2000). Parents also believe sending their children to English medium schools enables them to compete and be marketable in the global world of work. This dissertation describes a qualitative case study of grade 8 learners who took part in a six week intervention conducted at a school in the Eastern Cape where they learn through an additional language (English). The purpose of the intervention was to equip these learners with skills to enable them to improve their reading and comprehension in this language. Participation in the intervention was voluntarily, based on a selection conducted of learners who wrote a baseline English assessment test. Assessments done during the intervention suggest that isiXhosa home language learners fare academically weaker than their English and Afrikaans counterparts who learn through the medium of English. This correlates with findings done nationally and internationally with regard to South African learners’ literacy levels. This dissertation looks at the affective and cognitive effects of the intervention on its participants. Literature on how additional language learning should be done is examined, as well as the Language in Education policy of South Africa (1997). Findings from the research suggest the importance of establishing a ‘safe’ teaching and learning environment for learning to take place optimally and indicate that interventions to improve English reading can produce positive results. Furthermore the research provides evidence that explicitly teaching reading strategies can improve the participants’ comprehension and overall language competence. While English, as the language of technology and economics is acknowledged, it is argued in this dissertation that due to a lack of information to make informed choices, parents and learners become victims of the ‘straight for English’ phenomenon, and learners are robbed of an opportunity to reach their academic potential. However, if additional language learning takes place under the ideal conditions, learners can be enabled to become academically equipped to deal with the demands of learning through an additional language. What is essential for the afore-mentioned to materialize is that learners need to be equipped with reading and comprehension skills in their home language first, for these skills to be effective in attaining the ‘other’ language. Also, learners need to be aware of the fact that they carry knowledge in their own language that can and should be used to learn (in) the additional language.
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Cardinal, Raili Marita E. "Teaching about sexuality in grade 7-8 public school classrooms." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28180.pdf.
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Kim, Sun Hi. "Preferred contexts for mathematical literacy of Korean grade 8-10 learners." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
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The twenty-first century society demands a high level of mathematical literacy. This drove Korean educators to evaluate their students using international mathematics tests such as TIMSS, PISA and IMO. In these tests, Korean students ranked highly among the participating countries. Korean students, however, had done poorly in the application of mathematics in daily life situations as well as in their interest in mathematics in comparison to those of other countries. Based on these observations, the present study was an investigation on the contexts which Korean grade 8 to 10 students would prefer to deal with mathematics, in order to improve these weak points and thus increase their mathematical power. The aim of the study was to investigate mathematical literacy in connection with the relevance of mathematics and mathematical modelling. The study paid more attention to mathematics education in real life situations.
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Hansen, Jorgen Kristian. "The teaching of English in grade 8 in an OBE approach." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6688.
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Thesis (PhD)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: Towards the close of the last century, a new curriculum was introduced in South Africa: Curriculum 2005. This outcomes-based curriculum (OBE) was a radical break with previous education policy: it aimed at eliminating discrimination and encouraging independent learning. This new curriculum, however, left teachers uncertain and confused largely because the in-service training provided did not provide clear direction. This study first describes the attempt by an English teacher to explore the theoretical base of the new curriculum; it then attempts to ascertain whether the teaching of English would have to change as a result of the OBE Curriculum 2005 and whether material selected in the initial phase of Curriculum 2005 would meet the needs of the learners. The survey of the literature on language teaching pays particular attention to communicative language teaching (CLT) with its emphasis on using the language for relevant, real-life communicative acts. In addition, it investigates the origins and nature of outcomes-based education to determine whether CLT and OBE combined are suitable vehicles for effective language teaching. The literature survey also suggests a disjunction between the South African version of OBE and CLT. The strong emphasis on achieving certain predetermined outcomes in South African OBE, with the underlying assumption that learning is linear, runs counter to the CLT view that language learning cannot be controlled. The survey of the literature on CLT and OBE also reveals the need for relevant, interesting material that promotes purposeful communication, encouraging learners to invest in developing their language skills. CLT requires learner engagement in real communication and OBE promotes independent learning and learner responsibility. In the light of the demands made by continuous evaluation and other record keeping, it is unrealistic to expect teachers to design or even adapt material for classroom use. The semi-empirical part of this study attempts to test the appropriacy of the material and its effect on teaching and learning. A qualitative case study traces classroom events in two grade 8 classes over a period of five weeks using a module taken from the material which was in use at the time at a particular school. This material was specifically acquired by the school with a view to meeting the requirements of the OBE curriculum. Learners in the classes were taught by two different teachers, who recorded their observations, in accordance with a basic observation schedule, during this time. Additional data were produced in two sets of questionnaires. The learners who did the module were asked to indicate their perceptions of language teaching in the previous year as well as during the five weeks when the module was , and a selected group of teachers at local schools completed a questionnaire on their perceptions of the new curriculum. The responses to the questionnaires are analysed in relation to the literature survey and the conclusions reached by the two teachers involved. This study reveals that the custom-designed OBE material is not much different from that in traditional language textbooks. It also highlights the difficulties associated with finding language learning material which reflects the dynamics of real-life communication and is hospitable to using the insights of current language acquisition theory, while at the same time meeting the requirements of a South African OBE approach. In reflecting on what is needed in effective curricular change, this dissertation reveals the importance of involving practising teachers in developing a new curriculum and providing them with the necessary professional development opportunities. In that context, carefully designed and selected learning material is likely to contribute significantly to successful change.
AFRIKAANSE OPSOMMING: Teen die einde van die vorige eeu is ‘n nuwe kurrikulum, Kurrikulum 2005, ingefaseer in Suid- Afrika. Uitkoms-gebasseerde kurrikulum (UGO), wat ‘n radikale nuwe benadering tot onderrig in hierdie land ingelui het, was daarop gemik om diskriminasie uit te skakel en om onafhanklike leer te vevorder Hierdie nuwe kurrikulum het onderwysers onseker en verward laat vole omdat die indiensopleiding nie duidelik rigtinggewend was nie. Hierdie study beskryf die poging van ‘n Engels-onderwyser om die teoretiese basis van die nuwe kurriculum te peil en dan om vas te stel of die onderrig van Engels sou moes verander as gevolg van UGO/ Kurrikulum 2005 en of die materiaal wat in die aanvangsfase van Kurrikulum 2005 geselekteer is in die behoeftes van die leerders sou voldoen. Die oorsig van die literatuur rakende taalonderrig gee besondere aandag aan kommunikatiewe taalonderrig (KTO), met sy klem op die gebruik van taal vir relevante, lewensgetroue kommunikasie. Verder ondersoek dit die oorsprong en aard van UGO om te bepaal of KTO en UGO gekombineerd voorsiening kan maak vir effektiewe taalonderrig. Dit suggereer dat die Suid- Afrikaanse weergawe van UGO en KTO nie heeltemal met mekaar versoen kan word nie. Die sterk klem op die bereiking van sekere voorafbepaalde uitkomste in Suid-Afrikaanse UGO, met die onderliggende aanname dat leer liniêr is, is teenstrydig met KTO se siening dat taalleer nie beheer kan word nie. Die literatuuroorsig van KTO en UGO openbaar die belangrikheid van relevante, interessante materiaal wat doelgerigte kommunikasie bevorder en leerders aanmoedig om te belê in hul taal vaardighede. KTO vereis dat die leerders deelneem aan werklike kommunikasie en UGO beklemtoon onderwyserfasilitering en leerderverantwoordelikheid. In die lig van die eise wat deurlopende evaluering en ander rekordhouding stel, is dit onrealisties om te verwag dat dat onderwysers materiaal moet ontwerp of selfs aanpas vir klaskamergebruik. Die semi-empiriese deel van hierdie studie poog om die geskiktheid van die materiaal en die effek daarvan op onderrig en leer te ondersoek. ‘n Kwalitatiewe studie vertel wat in twee Gr. 8 klaskamers gebeur het oor ‘n periode van vyf weke toe ‘n module, geneem uit die materiaal wat in gebruik was in ten tyde van die ondersoek, in die klaskamer geïmplementeer is. Die materiaal is spesifiek aangeskaf deur die skool met die oog daarop om die vereistes van die UGO kurrikulum na te kom. Die leerders is onderrig deur twee verskillende onderwysers wat hul waarneemings neersgeskryf het volgens ‘n basiese waarnemingskedule. Addisionele data is verkry met twee stelle vraelyste. Die leerders wat die module meegemaak het, is gevra vir hul persepsies rakende taalonderrig die vorige jaar sowel as gedurende die vyf weke toe die module gebruik is, en’n geselekteerde groep onderwysers aan plaaslike skole het ‘n vraesly voltooi oor hul persepsies van die nuwe kurrikulum. Die response op die vraelyste is ontleed met verwysing na die literatuurstudie en die gevolgtrekkings van die twee onderwysers wat betrokke was . Hierdie studie onthul dat die spesiaal ontwerpte UGO materiaal nie baie verskil van dit wat in tradisionele taalhandboeke te vinde was nie. Verder beklemtoon dit die probleme wat ondervind word met die vind van geskikte taalleermateriaal wat die dinamika van werklike kommunikasie reflekteer en die insigte van die huidige linguistiese teorie aangaande taalaanleer akkommodeer, terwyl dit die vereistes van ‘n Suid-Afrikaanse UGO benadering probeer bereik. Waanner daar gereflekteer word oor wat nodig is vir effektiewe kurrikulêre verandering, openbaar hierdie dissertasie die belangrikheid daarvan om diensdoensde onderwysers te betrek in die ontwikkeling van ‘n nuwe kurrikulum en om hulle toe te rus met die nodige professionele ontwikkelingsgeleenthede. In daardie konteks is dit waarskynlik dat sorgvuldig ontwerpte en geselekteerde leermateriaal aansienlik sal bydra tot suksesvolle verandering.
