Tesis sobre el tema "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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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.
Texto completoMcCall, 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.
Texto completoLewis, Sharon y 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.
Texto completoxiii, 228 leaves : ill. ; 28 cm.
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.
Texto completoCardinal, 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.
Texto completoKim, 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&.
Texto completoHansen, 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.
Texto completoENGLISH 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.
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.
Texto completoENGLISH 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.
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.
Texto completoDissertation (MEd)--University of Pretoria, 2016.
Science, Mathematics and Technology Education
MEd
Unrestricted
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.
Texto completoOnce 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.
McGroarty, John David. "Teachers' Perceptions on Improvement of Declining Grade 8 Language Arts Test Scores". ScholarWorks, 2016. http://scholarworks.waldenu.edu/dissertations/1702.
Texto completoMatakane, Euphimia Nobuzwe. "An exploration of strategies to enhance grade 8 learners' reading comprehension skills". Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004330.
Texto completoCahl, 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.
Texto completoCameron, 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.
Texto completoThis 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.
Hayes, Nicci, Sarah Abel, Susan Richards y 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.
Texto completoGovender, 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.
Texto completoChan, Lik-hang y 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.
Texto completopublished_or_final_version
Education
Master
Master of Education
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.
Texto completoScheckle, 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.
Texto completoWelff, 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.
Texto completoThis 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.
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.
Texto completoBlaauw, 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.
Texto completoThe 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.
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.
Texto completoMasilo, 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.
Texto completoThis 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.
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.
Texto completoWarthan, Donna. "The Difference between Grade Span Configuration and Student Achievement in Four Eastern States". Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/73003.
Texto completoDoctor of Education
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.
Texto completoFrantz, Miles Eugene. "Enhancing CryptoGuard's Deployability for Continuous Software Security Scanning". Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/98521.
Texto completoMaster 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.
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.
Texto completoAbrahams, 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.
Texto completoThis 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.
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.
Texto completoIncludes 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.
Hartwig, Kay y 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.
Texto completoHartwig, Kay. "Music in the Year 8 Classroom: An Action Research Project". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366790.
Texto completoThesis (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.
Texto completoBecause 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
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.
Texto completoBackground: 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.
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.
Texto completoThorne, 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.
Texto completoAlbin, 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.
Texto completoHöhn, Anja Verfasser], Burkhard [Akademischer Betreuer] [Weisser y 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.
Texto completoWallace, 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.
Texto completoMcCoy, 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.
Texto completoFasth, 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.
Texto completoFoley-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.
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Bhorat, Sumayya. "Developing academic language proficiency in grade 8 ESL learners". Thesis, 2007. http://hdl.handle.net/10539/2091.
Texto completoThe 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.
Hill, Carol J. A. "Literacy blocks: student engagement in grade 7 and 8 classrooms". 2010. http://hdl.handle.net/1993/3862.
Texto completoNgwenya, Thembayena Khosi. "Formative assessment in grade 8 mathematics : teachers' perceptions and implementation". Thesis, 2009. http://hdl.handle.net/10413/3227.
Texto completoThesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.
李權洲. "The study for thermal expansion concepts in grade(3-8)". Thesis, 2001. http://ndltd.ncl.edu.tw/handle/98039904553936829021.
Texto completo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
Pullen, Adele. "Conversation about goal setting and self-determination among grade 8 learners". Thesis, 2014. http://hdl.handle.net/10210/8846.
Texto completoThrough 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.
Morena, Magetle Marlene. "Addressing HIV/AIDS in grade 8 and 9 through life orientation". Thesis, 2008. http://hdl.handle.net/10210/1193.
Texto completoHIV/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