Gotowe bibliografie tematyczne / Year 8 students

Gotowa bibliografia na temat „Year 8 students”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 25 stycznia 2023

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Artykuły w czasopismach na temat "Year 8 students"

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Burrow, Denise. "Transition in Action: Targeting students with difficulties transitioning from Year 8 to Year 9." Kairaranga 6, nr 2 (1.07.2005): 19–22. http://dx.doi.org/10.54322/kairaranga.v6i2.28.

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Research identifies that a percentage of students are less successful than others in transitioning from Year 8 to Year 9. A positive support programme was developed to target some of these students and help them ease from the nurturing climate within the primary system into the multi-faceted secondary environment.
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Asamoah, Daniel, Wendy Wen Ni Chong, Masitah Shahrill i Siti Norhedayah Abdul Latif. "Non-digital card game and year 8 students’ performance in integers". Journal of Mathematics and Science Teacher 2, nr 1 (26.03.2022): em007. http://dx.doi.org/10.29333/mathsciteacher/11928.

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Molnár, Gyöngyvér. "Playful fostering of 6- to 8-year-old students’ inductive reasoning". Thinking Skills and Creativity 6, nr 2 (sierpień 2011): 91–99. http://dx.doi.org/10.1016/j.tsc.2011.05.002.

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Wan, Mengyao, Shuang Liu, Jiawei Zhu, Sulong Xiao, Lei Yuan, Xiaokang Lei, Hao Lei i in. "Challenges of senior 8-year-program medical students’ scientific research in China". Medicine 101, nr 10 (11.03.2022): e29026. http://dx.doi.org/10.1097/md.0000000000029026.

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Mercier, Kevin, Corinne Donovan, Anne Gibbone i Kimberly Rozga. "Three-Year Study of Students’ Attitudes Toward Physical Education: Grades 4–8". Research Quarterly for Exercise and Sport 88, nr 3 (29.06.2017): 307–15. http://dx.doi.org/10.1080/02701367.2017.1339862.

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Clough, Tony. "How students can afford a four-year degree". Physics World 8, nr 9 (wrzesień 1995): 19–20. http://dx.doi.org/10.1088/2058-7058/8/9/15.

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Dallavis, Julie, Stephen Ponisciak, Megan Kuhfeld i Beth Tarasawa. "Achievement Growth in K-8 Catholic Schools Using NWEA Data". Journal of Catholic Education 24, nr 2 (grudzień 2021): 1–19. http://dx.doi.org/10.15365/joce.2402012021.

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Using a national sample of kindergarten to eighth grade students from Catholic and public schools who took MAP Growth assessments, we examine achievement growth over time between sectors. Our findings suggest that while Catholic school students score higher in math and reading than public school students on average, they also enter each school year at a higher level. Public school students close this gap to some degree during the school year. Additionally, these patterns varied by age and subject. Catholic school students in the earlier grades show less growth in both reading and math during the academic year compared to their public school peers, but in middle school growth patterns in math were comparable across sectors.
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Vale, Eleanor. "An examination of teacher questioning in a Year 8 Classics class". Journal of Classics Teaching 20, nr 39 (2019): 24–32. http://dx.doi.org/10.1017/s2058631019000047.

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This assignment investigates the effects of various questioning strategies on the engagement and attainment of a Year 8 Classics class1. I became increasingly interested in questioning whilst reading more widely about Assessment for Learning (AfL) for my School Experience Report (SER), and decided that the omnipresence of questioning in every classroom would make it a valuable focus for this report. Building on my understanding of the importance of questioning as an AfL strategy, my aim was to devise a series of lessons making explicit use of different types of questioning and to analyse the relative successes and failures of each approach. This was measured by assessing overall class participation and by specifically studying the responses and involvement of five ‘focus’ students. Profiles of these students are below and each student has been allocated a pseudonym.
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YARKER, PATRICK. "A Week Sketching Fruit: Year 8 students at work with a visual artist". FORUM 48, nr 1 (2006): 61. http://dx.doi.org/10.2304/forum.2006.48.1.61.

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Rysavy, Monica D. T., Russell Michalak i Alison Wessel. "8 Years of institutional assessment feedback: students’ satisfaction with library services". Reference Services Review 45, nr 4 (13.11.2017): 544–61. http://dx.doi.org/10.1108/rsr-03-2017-0005.