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Van, Rensburg Adriana Janse. "Guided composition : an integrated, outcomes-based music curriculum for grade 8." Thesis, Stellenbosch : University of Stellenbosch, 2000. http://hdl.handle.net/10019.1/51781.
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Thesis (MMus) -- University of Stellenbosch, 2000.ENGLISH ABSTRACT: This study involves the research and documentation to develop an integrated, outcomesbased curriculum for music education in Grade 8 in South Africa by using guided composition as a teaching method. Directives from the new national curriculum, i.e. Curriculum 2005, the current Western Cape Education Department's syllabus for Music and the British National Music Curriculum are considered and applied. Composition is a medium that assists learners in exploring sound in an approach that emphasizes discovery through processes of creative thinking when organizing sound. Music as an art form cannot be mastered through discussion and performance alone. This study focuses on how composition helps learners to explore and discover through problem-solving activities when learning to think in sound and to manipulate the language of music. General perspectives on music education curricula are researched to determine an acceptable theoretical proficiency level for Grade 8. The praxial music educational approach of David Elliott is used as a philosophical foundation for developing the composition program curriculum. Actively making music, developing musicianship and developing creativity in music education form the backbone of this author's approach and hence an accountable basis for a curriculum. Fundamental issues in developing a curriculum are examined, the crux being how we learn. Cognitive apprenticeship and reflective thinking as praxial techniques focussing on integrated and holistic learning are proposed as a methodology for a music education curriculum, in this case composition. A curriculum for guided composition is designed and set out in four stages according to the four stages of curriculum development as proposed by David Elliott. Orientation, preparation and planning, teaching and learning and evaluation and assessment are addressed. This composition program attempts to situate and activate musical learning by proposing teaching and learning skills through which learners can activate and catalyze their creativity. When learning and experiencing music in a situated, authentic and practical way, as through composition, lifelong involvement, musical skills and continued enjoyment and accountability for the subject can be stimulated and established.
AFRIKAANSE OPSOMMING: Hierdie studie behels die navorsing en dokumentasie van die ontwikkeling van 'n geïntegreerde, uitkomsgebaseerde kurrikulum vir musiekopvoeding in Graad 8 in Suid- Afrika deur begeleide komposisie as 'n onderrigmetode te gebruik. Riglyne uit die nuwe nasionale kurrikulum, nl. Kurrikulum 2005, die huidige Wes-Kaap Onderwysdepartement se sillabus vir musiek en die Britse Nasionale Musiekkurrikulum word ondersoek en toegepas. Komposisie is 'n medium wat hom by uitstek daartoe verleen om op ontdekkende wyse, deur middel van kreatiewe prossesse, klank te eksploreer wanneer dit georganiseer word. Musiek as kunsvorm kan nie bemeester word deur blote besprekings oor musiek en voordrag alleen nie. Hierdie studie ondersoek hoe komposisie leerders kan help om te eksploreer en te ontdek deur middel van probleemoplossingsaktiwitieite wanneer hulle leer om in klank te dink en die taal van musiek te manipuleer. Breë perspektiewe op musiekopvoedkundige kurrikula word ondersoek om 'n aanvaarde vlak van teoretiese bevoegdheid vir leerders in Graad 8 te bepaal. Die praksiële musiekopvoedkundige benadering van David Elliott is die vertrekpunt om as filosofiese basis vir die ontwikkeling van hierdie komposisieprogram te dien. Aktiewe musisering. die ontwikkeling van musiseerderskap en die stimulering van kreatiwiteit in musiekopvoeding vorm die ruggraat van hierdie outeur se benadering en derhalwe 'n besinde basis vir 'n kurrikulum. Fundamentele aangeleenthede in die ontwikkeling van 'n kurrikulum word ondersoek, waar die kruks lê in hoe ons leer. Kognitiewe vakleerlingskap en reflektiewe denke is praksiële tegnieke wat fokus op geïntegreerde en holistiese leer en word voorgestel as 'n metodologie vir 'n musiekopvoedkundige kurrikulum, in hierdie geval komposisie. 'n Kurrikulum vir begeleide komposisie word ontwerp en word voorgestel in vier fases volgens die vier fases van kurrikulum-ontwikkeling van David Elliott nl. oriëntasie, voorbereiding en beplanning, onderrig en leer en evaluasie en assessering. Die komposisieprogram word geëvalueer en metodes van kurrikulum-evaluering word beskryf. Die komposisieprogram poog om musikale leer te situeer en te aktiveer deur onderrigen leervaardighede voor te stel waardeur leerders hul kreatiwiteit kan aktiveer en kataliseer. Wanneer musiek in 'n gesitueerde en outentiek praktiese wyse geleer en ervaar word, soos deur komposisie, kan lewenslange leer, musikale vaardighede, voortgehoue genot van musiek en regverdiging van die vak gestimuleer en gevestig word.
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de, Jager Gerdi. "Opportunities for the development of understanding in Grade 8 mathematics classrooms." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60992.
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Learner performance in South Africa is poor in comparison with other countries as
a result of poor teaching. At the core of the concern about learners' performance in
mathematics in South Africa lies a controversy regarding how mathematics should
be taught. The purpose of this study was to explore Grade 8 mathematics teachers'
creation and utilisation of opportunities for learners to develop mathematical
understanding in their classrooms. To accomplish this, an explorative case study
was conducted to explore three mathematics teachers' instructional practices by
using Schoenfeld et al.'s (2014) five dimensions of Teaching for the Robust
Understanding of Mathematics (TRU Math) scheme, namely, the mathematics,
cognitive demand, access to mathematical content, mathematical agency, authority
and identity and uses of assessment. The three participants were conveniently
selected from three private schools in Mpumalanga. The data collected consist of a
document analysis, two lessons observations and a post-observation interview per
teacher.
This study revealed that only one of the three teachers applied all Schoenfeld et
al.'s (2014) TRU Math dimensions. The dimension identified which the teachers
applied most in their classrooms was the mathematics. The dimensions identified
where teachers still lack skills were cognitive demand, access to mathematical
content, agency, authority and identity, and uses of assessment. This study
revealed that the content of most tasks and lessons was focused and coherent, and
built meaningful connections. However, the content did not engage learners in
important mathematical content or provided opportunities for learners to apply the
content to solve real-life problems. Due to the small sample used, the results from
this study cannot be generalised. However, I hope that the findings will contribute
to student-teacher training and in-service teacher training in both government and
private schools. Future research could possibly build on this study by examining
the learners and how they learn with understanding by using the TRU Math
dimensions.Dissertation (MEd)--University of Pretoria, 2016.
Science, Mathematics and Technology Education
MEd
Unrestricted
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McGroarty, John David. "Teachers? Perceptions on Improvement of Declining Grade 8 Language Arts Test Scores." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3735421.
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Once viewed as a way to establish educational placement, high-stakes testing is used to establish benchmarks for success within school systems. Within a local Utah school district, raising these benchmarks has been deliberated due to a steady decline in Grade 8 language arts scores, which has heightened concerns among local school administrators and teachers. The purpose of this phenomenological study was to examine the perceptions of teachers on how to improve declining Grade 8 language arts test scores. Based on the theoretical concepts of constructivism, 3 research questions were created to examine the underlying factors of the steady decline in Grade 8 language arts test scores, teachers’ perceptions of decline in Grade 8 test scores, and current instructional practices used by teachers to prepare students for high-stakes testing. Through semi-structured interviews, data were collected from a sample of 7 language arts teachers who held an academic degree in language arts area and were a faculty member at the selected school. Comparative analysis and the open coding process were used to find themes in the data. Specific themes included the need for change, different influences, and varying instructional practices to increase test scores each academic year. An individualized instructional curriculum might help increase test scores. A 3-day, in service workshop focused on helping teachers recognize current issues with test preparation and offered methods to help improve student learning through multiple intelligence-based instruction. This study contributes to social change within local Grade 8 language arts classrooms by providing information to educators on how to increase high-stakes test scores on an annual basis and increase overall student achievement.
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McGroarty, John David. "Teachers' Perceptions on Improvement of Declining Grade 8 Language Arts Test Scores." ScholarWorks, 2016. http://scholarworks.waldenu.edu/dissertations/1702.
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Once viewed as a way to establish educational placement, high-stakes testing is used to establish benchmarks for success within school systems. Within a local Utah school district, raising these benchmarks has been deliberated due to a steady decline in Grade 8 language arts scores, which has heightened concerns among local school administrators and teachers. The purpose of this phenomenological study was to examine the perceptions of teachers on how to improve declining Grade 8 language arts test scores. Based on the theoretical concepts of constructivism, 3 research questions were created to examine the underlying factors of the steady decline in Grade 8 language arts test scores, teachers' perceptions of decline in Grade 8 test scores, and current instructional practices used by teachers to prepare students for high-stakes testing. Through semi-structured interviews, data were collected from a sample of 7 language arts teachers who held an academic degree in language arts area and were a faculty member at the selected school. Comparative analysis and the open coding process were used to find themes in the data. Specific themes included the need for change, different influences, and varying instructional practices to increase test scores each academic year. An individualized instructional curriculum might help increase test scores. A 3-day, in service workshop focused on helping teachers recognize current issues with test preparation and offered methods to help improve student learning through multiple intelligence-based instruction. This study contributes to social change within local Grade 8 language arts classrooms by providing information to educators on how to increase high-stakes test scores on an annual basis and increase overall student achievement.
