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Artykuły w czasopismach na temat "Grade 8"
Ishiwata, Kazuya, Naoyuki Uchida, Hisashi Yamamoto, Shinsuke Takagi, Daisuke Kato, Sachiko Seo, Naofumi Matsuno i in. "Incidence of Adenovirus and BK Virus Reactivation and Diseases Following Reduced-Intensity Cord Blood Transplantation for Adult Patients." Blood 110, nr 11 (16.11.2007): 1073. http://dx.doi.org/10.1182/blood.v110.11.1073.1073.
Pełny tekst źródłaYaseen, Ummer, Shazia Shah i Aquisa Bashir. "Combination of platelet rich plasma and microneedling in the management of atrophic acne scars". International Journal of Research in Dermatology 3, nr 3 (24.08.2017): 346. http://dx.doi.org/10.18203/issn.2455-4529.intjresdermatol20173691.
Pełny tekst źródłaІващенко, О. В., Т. В. Карпунець i Ю. В. Крінін. "Teaching control motor readiness boys 7—8 grades". Teorìâ ta Metodika Fìzičnogo Vihovannâ, nr 3 (23.09.2014): 3–9. http://dx.doi.org/10.17309/tmfv.2014.3.1102.
Pełny tekst źródłaІващенко, О. В., i О. М. Худолій. "Features functional, coordination and power training boys 8—9 grades". Teorìâ ta Metodika Fìzičnogo Vihovannâ, nr 1 (31.03.2014): 15–23. http://dx.doi.org/10.17309/tmfv.2014.1.1041.
Pełny tekst źródłaSouth, David B., i James L. Rakestraw. "A Loblolly Pine Seedling-Grade by Genotype Study". Southern Journal of Applied Forestry 26, nr 3 (1.08.2002): 153–58. http://dx.doi.org/10.1093/sjaf/26.3.153.
Pełny tekst źródłaOskarsson, Magnus, Nina Eliasson i Karl Göran Karlsson. "Verkliga vardagssammanhang i årskurs 4 eller kontextlös kunskap i årskurs 8? Everyday life context in grade 4 or knowledge without context in grade 8". Nordic Studies in Science Education 13, nr 1 (17.02.2017): 36–51. http://dx.doi.org/10.5617/nordina.2878.
Pełny tekst źródłaAugškalne, Inese, i Beatrise Garjāne. "MORAL COMPETENCY OF GRADE 8 AND 9 STUDENTS". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (26.05.2016): 15. http://dx.doi.org/10.17770/sie2016vol2.1387.
Pełny tekst źródłaFolarin, Bamidele Adepeju. "Comparison of Personal Space as a Function of Grade and Sex of Interacting Pairs of Children". Perceptual and Motor Skills 68, nr 3 (czerwiec 1989): 873–74. http://dx.doi.org/10.2466/pms.1989.68.3.873.
Pełny tekst źródłaRubenstein, Ross, Amy Ellen Schwartz, Leanna Stiefel i Jeffrey Zabel. "Spending, Size, and Grade Span in K–8 Schools". Education Finance and Policy 4, nr 1 (styczeń 2009): 60–88. http://dx.doi.org/10.1162/edfp.2009.4.1.60.
Pełny tekst źródłaJozsa, Krisztian, i George A. Morgan. "Developmental changes in cognitive persistence and academic achievement between grade 4 and grade 8". European Journal of Psychology of Education 29, nr 3 (22.02.2014): 521–35. http://dx.doi.org/10.1007/s10212-014-0211-z.
Pełny tekst źródłaRozprawy doktorskie na temat "Grade 8"
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.
Pełny tekst źródła10000-01-01
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.
Pełny tekst źródłaMcCall, 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.
Pełny tekst źródłaLewis, Sharon, i 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.
Pełny tekst źródłaxiii, 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.
Pełny tekst źródłaCardinal, 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.
Pełny tekst źródłaKim, 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&.
Pełny tekst źródłaHansen, 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.
Pełny tekst źródłaENGLISH 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.
Pełny tekst źródłaENGLISH 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.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2016.