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Purpose The purpose of this paper is to examine eight years of quantitative and qualitative student feedback on library services collected through an institution-wide student satisfaction survey. Design/methodology/approach This paper utilizes data collected during an eight-year period from the college’s student satisfaction survey. This survey contained 40 questions which addressed topics concerning the college’s 13 major departments. Six of the questions were devoted to library services. Findings Over the eight years surveyed, across all divisions surveyed (undergraduate students, graduate students and graduate Saturday students), students on average tended to select “agree” or “strongly agree” with the following six questions asked: The materials in the library meet my course requirements. The library has enough laptop computers for student use. The instructional materials for using the online databases are helpful. The library hours match my schedule and needs. The library equipment is in good working order. The library is generally quiet and suitable for study. Originality/value This institutionally crafted, mixed methods survey was deployed over an eight-year period at a relatively minimal cost (in-house staff hours were used to analyze the data gathered and paper Scantron sheets were used to deploy). Furthermore, rich data were gathered from a relatively simple instrument and this information was used to make institution-wide decisions.
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Rozprawy doktorskie na temat "Year 8 students"

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Hutchings, Andrea. "The social transition of behaviourally disordered students from year 8 to year 9 : research project". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2005. http://hdl.handle.net/10092/2804.

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Transition to high school occurs for most students in New Zealand. In transition students face new experiences and their ability to cope is dependent on their personal skills as well as the preparation they receive from their primary/intermediate teachers. The students who are behaviourally disordered already experience difficulties in primary/intermediate school and their teachers suggest that they will not cope at high school (Hawk & Hill, 2000). Three primary/intermediate teachers and a high school Dean were interviewed to determine how Year 8 teachers prepare behaviourally disordered students for social transition to high school. The findings show that there is no consistent approach used and the strategies employed are dependent on the experience of the teacher as well as his/her personal philosophy along with his/her school's philosophy. The teachers and the Dean suggest that some strategies used enhance the opportunities for pro-social interaction and others inhibit it. They also suggest that the transition process used does not allow time for dialogue between the sectors, which McGee (1987), MOE (2004) and Sutton (2000) suggest would be appropriate for the behaviourally disordered students entering high school.
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Bolick, Jonathan. "Over there: a preparation course for Japanese high school students embarking on a student exchange year abroad /". Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/8/.

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Hartwig, Kay, i 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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Sproston, Carlyn, i res cand@acu edu au. "When Students Negotiate: an action research case study of a year 8 English class in a Catholic secondary college in regional Victoria". Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006.

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This action research study examines the learning experiences of Year 8 students and their teacher as they negotiate aspects of their English classes. The study takes place in a regional Catholic co-educational secondary college in Victoria, Australia. The question of understanding the lived experience of ourselves and other is fundamental to this study, which is situated within an holistic, enactivist view of the world. From this perspective learning is a shared activity in which students participate in creating their own interpretation as they interact with others to bring forth understanding. The study focuses on classroom practice which aims to include all participants, through negotiation, in the actions that take place in the classroom. I have used a narrative approach to describe the way in which three action research cycles were implemented in the English classroom during one academic year. A variety of data gathering techniques was used and these included: classroom questionnaires, classroom meetings, journals, partnership observation and interviews. The main sources of data were the interviews that I undertook with each of the twenty five students in the class. The three action research cycles allowed both the students and me to reflect upon classroom activities and make appropriate changes as the cycles progressed. In addition, negotiating in this English class has helped me to better understand my students and, through reflection, to improve my teaching practice. Analysis of the data suggests that students experience greater commitment and motivation when they are given opportunities to be actively involved in contributing to their own learning. The data also supports research that recognises the importance of collaboration, positive relationships within the classroom, the importance of metacognitive skills and student voice. In addition, the findings point to the value of action research as a method of improving teaching practice.
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Williams, Judith Airini. "What makes feedback work for primary school students? An investigation of the views of some Year 8 students". Thesis, University of Canterbury. Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/8991.

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I investigated the problem of why some students do not implement the feedback they are given, when the feedback they receive is formulated in accordance with what we know about best practice in the giving of feedback. I was interested in exploring the factors which may influence students as they do or do not take some form of action to ‘close the gap’ between the standard they have attained and the standard they need to reach. I worked with seven Year 8 boys who were enrolled at an intermediate school in the South Island of New Zealand. The study is qualitative because the methodologies associated with that paradigm are more likely to provide insights into the problem, situated as it is in the experience of students in a classroom setting. I used phenomenography to identify the qualitatively different ways in which the participants viewed the importance and helpfulness of feedback as well as identifying the factors which influenced their acceptance or rejection of the feedback received from their classroom teacher. The categories I identified included supporting progress towards short- and long-term learning goals; the effect of feedback on personal attitudes towards learning; the relationship between the student and the teacher; the type and timing of feedback; the perceived ownership of the work to which the feedback related; and the conditions and understandings of the student. I discussed each of these and formed a phenomenographic outcome space for each of the three basic areas of importance, helpfulness, and factors affecting response. I then used a case approach to prepare case reports on two of the participants, in order to show how the categories identified through the phenomenographic analysis might be manifested in individuals as well as to allow the voices of the students to be heard. I found that each individual embodies a unique combination of the categories, and that it is this unique profile which affects his or her reception and subsequent use of feedback. I then combined the three phenomenographic outcome spaces to form a model of feedback, arranged in four levels, which may be of interest to classroom teachers as they endeavour to improve the learning outcome of the students through tailoring the feedback they give to them. I illustrated the potential use of the model by mapping onto it the profile of the two boys included in the case reports. The differences in, and similarities of, responses of the two boys to feedback are easily discerned. I discussed how these similarities and differences may offer some explanation for differing responses to feedback. To a certain extent the boys have similar outlooks, and may respond in similar ways to feedback which matches with these outlooks. However, at a deeper level, their differences are marked. Feedback which matches the preferences of one is not likely to match those of the other. I argue that in such a case one may accept and act on the feedback while the other may not. I have identified some areas for further research and development which could build on these findings. These include the need to explore the views of girls and other groups of boys on this subject, together with undertaking a project which allows the academic progress of individuals to be tracked once their preferences were identified and mapped onto the model. It would also be useful to construct a suitable instrument for classroom teachers to use for mapping the preferences of their own class members, and to identify any differences in the modifications to their feedback processes which teachers may make to their classroom practice following their use of such an instrument.
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Walrond, Kathryn. "Inspiration, concept mapping and inquiry : supporting higher order thinking for Year 7 and 8 students". Thesis, University of Canterbury. School of Sciences and Physical Education, 2004. http://hdl.handle.net/10092/2766.