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Matakane, Euphimia Nobuzwe. "An exploration of strategies to enhance grade 8 learners' reading comprehension skills." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004330.
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This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
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Cahl, Gregory Elkan. "An analysis of dominant discourse in Grade 8 English Home Language textbooks." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23458.
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Post-Apartheid South Africa has heralded a period of intense curriculum reform, explicitly aimed at fostering social transformation and a shift from the uncritical rote-learning which dominated Apartheid-era schooling. There have been three major curriculum shifts since 1994 and each change has required the production of new textbooks for every single school subject, usually within highly limited time-frames. This study focuses on textbooks produced for the most recent iteration of the Language curriculum, that is, the Curriculum Assessment Policy Statement, commonly known as CAPS. The study draws on poststructuralist theory on discourse, in particular Critical Discourse Analysis (CDA), to engage in close, critical analysis of the dominant discourses in two grade 8 English home language learner textbooks. The textbooks are examined in terms of how social issues are depicted; the notions of English education; the extent to which they promote a critical approach to language and literacy learning as outlined in the curriculum and the ways in which learners are constructed as subject. The analysis of different levels of discourse evident in the texts and text-based tasks demonstrates that the orientations to reading that are offered are focussed largely on the surface meaning of the texts. While social issues related to contemporary South African and global topics are evident in the choice of content, the texts often perpetuate fairly conservative ideologies, either through their content, the exercises that follow or through the silences implicit in the selection of excerpts. Many of the text-based exercises are decontextualized, cognitively undemanding and learners are often steered towards particular answers, leaving very limited space for critical engagement. The thesis ends with a consideration of the implications of this analysis for teaching and learning.
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Cameron, Bridget. "Reflections on the introduction of Algebra in Grade 8 : a teacher's perspective." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/6965.
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Bibliography: leaves 84-88.This dissertation looks at the early learning of algebra from a classroom teacher's perspective. There are three aspects that inform the topic: the actual classroom, the literature on beginning algebra and a sample of some of the current textbooks used in South Africa. From my reflections on my own teaching of a Grade 8 class, I was able to identify those definitions and beliefs about algebra which were shaping my teaching. Based on the literature I classified the approach to algebra that I was foregrounding in my classroom. I saw that this traditional methodology was limiting the scope of my students' outlook on algebra. I discovered more approaches to the early learning of algebra which could broaden my students' view of the subject This dissertation presents the followmg four approaches to introducing algebra: generalisation; problem solving; modeling and functions. The traditional approach is discussed as a part of generalisation. My research shows that elements of all of these approaches need to be included when introducing algebra. Often the approach to algebra is largely determined by the choice of textbook used. My analysis shows that many widely used textbooks tend to emphasise only one of the above four approaches. The dissertation notes the mistakes that are typically made by following each approach in addition to the haphazard errors made by students who are starting to learn algebra. Further light on the mistakes made by students is given by looking at how standard algebraic symbols developed over centunes of time. A teacher who is aware of the processes of her students learning algebra should be able to see beyond the mistakes that are made. She should encourage the learning of algebra as giving a broad conception of its disciplines and applications, and not as a narrow set of prescribed learned manipulations.
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Hayes, Nicci, Sarah Abel, Susan Richards, and Soosan Babu. ""Shuffle and Shake" and "Pay as you go" - The VG grade 8 experiment." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82553.
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Govender, Vasuthavan Gopaul. "A multiple case study of parent involvement with grade 8 learners of mathematics." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/511.
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The learning of mathematics is a worldwide concern. International studies over the last decade place South African learners amongst the lowest achievers. Although various initiatives have been tried there does not seem to be any improvement. In the USA and UK initiatives include the involvement of parents and these have been implemented with great success. One of the parent involvement programmes from the USA, the Family Maths Programme has been in South Africa since 1996. This programme has been successful in South Africa but is confined to parents of grades 4-7 children. However, there is no programme for parents of high school learners. As grade 8 is usually the first high school year in South Africa, this study focuses on parents of grade 8 children and their involvement in their children’s mathematics learning. It consists of an initial survey of grade 8 parents’ (from an urban school) mathematical backgrounds and experiences and their involvement in their children’s education. Using key points from the survey and elements from the literature review and other sources, the researcher designed a parent assistance programme for mathematics which was conducted with three groups of parents of grade 8 children from the same high school. Each group of parents was exclusive and the same set of procedures was applied to each group, making this study a qualitative multiple case study, within the interpretive research paradigm. The parent-assistance programme consists of a parents’ workshop and completion of journals over a 7-week period. Parents documented their interactions with their children in structured journals, a process known as participant journaling. After this journaling period, parents and children were surveyed on this interaction by means of follow-up questionnaires. This was followed later in interviews with the parents and mathematics teachers, separately. After the completion of all three case studies parents and children participated in focus group discussions to discuss and share experiences of the programme. The interrogation of the data, on two levels, suggests parents’ and children’s perceptions of mathematics were likely to be positively influenced. The data also suggest that children were likely to become more confident and to improve in mathematics.
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Chan, Lik-hang, and 陳力行. "Effectiveness of using reading assessment to enhance the grade 8 students' reading ability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50175312.
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本研究目的在於應用促進學習的評估理念，設計一套以評估提升香港中學二年級學生基本和高層次閱讀能力的實驗教學課程，以了解利用評估提升學生閱讀能力的成效。研究利用前測及後測考卷，對比學生在接受實驗教學前後的閱讀能力水平，結果發現利用評估有助提升學生的閱讀能力，特別是「理解篇章深層意義」和「建構個人新知識及看法」的能力。而利用評估提升學習成效，又以低程度閱讀能力的學生得益最大，對於「理解基本／表層文意」、「理解篇章深層意義」和「建構個人新知識及看法」三個能力層次均有顯著提升。研究結果顯示利用評估有助提升學生的閱讀能力，但亦須注意評估與教學內容的配合，特別是結合篇章理解策略教學，才可進一步發揮遷移及持久作用，達到促進學習的效果。
This study investigated the effectiveness of using reading assessment to enhance the Grade 8 students’ basic and higher-order reading ability. A group of 39 grade 8 students were assigned to learn an experimental reading instruction programme which is based on the theories of assessment for learning. Comparing the results of pre-test and post-test, students’ reading ability is found to be improved. The results indicated that students demonstrated significant gains from pre-test to post-test. Moreover, low achievers benefited most from the reading instruction programme. Their three levels of reading ability, including “understanding of basic / surface meaning”, “understanding of implicit meaning” and “construction of personal new knowledge and views”, were found to be improved. This study suggests using assessment for learning can enhance students’ reading ability.published_or_final_version
Education
Master
Master of Education
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Pendergrass, Carmen Cristy. "The Effects of Grade Configuration on Sixth, Seventh, and Eighth Grade Students’ TNReady English Language Arts and Math Achievement." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3675.
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The purpose of this study was to determine if a significant difference exists in the TNReady scores of Tennessee students who attend a kindergarten through eighth grade school (K-8) as compared to students who attend a middle school (6-8 grades). The results of the 2018-2019 TNReady, the state adopted standardized achievement test for Tennessee, were used as the data for the study. The relationship between grade configuration and the percent of students who scored on track or mastered in English language arts and math was analyzed using an independent samples t-test. Further disaggregating by specific grade levels, grade configuration and TNReady achievement data was analyzed to note the impact in English language arts and math in each grade. When a significant difference was discovered, the data was further analyzed with an analysis of variance to determine if a significant difference existed in gender and grade configuration.
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Scheckle, Eileen Margaret Agnes. "Reading identities: a case study of grade 8 learners' interactions in a reading club." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017766.
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This study offers an account of reading clubs as a literacy intervention in a grade 8 English class at a former ‘Coloured’ high school in South Africa. Using Margaret Archer’s social realist methodology, it examines different practices of ‘reading’ used by learners in talking and writing about text. Archer’s analytical dualism and morphogenetic model provided an explanatory framework for this study. Analytical dualism allows for the separation of the parts (structural and cultural elements) from the people (the grade 8 learners) so as to analyse the interplay between structure and culture. The morphogenetic model recognises that antecedent structures predate this, and any study but that through the exercise of agency, morphogenesis, in the form of structural elaboration or morphostasis in the form of continuity, may occur. This study used a New Literacies perspective based on an ideological model of literacy which recognises many different literacies, in addition to dominant school literacies. Learners’ talk about books as well as personal journal writing provided an insight into what cultural mechanisms and powers children bring to the reading of novels. Understandings of discourses as well as of Gee’s (1990; 2008) construct of Discourse provided a framework for examining learners’ identities and shifts as readers. The data in this study, which is presented through a series of vignettes, found that grade 8 learners use many different experiences and draw on different discourses when making sense of texts. Through the separation of the structural and cultural components, this research could explore how reading clubs as structures enabled learners to access different discourses from the domain of culture. Through the process and engagement in the reading clubs, following Gee (2000b), learners were attributed affinity, discoursal and institutional identities as readers. It was found, in the course of the study, that providing a safe space, scaffolding, multiple opportunities to practice and a variety of reading material, helped learners to access and appropriate dominant literacies. In addition, learners need a repertoire of literacy practices to draw from as successful reading needs flexibility and adaptability. Reading and writing inform each other and through gradual induction into literary writing, learners began to appropriate and approximate dominant literacy practices. Following others who have contributed to the field of New Literacy Studies (Heath, 1983; Street, 1984; Gee 1990; Prinsloo & Breier, 1996), this study would suggest that literacies of traditionally underserved communities should not be considered in deficit terms. Instead these need to be understood as resources for negotiating meaning making and as tools or mechanisms to access dominant discourse practices. In addition the resilience and competition from Discourses of popular culture need to be recognised and developed as tools to access school literacies.