Science, Mathematics and Technology Education
MEd
Unrestricted
Książki na temat "Grade 8"
Associated Board of the Royal Schools of Music. Pianoforte. Grade 8. London: Caligraving Ltd, 1986.
Znajdź pełny tekst źródłaGlencoe/McGraw-Hill, red. Grade 8 mathematics. New York, N.Y: McGraw Hill/Glencoe, 2000.
Znajdź pełny tekst źródłaAlexander, Sherry Lawlor. Geography: Migration : grade 8. [Kitchener, Ont.]: Waterloo Region District School Board, 1999.
Znajdź pełny tekst źródłaSpectrum math: Grade 8. Columbus, Ohio: Frank Schaffer Publications, 2007.
Znajdź pełny tekst źródłaNational Geographic Society (U.S.). Florida science: Grade 8. New York, N.Y: Glencoe/McGraw-Hill, 2005.
Znajdź pełny tekst źródłaMarian, Small, Kestell Mary Louise i Beales Bernard A, red. Neslon Mathematics Grade 8. Toronto, Ont: Thomson Nelson, 2005.
Znajdź pełny tekst źródłahand2mind. VersaTiles EBook Bundle, Grade 8: Grade 8. hand2mind, 2016.
Znajdź pełny tekst źródłaBarker, Chris, Ingrid Freebairn i Brian Abbs. Snapshot Romania Grade 8 SBk Grade 8 SBk. Pearson Education, Limited, 2001.
Znajdź pełny tekst źródłaReading Comprehension 8: Grade 8. Frank Schaffer Publications, 1996.
Znajdź pełny tekst źródłaComplete MathSmart 8: Grade 8. Popular Book Company (USA) Ltd., 2020.
Znajdź pełny tekst źródłaCzęści książek na temat "Grade 8"
Hess, Mark. "Nonverbal Interpretation Dictionary". W Hands-On Literacy, Grade 5, 91–95. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003321989-8.
Pełny tekst źródłaHess, Mark. "It's in the Eyes". W Hands-On Literacy, Grade 4, 66–77. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003321958-8.
Pełny tekst źródłaFay, Colin, Sébastien Rochette, Vincent Guyader i Cervan Girard. "UX Matters". W Engineering Production-Grade Shiny Apps, 81–112. Boca Raton: Chapman and Hall/CRC, 2021. http://dx.doi.org/10.1201/9781003029878-8.
Pełny tekst źródłaPellegrino, Anthony, Jennifer Drake-Patrick, Brad Rankin, Erin E. Peters-Burton, Janet B. Walton i Carla C. Johnson. "Creating Global Bonds – Module Lessons". W Creating Global Bonds, Grade 12, 67–112. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003362371-8.
Pełny tekst źródłaPeters-Burton, Erin E., Carla C. Johnson, Toni A. May i Tamara J. Moore. "Strategies Used in the STEM Road Map Curriculum Series". W The Speed of Green, Grade 8, 9–21. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003362357-3.
Pełny tekst źródłaWalton, Janet B., James M. Caruthers i Carla C. Johnson. "The Speed of Green Lesson Plans". W The Speed of Green, Grade 8, 47–249. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003362357-6.
Pełny tekst źródłaJohnson, Carla C. "Transforming Learning with the Speed of Green and the STEM Road Map Curriculum Series". W The Speed of Green, Grade 8, 251–52. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003362357-7.
Pełny tekst źródłaWalton, Janet B., James M. Caruthers i Carla C. Johnson. "The Speed Of Green Module Overview". W The Speed of Green, Grade 8, 25–46. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003362357-5.
Pełny tekst źródłaJohnson, Carla C., Erin E. Peters-Burton i Tamara J. Moore. "Overview of the STEM Road Map Curriculum Series". W The Speed of Green, Grade 8, 1–7. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003362357-2.
Pełny tekst źródłaNewton, Nicki. "Week 8". W Day-by-Day Math Thinking Routines in Third Grade, 35–39. New York, NY: Routledge, 2020. |: Eye on Education, 2020. http://dx.doi.org/10.4324/9781003006442-8.