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Welff, Joy Judith. "Factors shaping learners' engagement with science texts in grade 8 : a study of learners' perspectives." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/6962.
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Bibliography: leaves 99-105.This investigation provides a learner perspective of the factors that affected the way in which they made meaning of science texts in Grade Eight where the medium of instruction was English. The investigation outlines the origins and objectives of the new curriculum within which the learner is located as this informs the extent to which learners have to engage independently with texts. It also describes the role of the textbook in society and education, the readability of texts and reading as factors that affect and therefore have an impact on the way learners make meaning from texts. While the aim of study was to gain a learner perspective of the factors shaping learners' engagement with texts, it also includes responses from teachers and textbook writers as these two groups have a direct influence on the way learners make meaning. The study highlights the contextual realities of where learners are at and provides strong evidence to suggest that learners' engagement with texts are affected by their low reading levels and the choices made by teachers and textbook writers in their selection and writing of texts, and points conclusively to the role of the teacher in mediating between learner and text.
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Curry, Mary C. "Exploring the Transition of First-Generation Mexican American Students from Grade 8 to High School." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2118.
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The dropout rate for first-generation Mexican Americans students in American schools has increased in the past decade. The purpose of this study, as reflected in the central research question, was to explore the factors that influenced the decision of first-generation Mexican American students to transition to high school or drop out after Grade 8. The research design was a phenomenological case study. The conceptual framework was based on current research surrounding first-generation Mexican American student dropout questions. In addition, how the concepts of family and community involvement and relationships between the home and school have an impact on the first generation Mexican American dropout rate. Participants were 10 first-generation Mexican Americans between the ages of 18-24, who either dropped out of school at the end of Grade 8 or completed high school. Data was collected from multiple interviews with participants. Data analysis involved coding, categorization, and analysis of themes and discrepant data. Factors that influenced students' decisions to stay in school or drop out included lack of support at home, lack of support at school, and financial needs. This study contributes to positive social change because educators may develop a deeper understanding about how to prevent first-generation Mexican American students from dropping out of school. In helping these students to graduate from high school, educators will assist these students in developing educational and employment goals that will confidently lead them to lives that are more productive.
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Blaauw, Christopher. "A comparison of grade 8 to10 urban and peri-urban learners context preferences for mathematical literacy." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7530_1277075131.
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The study explored the comparison of grade 8 to 10 urban and peri-urban learners&rsquo
contexts preferences in mathematical literacy. There is currently a strong emphasis on the use of contexts for school mathematics. This has been also the case for South Africa when grade 10 learners have to make a choice between mathematics and mathematical literacy as one of their compulsory subjects for grade 10. This study focused more on the use of mathematics in real life situations. Data was collected by using questionnaires developed as part of the Relevance of School Mathematics Education (ROSME) project. The questionnaire dealt with contexts preferred by grade 10 learners from urban and peri-urban areas. The data were analysed using non-parametric statistical techniques. The findings radicate that there were contexts highly preferred by learners from both urban and peri-urban areas
least preferred by learners from both areas, highly preferred by learners from periurban areas but not by learners from urban areas and least preferred by learners from urban areas but not by those from peri-urban areas and vice versa. It is recommended that contexts highly preferred by learners should be incorporated in the learning experiences of learners.
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Roberts, Anthea. "A study of Grade 8 and 9 learner thinking about linear equations, from a commognitive perspective." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20627.
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The problem of poor learner performance in school mathematics in South Africa is persistent. Many studies have pointed to learner difficulties with algebra and their inadequate access to mathematical properties as a problem-solving resource. This small-scale qualitative study focuses on how, in an interview, fifteen Grade 8 and 9 learners at two South African schools think about linear equations. Sfard's theory of commognition, and particularly her concepts of ritualized and explorative discourse, are used as a framework to analyse how learners' words, gestures, narratives and routines intersect to build a picture of the mathematical objects they perceive. Many national and international research studies focusing on functions and linear equations from a cognitivist perspective, suggest that the reason for poor performance can be ascribed to a lack of relational understanding. Using a discursive rather than a cognitive lens, the study concludes that learners' discourse is ritualistic and that learners favour working with whole numbers, even when the context is negative integers or algebraic terms. Furthermore, they do not make a link between the solution of the equation and the function. As a result they have limited flexibility to adapt their routines.
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Masilo, Veronica 'Machao. "Feuerstein's cognitive training curriculum : effects on the accounting skill proficiency of standard six students (Grade 8)." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/9266.
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Bibliography: leaves 89-97.This study was conducted to address a concern about low performance among Accounting students. Researchers in Accounting Education such as Deleo and Letourneau (1994) and others point out that, many Accounting students have learning difficulties. Employers as well are concerned about the competence of Accounting graduates, Graham (1993). To remediate this problem, Accounting educators suggest that cognitive training should become an integral part of the Accounting curriculum in order to enhance students' learning, Weil (1990), Chalupa (1992). In this study Feuerstein's cognitive approach, Instrumental Enrichment (IE) was used. This approach was found suitable for this study because of its aim to enhance the learning processes of inefficient learners. The experimental group was exposed to selected Instrumental Enrichment exercises. Pretest and posttest measures of Accounting Achievement and Verbal Reasoning were administered to the experimental group and the control group, and the scores were compared. The assumption was that. the experimental groups would perform better than the control group on the criterion measures as a result of the exposure to IE.
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Vohra, Shelly. "How Social Presence on Twitter Impacts Student Engagement and Learning in a Grade 8 Mathematics Classroom." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2430.
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Social media for personal use has evolved rapidly among adolescents, changing the way they communicate with each other. However, little research has been conducted about how teachers use social media in the classroom to improve student learning. The purpose of this qualitative study was to describe how social presence on Twitter impacts student engagement and learning when a mathematics teacher integrates this social media tool into an instructional unit. The conceptual framework was based on social presence theory developed by Short, Williams, and Christie. This qualitative study used a single case study design. Participants included 6 students and 1 classroom teacher in a Grade 8 mathematics course at a public middle school in a Canadian province. Data were collected from multiple sources including individual interviews, reflective journal responses from the teacher and students, documents such as course standards, and artifacts such as student tweets. Data were analyzed in the following way: interview and reflective journal data were coded for categories using the constant comparative method, and documents and artifacts were reviewed to identify emergent themes and discrepant data. Findings for this study indicated that Twitter had a positive impact on student engagement and learning of data management concepts. This study contributes to positive social change by providing a deeper understanding of how social media tools such as Twitter encourage students to create communities of learners to support each other during the learning process.
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Warthan, Donna. "The Difference between Grade Span Configuration and Student Achievement in Four Eastern States." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/73003.
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The No Child Left Behind (NCLB) Act of 2001 was established to improve student achievement among all public schools. This federal legislation sets a proficiency goal of 100% for all students by the 2013-14 school year. Each state is required to provide parents and others interested in the public schools with information about school, district, and state-level data in a number of areas. The United States Department of Education requires that each state's report card include information pertaining to assessment data, accountability, and teacher quality. The state has an option to include other information such as: school attendance rate, average class size in each grade, and incidences of school violence, drug abuse, student suspensions, and student expulsions.
The purpose of this quantitative research study was to determine if there was a difference between grade span configuration with respect to achievement scores of eighth grade students in four eastern states who attended 6-8 public middle schools and those who attended K-8 public schools, as evidenced by their state's 2009-2010 achievement data. The data from the four eastern states was obtained from each state's Department of Education and includes public schools that are configured with a K-8 or 6-8 model.
The population in the quantitative study was one thousand one hundred and fifty-eight public schools from Virginia, Maryland, South Carolina, and North Carolina. This included 144 K-8 schools and 1,014 middle schools. The overriding research questions were: (1) what is the difference, if any, in English and mathematics pass rates on the Standards of Learning in Virginia for school with different grade span configurations? , (2) what is the difference, if any, in English and mathematics pass rates on the Maryland School Assessment in Maryland for schools with different grade span configurations? , (3) what is the difference, if any, in English and mathematics pass on the Palmetto-Assessment of State Standards in South Carolina for schools with different grade span configurations?, (4) what is the difference, if any, in English and mathematics pass rates on the ABC's End-of-Course tests in North Carolina for schools with different grade span configurations?, (5) if differences do exist in English and mathematics pass rates for schools with different grade span configurations, are the results consistent in all four states?
Eight t-tests were conducted to examine academic performance of eighth grade students in K-8 and 6-8 schools with a pre-determined alpha of .05. The results indicated mixed findings. Results from Virginia and South Carolina revealed that there was no significant difference in the pass rates between K-8 and 6-8 schools in English and mathematics. In North Carolina there was a significant difference in the pass rates, with K-8 schools obtaining a higher pass rate in both English and mathematics. Outcomes from Maryland disclosed that there was a significant difference between K-8 and middle schools, with middle schools obtaining a higher pass rate in both English and mathematics.Doctor of Education
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Yates, Renea Maxine. "Locus Of Control And Academic Achievement: A Study Of Gender And Grade Level Differences Among Low-Income African-American Students In A Middle School." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/dissertations/8.
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This study was conducted to determine whether or not there were differences in achievement between males and females across three grade levels in a sample of low-income African-American students. Differences in locus of control orientation were also explored. Grade level and gender effects were also explored. The results failed to show a significant relationship between locus of control and academic achievement in this sample of middle school students. In addition, no main effects for grade level were found for achievement or locus of control orientation. A main effect was found for gender on academic achievement, with females having a higher GPA than males, however no significant relationship was found between gender and locus of control.
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Frantz, Miles Eugene. "Enhancing CryptoGuard's Deployability for Continuous Software Security Scanning." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/98521.
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The increasing development speed via Agile may introduce overlooked security steps in the process, with an example being the Iowa Caucus application. Verifying the protection of confidential information such as social security numbers requires security at all levels, providing protection through any connected applications. CryptoGuard is a static code analyzer for Java. This program verifies that developers do not leave vulnerabilities in their application. The program aids the developer by identifying cryptographic misuses such as hard-coded keys, weak program hashes, and using insecure protocols. In my Master thesis work, I made several important contributions to improving the deployability, accessibility, and usability of CryptoGuard. I extended CryptoGuard to scan source and compiled code, created live documentation, and supported a dual cloud and local tool-suite. I also created build tool plugins and a program aid for CryptoGuard. In addition, I also analyzed several Java-related surveys encompassing more than 50,000 developers and reported interesting current practices of real-world software developers.Master of Science
Throughout the rise of software development, there has been an increase in development speed with developers embracing methodologies that use higher rates of changes, such as Agile. Since Agile naturally addresses "problems of rapid change", this also increases the likelihood of insecure and vulnerable coding practices. Though consumers depend on various public applications, there can still be failures throughout the development process in applications such as the Iowa caucus application. It was determined the Iowa cacus application development teams' repository credentials (API key) was left within the application itself. API keys provide the credential to be able to directly interact with server systems, and if left unguarded can be easily exploited. Since the Iowa cacus application was released publicly, malicious actors (other people looking to exploit the application) may have already discovered this credential. Within our team we have created CryptoGuard, a program to analyze applications to detect cryptographic issues such as an API key. Creating it with scalability in mind, it was created to be able to scan enterprise code at a reasonable speed. To ensure its use within companies, we have been working on extending and enhancing the work to the current needs of Java developers. Verifying the current Java landscape, we investigated three different companies and their developer ecosystem surveys that are publicly available. Amongst these companies are; JetBrains, known for their Integrated Development Environments (IDE, or application to help write applications) and their own programming language, Snyk, known for their public security platform and anti-virus capability, and Jakarta EE, which is the new platform for the enterprise version of Java. Throughout these surveys, we accumulate more than 50,000 developers' responses, spanning various countries, company experience, and ages. With their responses amalgamated, we enhance CryptoGuard to be available to as many developers and their requests as possible.First, CryptoGuard is enhanced to scan a projects source code. After that, ensuring our project is hosted by a cloud service, we actively are extending our project to the Security Assurance Marketplace (SWAMP). Funded by the DHS, SWAMP not only supplies a public cloud for developers to use, but a local download option to scan a program within the user's own computer. Next, we create a plugin for two most used build tools, Gradle and Maven. Then to ensure CryptoGuard can be have reactive aide, CryptoSoule is created to aide minimal interface aide. Finally utilizing a live documentation service, an open source documentation website was created to provide working examples to the community.
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Klassen, Wendy L. "Teacher, student, and parent perceptions of reporting practices in mathematics, a study at the grade 8 level." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq35207.pdf.
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Abrahams, Mark. "The possible impact of a language rich format on the mathematics performance scores of Grade 8 learners." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/7811.
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Includes bibliographical references (leaves 130-136).This study reports on the changes which occurred in the performance scores of 89 Grade 8 English first language speakers when they attempted two sets of counter-balanced mathematics tests, each comprising of 17 items. After a preliminary pilot study, the main investigation proceeded through three phases, first two being quantitative and the third phase being qualitative.
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Critien, Candice. "The implementation of Outcomes-Based Education (OBE) in Grade 8 Natural Science classrooms in the Western Cape." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11908.
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Includes abstract.Includes bibliographical references (leaves 169-177).
The present study aimed to monitor the extent to which educators implement an outcomes-based environment in Grade 8 Natural Science classrooms in the Western Cape. The results from the current study in the Western Cape were compared to those collected in a matching study done by Aldridge, Laugksch, Seopa and Fraser (2006) in the Limpopo Province. The comparison is essential as it provides a general impression of the extent to which educators implement an outcomes-based learning environment in South Africa. This study is a replication study of research conducted by Aldridge, et al. (2006), and makes use ofa mixed-methods research approach. The nature of the study lent itself to large scale collection of quantitative data. Quantitative data were collected in the form of questionnaires. The questionnaires used, were developed by Aldridge, et al. (2006) and called the Outcomes-Based Learning Environment Questionnaire (OBLEQ). The OBLEQ was adapted for use in the Western Cape by translating the already existing questionnaire into Afrikaans and isiXhosa.
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Hartwig, Kay, and n/a. "Music in the Year 8 Classroom: An Action Research Project." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040701.115435.
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The number of students electing to study music at the Senior Level in Queensland State High Schools has declined over recent years. Year 8 is the last time that students experience music lessons before being faced with subject choices. This study investigates the year 8 music program - its content and delivery. What can be done to improve music teaching in year 8? How can we present experiences at this level that will stimulate students' interest; improve their knowledge and skills; and develop students' aesthetic sensitivity to the art of music? This study involved conducting an action research project in a year 8 music class. This was done in collaboration with the classroom music teacher and her class of 25 students. The cyclical process as described by Zuber-Skerritt - acting, observing, reflecting, planning - was adopted. The study aimed: (a) to document positive experiences that could be used in the year 8 music classroom; (b) to stimulate new interest in the studying of senior music; (c) to discover ways to encourage music teachers to become reflective practitioners with a view to improving their practice; (d) to offer an action research model that other music teachers could implement in their classroom. The data collection involved the keeping of journals by the teacher and researcher; recorded interviews with the teacher and students; videos and photographs of the class; as well as interviews with other year 8 music teachers. The study identified a negative attitude by music teachers to the teaching of year 8 music. The dominant theme being taught at this level is Pop Music with a foundation unit being the starting point. Year 8 students also revealed a negative attitude to music lessons. This research project has demonstrated that it is possible to set up a program which engages year 8 students in music making and provides them with worthwhile learning experiences. However, at the end of the project, there was not a significant increase in the number of students electing to study music at the senior level. The study also set up a model for action research that could be adopted by other music teachers in their classrooms. The results of reflective practice employed by the researcher and the music teacher provided positive attitudes for other music teachers and encouragement for others to implement this practice in their classroom. Further studies are needed to involve other music teachers in reflective practice; collaboration in action research (especially in the year 8 classroom); and also the implementation of the new syllabus that will have a positive effect on the future of the subject of music and a positive effect on students' attitudes to the music subject.
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Hartwig, Kay. "Music in the Year 8 Classroom: An Action Research Project." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366790.
Full textAbstract:
The number of students electing to study music at the Senior Level in Queensland State High Schools has declined over recent years. Year 8 is the last time that students experience music lessons before being faced with subject choices. This study investigates the year 8 music program - its content and delivery. What can be done to improve music teaching in year 8? How can we present experiences at this level that will stimulate students' interest; improve their knowledge and skills; and develop students' aesthetic sensitivity to the art of music? This study involved conducting an action research project in a year 8 music class. This was done in collaboration with the classroom music teacher and her class of 25 students. The cyclical process as described by Zuber-Skerritt - acting, observing, reflecting, planning - was adopted. The study aimed: (a) to document positive experiences that could be used in the year 8 music classroom; (b) to stimulate new interest in the studying of senior music; (c) to discover ways to encourage music teachers to become reflective practitioners with a view to improving their practice; (d) to offer an action research model that other music teachers could implement in their classroom. The data collection involved the keeping of journals by the teacher and researcher; recorded interviews with the teacher and students; videos and photographs of the class; as well as interviews with other year 8 music teachers. The study identified a negative attitude by music teachers to the teaching of year 8 music. The dominant theme being taught at this level is Pop Music with a foundation unit being the starting point. Year 8 students also revealed a negative attitude to music lessons. This research project has demonstrated that it is possible to set up a program which engages year 8 students in music making and provides them with worthwhile learning experiences. However, at the end of the project, there was not a significant increase in the number of students electing to study music at the senior level. The study also set up a model for action research that could be adopted by other music teachers in their classrooms. The results of reflective practice employed by the researcher and the music teacher provided positive attitudes for other music teachers and encouragement for others to implement this practice in their classroom. Further studies are needed to involve other music teachers in reflective practice; collaboration in action research (especially in the year 8 classroom); and also the implementation of the new syllabus that will have a positive effect on the future of the subject of music and a positive effect on students' attitudes to the music subject.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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Stanco, Gabrielle. "Using TIMSS 2007 Data to Examine STEM School Effectiveness in an International Context." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2605.