Pełny tekst źródłaStreszczenia konferencji na temat "Grade 8"
Hunter, Jennifer J. "Photonics professionals and the new grade 8 optics curriculum". W Opto-Canada: SPIE Regional Meeting on Optoelectronics, Photonics, and Imaging, redaktor John C. Armitage. SPIE, 2017. http://dx.doi.org/10.1117/12.2283982.
Pełny tekst źródłaCramer, Keith, I. C. Handsy i J. Peter Ault. "Performance of Zinc and Zinc Alloy Platings on Grade 8 Fasteners". W International Congress & Exposition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1996. http://dx.doi.org/10.4271/960815.
Pełny tekst źródłaLee, Hwa Young, i Lino Guajardo. "An analysis of coordinate systems presented in grade 6-8 textbooks". W 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-53.
Pełny tekst źródłaSemilarski, Helen, Regina Soobard, Jack Holbrook i Miia Rannikmäe. "GRADE 8 AND 11 STUDENTS´ SCIENCE AND SCIENCE-RELATED CAREER PROFILES". W 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1509.
Pełny tekst źródłaAbbondanza, Dean. "Steel Innovation: Changing the Economics of Below Grade Foundations". W International Foundation Congress and Equipment Expo 2009. Reston, VA: American Society of Civil Engineers, 2009. http://dx.doi.org/10.1061/41023(337)8.
Pełny tekst źródłaEngelbrecht, Petra, Julialet Rens i Hannelie Louw. "SOCIAL INEQUALITIES THAT AFFECT TRANSITION PROCESSES FROM GRADE 7 TO GRADE 8 WITHIN AN INCLUSIVE SOUTH AFRICAN EDUCATION SYSTEM". W 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0872.
Pełny tekst źródłaAslam, N., M. Rai i C. Geller. "A Rare Case of Low Grade, PAX-8 Positive Papillary Thymic Adenocarcinoma". W American Thoracic Society 2020 International Conference, May 15-20, 2020 - Philadelphia, PA. American Thoracic Society, 2020. http://dx.doi.org/10.1164/ajrccm-conference.2020.201.1_meetingabstracts.a5845.
Pełny tekst źródłaПопова, Ксения Владимировна, i Елена Николаевна Малышева. "PRESENTATION OF DIDACTIC UNITS IN GRADE 8 ALGEBRA ON DIGITAL EDUCATIONAL PLATFORMS". W Сборник избранных статей по материалам научных конференций ГНИИ «Нацразвитие» (Санкт-Петербург, Июль 2022). Crossref, 2022. http://dx.doi.org/10.37539/july330.2022.27.52.006.
Pełny tekst źródłaLisarani, Varetha, I. Nengah Parta i Tjang Daniel Chandra. "Variation of Mathematical Representation Used in Studentsr Textbook Grade 8 Semester 2". W 1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icomse-17.2018.7.
Pełny tekst źródłaGlaister, Tamara, Julia F. Simons, Suneil A. Raju i John M. Hebden. "PTH-77 Biopsies for grade D oesophagitis; do we need them?" W Abstracts of the BSG Annual Meeting, 8–12 November 2021. BMJ Publishing Group Ltd and British Society of Gastroenterology, 2021. http://dx.doi.org/10.1136/gutjnl-2021-bsg.256.
Pełny tekst źródłaRaporty organizacyjne na temat "Grade 8"
Franzese, Oscar, i Diane Davidson. Effect of Weight and Roadway Grade on the Fuel Economy of Class-8 Frieght Trucks. Office of Scientific and Technical Information (OSTI), listopad 2011. http://dx.doi.org/10.2172/1029954.
Pełny tekst źródłaBerkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma i Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), kwiecień 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.
Pełny tekst źródłaBerkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma i Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), kwiecień 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.
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Pełny tekst źródłaClotfelter, Charles, Helen Ladd i Jacob Vigdor. The Academic Achievement Gap in Grades 3 to 8. Cambridge, MA: National Bureau of Economic Research, maj 2006. http://dx.doi.org/10.3386/w12207.
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