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Thesis advisor: Ina V. S. MullisBecause results from TIMSS 2007 showed a gap in mathematics and science achievement between students in the United States and those in the top-performing countries, TIMSS 2007 data were used to investigate how school effectiveness factors known to be strongly associated with higher STEM achievement operated in the United States compared to Chinese Taipei, the Czech Republic, Singapore, and Slovenia. In each of the five countries, multilevel modeling was used to examine STEM achievement in relation to 11 school effectiveness factors associated with school resources, fidelity of curriculum implementation, and school climate, controlling for student home resources. A secondary purpose of this dissertation research was to help the TIMSS & PIRLS International Study Center prepare for multilevel modeling planned for the TIMSS and PIRLS 2011 data. Findings from this research showed that across the five countries, there were differences in how important school effectiveness factors operated. Teacher preparation, teaching the curriculum, and using instructional strategies involving reasoning and inquiry all were important school characteristics related to STEM achievement in some countries. A school environment conducive to learning emerged as being strongly associated with high STEM achievement in three of the countries, including the United States. Both absence of discipline and attendance problems as well as a school climate supportive of academic success were important predictors of student STEM achievement. This dissertation research also showed the potential of using TIMSS data as a basis for conducting school effectiveness analyses across different country contexts
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
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Pharaoh, Hamilton. "Development, implementation and evaluation of youth development programmes to address health risk behaviour among grade 8 to grade 10 learners in selected schools in the Paarl area." University of the Western Cape, 2014. http://hdl.handle.net/11394/4297.
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Philosophiae Doctor - PhDBackground: There is consensus internationally and among South African researchers that engagement in health risk behaviours amongst the youth is a concern from a public health perspective. It is evident that much health risk behaviours are established during adolescence, and may continue into adulthood, affecting health and wellbeing in later life, and some preventable health behaviours may be contributory causes of morbidity and mortality. Research into the development t of programmes can play a major role in reducing health risk behaviour amongst the youth and also provide a key learning opportunity should this be driven with bigger impetus by the building of research knowledge. Research knowledge needs to inform all stakeholders as to the best evidence-based possibilities that can assist in creating the behavioural change that is envisaged. This study therefore aimed to design, evaluate the feasibility of, and implement, a comprehensive youth development programme that will help to equip learners with the skills to change health risk behaviour in selected schools in the Paarl area, through input from all the stakeholders. The objectives of the study were to 1) obtain baseline information of grade 8 –10 learners about the health risk behaviours they engage in, and the extent to which learners manage personal situations; 2) explore the views of stakeholders regarding the type of health risk behaviours learners engage in, and reasons for engaging; 3) To determine the content of school-based interventions reported in literature, and its effectiveness in reducing or delaying these behaviours amongst the youth; 4) To design a youth development programme based on the views of the stakeholders and literature; 5) To evaluate the feasibility of the youth development programme designed in objective 4; 6) To implement a youth development programme. Method: This study adopted Intervention Mapping as a framework that translated into a five phase study. Each phase informed the next and the findings culminated in the proposed youth development programme for grade 8-10 learners in the Paarl area. Phase 1 used a survey to obtain baseline information about the health risk behaviours that youth engage in and the extent to which learners manage personal situations. The survey was administered using the face-face method and included a demographic questionnaire, the Youth Risk Behaviour Surveillance Survey and the Life Effectiveness Questionnaire. Descriptive statistics such as Frequencies and cross tabulations were performed, as well as inferential statistics including Multiple Regression analysis and Chi-square tests. Phase 2 entailed concept mapping using focus groups and individual interviews with stakeholders to determine their perceptions of the health risks learners engage in and the reasons for their behaviours. The sample included learners, teachers, and community representatives. Thematic analysis was conducted with transcriptions of the focus groups. Phase 3 entailed a systematic review of the literature reporting on interventions aimed at delaying and or preventing engagement in health risk behaviours amongst youth. Phase 4 entailed the triangulation of the findings from the first three phases into a draft programme. Phase 5 included a Delphi study with life skill trainers and experts in the field of health risk programming for adolescents. The Delphi survey was conducted in two rounds. After the feedback in round one, revisions were made to the draft programme to develop the final programme. Results: The results in phase 1 resonated with the findings in the existing body of literature with regards to the health risk behaviours that learners engaged in. Smoking, drinking, sexual activity, drug use, physical inactivity, crime and violence were the most prominent HRBs reported by learners in this sample. Regression analyses indicated that the combination of the LEQ`s life skill domains (Time management, Achievement, Emotional control, Social competence, Active initiative, Self-confidence, Intellectual flexibility and Task leadership) significantly explained between 25% and 56% of the variance in the health risk behaviours (smoking, drinking, drug use, sexual activity). Gendered patterns in engagement with drinking, drug use and risky sexual behaviour was empirically supported by the results of Chi square tests. Drinking and drug use was significantly more prevalent with male learners whilst risky sexual behaviour was significantly more prevalent amongst female learners. Results from phase 2, represented by a concept map suggested that the development of programme content should start with contextual relevance achieved by understanding the range of HRBs youth engage in. This in turn allows for an exploration of the pathways in which engagement has come about. The second and third quadrants illustrate this through their focus on the reasons why youth engage in HRBs and the places where they are exposed to HRBs respectively Once the content has addressed what they do and why they do it, the process of skills development can commence to combat engagement in HRBs. The resultant concept map has four quadrants where each quadrant represents a concept map that corresponded to the themes identified was conceptualized as interacting with one another. During the systematic review process it was identified that effective interventions included the following elements: multi-theoretical approaches, multiple HRBs as targets, gender differentiation, and life skills. In phase 4 a concept map was created that assisted with the design of the programme. The findings from the Delphi study ratified the components included and determined that it was feasible. The recommendations included independent facilitators who have been trained in a specific skill set, avoiding the blurring of the boundary between teachers and facilitators, and a distinction between grades for the purposes of conceptualizing and presenting the programme. This resulted in the researcher augmenting the proposed programme to include independent facilitators; peer mentors; a staggered or tiered programme. These augmentations were substantial and made an immediate implementation not feasible. The scope of the revisions for developing a tiered or staggered programme was adopted as a recommendation, but was outside the scope of the present study in fulfilment of the requirements for a doctoral degree. Thus the final or revised programme only represents the initial level for grade 8 learners and the development process will continue using the same methodology in post-doctoral research. These include the development and accreditation of the training resources, selection and training of faciltators, and the clarification of the relative standing of facilitators in the school environment. Discussion: Health risk behaviour engagement, the factors influencing that engagement and the development of a diverse youth development programme to delay, reduce or prevent it is in itself very complex. Add to it the fact that the youth live in an ever-changing environment where negative role modelling and exposure to health risk behaviour is an everyday occurrence. Structures have been identified in this study that can play a vital role in designing a youth development programme, as well as build on existing programmes. This study incorporated intervention mapping as a participatory design using both quantitative and qualitative methodologies that speak to a high level of rigour and methodological coherence. The study yielded a rich data base with clear directives for future research that will make a significant contribution to the attempts to impact youth development programming and health risk behaviour amongst adolescents. Conclusion: The findings of this study suggest that a multi-theoretical approach to programming that includes gender differentiation and the targeting of multiple HRBs is likely to be more effective in the reduction, delay and prevention of health risk behaviour amongst learners in grade 8-10. The resultant programme is tiered or staggered and differentiates between grades in conceptualization and implementation of the programme. The study presented the programme for the first tier with grade 8 learners and made clear recommendations for the way forward. The study makes an important contribution in its use of participatory methodology that includes stakeholder participation to create a more robust and comprehensive programme.
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Guo, Yi. "Communicative Learning in Teaching Materials : A Study of Speaking Tasksin Contemporary Grade-8 EnglishTextbooks in China and Sweden." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8746.
Full textAbstract:
Currently, Communicative Language Teaching has been popular around the world andhas a profound effect on second language acquisition since the 1970s. ForCommunicative Language Teaching to be successful, there is a need for appropriateteaching materials.This paper analyzes speaking tasks in Chinese and Swedish textbooks for grade 8，Gofor it and Magic. The analysis presents content analysis, providing a general overviewof speaking tasks found in both textbooks. First, task description is analyzed, whichprovides the pupils with the topics of tasks in both textbooks. It will be seen if thetopics are real-life. Second, types of speaking, text type, cognitive processes, focus,classroom organization are quantitively analyzed to see if there are differentapproaches to Communicative Language Teaching between Chinese and Swedishtextbooks.Through comparison of these six aspects in different textbooks, there are three similarapproaches to Communicative Language Teaching: First, they both have real-worldtopics under which there are many real-world speaking tasks. Second, the dialoguesplay a main role in both textbooks. Third, pair and group work have dominantposition in these two books.Also there are three different approaches to Communicative Language Teaching: First,the Chinese textbook is directed towards accuracy while the Swedish textbook isdirected towards fluency. Second, the Chinese textbook focuses on form whereas theSwedish textbook focuses on meaning. Third, there is an information-gap approach inthe Chinese textbook where tasks based on information gap are obviously labeled.However, it cannot be found in the Swedish textbook.
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Thorne, Rochelle. "Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020903.
Full textAbstract:
Content and Language Integrated Learning (CLIL) is an innovative educational approach in which an additional language is used for the learning and teaching of both language and subject content. Content and Language Integrated Learning is not commonly used in South African classrooms, but its application internationally has been shown by empirical research to significantly improve overall language competence in the target language. Reports indicate increased learner motivation and support for the learning of the content subject. This study sought to consider whether CLIL intervention would improve both language and science skills amongst Grade 8 learners in a Natural Sciences classroom. The researcher used a concurrent embedded mixed method design, including both quantitative and qualitative methodologies to gather data. An experimental test design with English Home Language classes and Afrikaans Home Language classes was employed. Hypothesis Testing was used as a statistical analysis to compare the pre-test and post-test results in order to ascertain the impact of CLIL intervention. In addition, the poster-activity and an open-ended questionnaire was used to qualitatively ascertain the impact of CLIL on learner literacy skills. The results showed that CLIL intervention improved learner performance significantly when compared to learners who were not exposed to CLIL. In addition, CLIL lessons were perceived as effective and learners verified that the approach was beneficial to their learning process.
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Albin, Simon. "Investigating the use of models to develop Grade 8 learners’ conceptual understanding of and procedural fluency with fractions." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/36288.
Full textAbstract:
Both my teaching experience and literature of this research study strongly suggested that fractions are difficult to teach and learn across the globe generally, and Namibia in particular. One of the identified contributing factors was teaching fractions by focusing on procedures and not the conceptual understanding. Therefore, this research project developed and implemented an intervention in order to experiment and suggest an alternative teaching approach of fractions using models. The purpose of this research was to: “Investigate the use of models to develop Grade 8 learners’ conceptual understanding of and procedural fluency with fractions”. This investigation had three areas of focus. Firstly, the study investigated the nature of learners’ conceptual understanding of and procedural fluency with fractions before the teaching intervention, by means of administering a pre-test and pre-interview and analysing learners’ responses. Secondly, the study investigated the changes in learners’ conceptual understanding of and procedural fluency with fractions after the teaching intervention, by means of administering a post-test, post-interviews and recall interviews, and analysing learners’ responses. Thirdly, this study investigated the possible influence of the teaching intervention on the changes in learners’ conceptual understanding of and procedural fluency with fractions by analysing the lesson videos and learners’ worksheets, and describe their critical interaction. This study was conducted at a multicultural urban secondary school located in the Oshikoto Region, Namibia. The sample consisted of 12 Grade 8 mathematics learners whose age ranged from 13-16 years old. A purposive sampling method was employed to select both the research site and participants. This research is framed as a case study, and is grounded within the interpretive paradigm and qualitative research. This research revealed that these learners displayed conceptual and procedural difficulties in their engagement with fraction models and fraction symbols, before the teaching intervention. Conceptually, the study found that these learners read fractions using inappropriate names; and learners did not identify the whole unit in the models and therefore identified fractions represented by the fraction models using different forms of inappropriate fraction symbols. Procedurally, the study found that these learners compared and ordered fractions inappropriately using the sizes of the numerators and denominators separately; and learners used the lowest common denominator method inappropriately for adding fractions with different denominators. The research also suggested conceptual and procedural changes in learners’ conceptual understanding of and procedural fluency with fractions and that the intervention seemed to help learners to engage better with fraction models and fraction symbols. Conceptually, the findings suggested that the intervention using area models and number lines, seemed to help these learners to read fractions using appropriate names; to identify the whole unit in the fraction models and to develop a sense of the size of fractions in relation to one whole unit. Procedurally, the learners compared and ordered fractions appropriately using either equal fraction bars, equal number lines, benchmarking or rules for comparing and ordering fractions with the same numerator or denominator; and learners used equal fraction bars to visually represent the lowest common denominator method and to recognise that only equally sized units can be counted together. This research identified four factors as possible influences of the teaching intervention. These factors are namely: identifying both fraction symbols and appropriate fraction names to see fractions as relational numbers; prompting to partition whole units of the fraction models and graphically illustrating fraction symbols to identify the whole unit in the fraction models and to develop a sense of the size of fractions in relation to one whole unit; graphically illustrating fraction symbols using the models to use equal fraction bars and number lines, benchmarking and rules for comparing; and graphically illustrating fraction denominations using equal fraction bars to recognise that only equally sized units can be counted together. This research strongly suggests that the effective use of models has the potential to develop learners’ conceptual understanding of and procedural fluency with fractions in a number of ways.
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Höhn, Anja Verfasser], Burkhard [Akademischer Betreuer] [Weisser, and Andreas [Gutachter] Koch. "The correlation between blood pressure and waist circumference, body mass index, body fat percentage, physical activity and physical fitness in 1141 8th grade students from northern Germany / Anja Höhn ; Gutachter: Andreas Koch ; Betreuer: Burkhard Weisser." Kiel : Universitätsbibliothek Kiel, 2020. http://nbn-resolving.de/urn:nbn:de:gbv:8-mods-2020-00261-8.
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Wallace, Nicole N. "The effect of alternative assessments in natural science on attitudes towards science in grade 8 girls in South Africa." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14004.
Full textAbstract:
Attitudes towards science and school science have long been studied because of a desire to keep students in science-related subjects and science-related careers. In South Africa, little research has been done to identify what interventions would encourage students, especially girls, to continue in the sciences. This study focused on the implementation of an alternative assessment in Natural Science in Grade 8 at an all-girls independent school. Students were given an open-ended questionnaire at the beginning and end of the school year to determine their choices for their favourite and hardest parts of Natural Science. These choices acted as a proxy of their attitude towards science. They also completed three sections of the Relevance of Science Education (ROSE) questionnaire in June after the alternative assessment was completed. From this data, three conclusions were made. First, the students had a positive attitude toward the alternative assessment. Second, the students had a positive attitude toward science and showed evidence of the impact of alternative assessments on this attitude. Third, the alternative assessment did not show long term effects on the students' attitude toward science.
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McCoy, Maria A. "Impact of the Implementation of a Summer Credit Retrieval Online Program on the Academic Achievement of Grade-8 Students." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/124.
Full textAbstract:
The problem addressed in this study was that the Compass Learning Odyssey program, a self-paced online intervention, was being utilized to allow middle school students at the target school to recover course credits in the core subjects of language arts, mathematics, science, and social studies, but its effectiveness had not been studied. The Compass Learning Odyssey program provided remediation opportunities for students who had failed one or more academic core courses and allowed for credit retrieval, course completion and grade promotion. The purpose of this study was to determine the impact of the implementation of summer credit retrieval online program on the overall retrieval of credits by all Grade-8 student participants and student participants in subgroups of gender and ethnic groups. The credit retrieval program had been in effect in the school since the 2006-2007 school year, but its effectiveness had not been studied. The researcher used de-identified retrospective data to answer the research questions. One-way analysis of variance and t tests were conducted to determine for each year and overall for the 4 years if there was a statistically significant difference in the impact of the implementation of the summer credit retrieval online program on (a) the overall retrieval of credits by Grade-8 students in the summer program, (b) the quality points earned by gender and ethnic subgroups, (c) the students retrieving core credits, and (d) the core courses retrieved by gender and ethnic groups.The results of the study showed that all students passed the quarter modules with at least a grade of D, with 75% of students making average progress with a grade of C. There was not a statistically significant difference between subjects studied. Ninety-three percent of the students participating in the summer credit retrieval program were able to recover enough core credits to be promoted. Suggestions for program improvements and recommendations for future research are included.
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Fasth, Maria. "Läsning i skolan : Om läskonst, läslust och läsnytta." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-55728.
Full textAbstract:
My essay has three foci. One is the presentation of a survey I gave to two groups of pupils, one grade 7 and the other grade 8 about their attitude to reading books in school, and their attitude to reading books in general. I was interested in how the result would correspond to what many investigations on this subject had concluded. One such result was that girls were usually not only more willing to read, but they were also better readers than boys. Therefore, the answerers must tell if they were boys or girls. The result of my investigation rather corroborated what many others had already said: Swedish young people are not enthusiastic book readers, but when reading, the girls are the ones that take the lead. Another focus is in a way historical. I used a novel by a Swedish author telling about poor people on the Swedish countryside in the nineteenth century dreaming of being able to emigrate from their home country and come to America. What interests me is the story telling of the attitude to reading, both in the characters and the authorities. There is much about reading incapacities, but also of lust for, and skill in reading. The attitudes from the authorities is dominated by churchly paternalism: reading skill in ordinary people has one primary function, to make them good Christians. This common value-system is fixed by the didactic curricula of the time. My third focus is the Swedish curricula especially in what they say about reading and literature. I thought I found that they have at least something in common with the curricula of mid-nineteenth century than might be expected. The older ones have what could be seen as an instrumental attitude to reading and such an attitude I thought could be perceived also in the modern ones: they seem to be eager to point out the usefulness of reading in general and even of reading literature. Another point would be the great importance attached to the strengthening of the common value-system, here, not Christian belief, but a democratic ground of values. In my study of what is said about reading in school by people discussing the subject, and when looking at the result of my own investigation by the questionnaire I very often find a similar instrumental attitude: all reading, be it fact or fiction, is expected to lead to something useful not just pleasure.
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Foley-Demby, Nikki L. "A comparison of traditional 6th - 8th grade middle schools and k - 8th grade academies in the areas of student achievement and school climate." Thesis, 2013. http://hdl.handle.net/2152/27444.
Full textAbstract:
Researchers differ in their views of the structure of traditional middle and high schools in public education on student performance. They question the effectiveness of school and age level configuration, and its comparability with the age-appropriate cognitive, social and emotional development needs of students. Some believe that eliminating the traditional break between elementary and middle schools would enhance students' overall learning opportunities, particularly for ethnic minority and economically disadvantaged students and reduce the current disparity in student performance between traditional middle schools and K-8 academies. This research is founded on a study of (a) curricular and co-curricular richness of the core program; and (b) the organizational elements of the elementary and intermediate school configurations. This mixed-methods investigation utilized both quantitative and qualitative methods to develop the data. The quantitative method incorporated a comparison of six schools that were once either K-5 elementary schools or 6-8 traditional middle schools but were later reconfigured to encompass all grade levels making them K-8 Academies. The quantitative method was used to evaluate the quality of (a) student performance in mathematics and language arts as determined by state assessments (b) the school climate as perceived by the teachers, parents and community members. Creswell (2005) noted that the combination of quantitative and qualitative data gathering, analysis, and interviews strengthens the understanding of the problem and related research findings. Many school districts with 6-8 traditional middle schools have experienced students not making adequate progress and are considering changing their grade structure to K-8. DeJong and Craig (2002) list the reasons for this conversion to cause fewer transitions for students, to keep students in neighborhood schools, to reduce transportation costs, to improve safety, and to accommodate declining enrollment. The researcher hopes that, along with other current research, this study may serve to compel more school districts to consider adopting alternative grade configurations when students are not making adequate progress in the traditional 6-8 grade configuration.text
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Bhorat, Sumayya. "Developing academic language proficiency in grade 8 ESL learners." Thesis, 2007. http://hdl.handle.net/10539/2091.
Full textAbstract:
Student Number : 8801261D -
MA research report -
School of Human and Community Development -
Faculty of HumanitiesThe ability to achieve academic success is dependent on the acquisition of academic language proficiency, basic to which is the ability to decode and comprehend relevant academic content, with limited contextual support. Research indicates that English Second Language (ESL) learners at primary and tertiary educational institutions in South Africa lack the skills necessary for academic success. This study investigated firstly, the relationship between academic achievement of Grade 8 learners and their decoding and spelling ability and secondly, the impact of a peer mentoring paired reading programme on reading and spelling skills of Grade 8 ESL learners. Results confirm a strong positive relationship between reading and spelling skills of learners and their academic achievement and suggests that the lack of reading skills is not confined to second language English learners only. The reading programme had a significant impact on the on the decoding skills of ESL learners and a small nonsignificant impact on spelling and comprehension skills.
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Hill, Carol J. A. "Literacy blocks: student engagement in grade 7 and 8 classrooms." 2010. http://hdl.handle.net/1993/3862.
Full textAbstract:
This case study of two combined grade 7 and 8 classrooms investigated the qualities of student engagement during a modified Four Blocks (Cunningham, Hall & Defee, 1998) literacy blocks intervention. The teachers’ experiences with implementing and engaging their students in literacy blocks were also examined. Qualities of student engagement were described across four domains: affective, behavioural, cognitive and social. Participant interviews, professional development meetings and classroom observations were analyzed to describe instructional context and teacher experiences during the implementation of literacy blocks. Teacher involvement and opportunities for choice seemed to positively impact student engagement. Findings suggest that student engagement may be increased through the effective use of collaborative learning strategies and the explicit teaching of strategies and skills leading to the gradual release of responsibility. Data provided insight into the teacher experiences of implementing literacy blocks and suggests that further research into teacher professional development to support implementation is needed.
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Ngwenya, Thembayena Khosi. "Formative assessment in grade 8 mathematics : teachers' perceptions and implementation." Thesis, 2009. http://hdl.handle.net/10413/3227.
Full textAbstract:
The constitution of Republic of South Africa (Act 108 of 1996) provides the basis for
curriculum transformation and assessment for development in South Africa. The curriculum
aims to develop the full potential of each learner as a citizen of a democratic South Africa.
Formative assessment is seen as an assessment that can develop the standard of education in
South Africa. Muller (2004) asserts that the C2005 policy document and assessment policy
for General Education and Training make much of the need to shift from this "authoritarian"
approach, to assessment which is formative, standard-based and continuous. Therefore,
formative assessment is important in the process of teaching and learning.
This study explores teachers' knowledge of formative assessment and how they translate it
into practice within a context of Mathematics. It examines the nature of assessment
techniques used by educators at the school and explore its relationship with practice.
Furthermore, it aims to determine whether the educators are willing to adapt formative
assessment practice to meet the changing demands of South African school education as
prescribed by the New Curriculum Statement (NCS) in grade 8.
Data collection and observations for the study were conducted at a high school in
Hammarsdale, KwaZulu-Natal, South Africa. Four teachers were interviewed to determine
their perception of formative assessment. Two of the four teachers were selected on basis of
the interviews for further data collection. These two were observed when conducting lessons.
At least two lessons for each teacher were observed. The nature of the task that the two
teachers designed for formative purpose and the feedback they gave to learners were
analyzed.
The findings from this study suggest that teachers do not reject or resist change in practicing
formative assessment, but they have not been properly assisted to replace the old practices
with new ones. The teachers therefore, interpret formative assessment according to their own
accumulated understanding, which differ from teacher to teacher. Thus, the study
recommends that if the change in assessment practice is to be "efficient", it must be
accommodated by "appropriate" professional development of teachers.Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.
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李權洲. "The study for thermal expansion concepts in grade(3-8)." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/98039904553936829021.
Full textAbstract:
碩士國立高雄師範大學
物理學系
89
英文摘要 Abstract The purpose of this study was to find out conceptual change on thermal expansion from elementary & junior high school students (grade3-8). A semi-structured interview approach was used to this study. A total of forty-two students were as sample,who had not learned the concepts before the scholastic interview on the thermal expansion concept. Major results of this study is as follow: 1.The thermal expansion concepts were affected by life experiences of students. 2.The thermal expansion concepts of students were changing with the grade of students. 3.The matter melted in high temperature was affected the thermal expansion conceptions of students. 4.The thermal expansion conceptions of students were affected by size, shape of the body. 5.The thoughts for thermal expansion were affected by learning and life experience of students. 6.There was some thinking between third grade students in thermal expansion concept. Keywords: Semi-structured Interview, Thinking of concept, Thermal expansion
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Pullen, Adele. "Conversation about goal setting and self-determination among grade 8 learners." Thesis, 2014. http://hdl.handle.net/10210/8846.
Full textAbstract:
M.Ed. (Educational Psychology)Through observing my grade eight learners I noticed that most of them found the transition from primary to high school difficult as they appeared to struggle to manage their time effectively towards completing and submitting quality class assignments. Houck is one of many researchers to present setting and attaining personal and academic goals as a positive coping method in high-stress situations. The purpose of this inquiry was to analyse and understand how grade eight learners' organize their conversation and what they converse about on their experiences in utilizing goal-setting strategies towards better time-management and self determination in completing a class assignment. This inquiry utilized an ethnomethodological Design whereby both Content Analysis and Conversation Analysis were my mode of analysis. Through the qualitative Content Analysis I was able to identify ten categories or themes that explained the experiences these grade eight learners had in utilizing goal-setting strategies towards better time management and self-determination in completing a class assignment. The Conversation Analysis of the video recorded conversation of a small group of six grade eight learners was analysed on four levels. On the experience of completing an assignment utilizing goal-setting strategies the inquiry found that, the participants demonstrated an understanding of the benefits of goal-setting (planning, prioritizing and meeting deadlines) within the school learning context. As expected, goal-setting has made a positive difference in the attitude of these participants towards themselves, their abilities and their school work. Additionally, through this conversation participant voices and perspectives were honored as they refined ideas and judged whether there was anything of merit offered by their fellow participants. It is recommended that teachers and therapists working with grade eight learners converse with learners within the classroom on how to approach their different learning areas' workload utilizing goal-setting strategies in order to achieve the learning outcomes successfully.
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Morena, Magetle Marlene. "Addressing HIV/AIDS in grade 8 and 9 through life orientation." Thesis, 2008. http://hdl.handle.net/10210/1193.
Full textAbstract:
M.Ed.HIV/AIDS needs to be treated as a national emergency and all organs of the society must be fully engaged in the struggle against it, learners in particular. Some are nursing their dying parents, while others are taking care of their siblings as they face death. So it will be the schools that can and must play an important role in helping to empower the learners with the necessary skills to be ready to meet whatever challenge they may have to face in life. Of all the learning areas, it is through the Life Orientation learning area that learners can be best empowered. Most of the problems can be faced and solved with effort. Learners need to have information about HIV/AIDS presented to them in a way which is appropriate to their age in the context of Life Orientation. Children generally know very little about HIV/AIDS and parents do not, or cannot give their children the necessary information and guidance about the disease (van Niekerk, 1991:80). Thus it is the duty of the school to fill the gap. Women and girls are the most vulnerable, as most of them are exposed to abuse and violence, particularly sexual abuse. They are financially and materially dependent on men, which means that they often cannot decide when, with whom and in what circumstances to have sex (Nursing Update, 2000). Schools can make an important contribution towards the prevention of HIV/AIDS. In the absence of a cure, education is the only defence we have (van Niekerk, 1991:80). Almost every young person attends the school, so education offers a great opportunity to discuss the disease, and help the young people to protect themselves from becoming infected, getting sick and dying.
Dr. M.C. van Loggerenberg