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This thesis discusses the effects of integrating concept mapping using the computer programme Inspiration into a cooperative inquiry unit. The research was undertaken as a case study, with four Year Seven and Eight students comprising the case study group. The proj ect examined how the students used concept mapping as part of the cooperative inquiry process. Higher order (metacognitive) leaming outcomes ofthis integration were analysed. Implications and recommendations for future teaching and leaming were also identified. Findings demonstrated that while concept mapping, the students used the concept map as a Mindtool. Critical thinking was stimulated through the negotiation and ongoing adjustment of information links and organisation in the evolving concept maps. One student demonstrated an aware level of metacognitive thinking during the concept mapping process. Three of the students demonstrated an aware level of as a result of questioning during post-unit interviews. The case study group performed as a cooperative leaming group throughout the inquiry. They demonstrated commitment to each other and to the group's success. It is probable that well developed cooperative skills had a positive impact on the cooperative concept mapping process and the role of the concept map as a Mindtool for the group. In this study the classroom teacher demonstrated trust in and had high expectations for the behaviour and learning of the students in the case study group. These students increasingly managed their own time and the necessary resources for completing the inquiry. They were often given choices about when and where to work and often worked unsupervised by the classroom teacher. The researcher refers to choice theory in suggesting effects of these contextual features on the behaviour and learning of the case study group were significant and warrant further investigation.
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Rose, Sue. "What does science mean to you? : what are the scientific perceptions of a selection of students from Year 5 to Year 8? : research report". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2002. http://hdl.handle.net/10092/2871.

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This study explores the literature on science education, categorises themes within the literature and uses this as a framework to analyse student views. The purpose of the study was to find out student perceptions ofscience and the teaching of science. The researcher interviewed, individually, sixteen students, (two boys and two girls), at each class level from Years 5 to Years 8. The participants in the focus group were chosen primarily for their skills in articulating their views and their interest in science. The resea~ch method of an open-ended survey, with set questions was used to enable students to provide descriptive answers that were later categorised. The findings showed how students made sense of their curriculum in science and how they were able to make suggestions to enhance their future learning in science. Although the research was conducted with a small group of students at the selected class levels there is tentative evidence that could be helpful to teachers in the teaching of science. At the conclusion of the report the views of students and the literature are incorporated in suggestions for teachers in the delivery of science education in their classroom.
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Frisina, Wendy-Cara. "Factors influencing students who continue or discontinue their music studies from year 8 to year 9: A survey of selected Western Australian secondary schools". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1061.

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This research examined the most significant factors which influence students' decisions to continue or discontinue their music studies from Year 8 to Year 9, in selected Western Australian Secondary Schools. The research was conducted during term 4, 2000. Results from the questionnaires were analysed and interpreted to determine the most significant factors which contribute to the discontinuation or continuation of instrumental music studies. Analysis of data examined factors as to why students continued or discontinued learning music or studying an instrument. Findings indicated that students' self-concept and music ability levels strongly influence the success or failure of a student undertaking music studies. Career choice, parental influence, parental support, peer pressure, time commitment, part-time work, teacher influence, choice of music studied and the fear of failure are the main contributors for students discontinuing their instrumental studies. Through the recognition of the most common problem areas it may be possible to assist with strategies to promote the retention rate of students in music studies. This study may assist non-music teachers to appreciate problems and help them to perceive music as part of the school program.
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Andrews, Richard John. "An exploration of structural relationships in narrative and argumentative writing, with particular reference to the work of Year 8 students". Thesis, University of Hull, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259774.

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An Exploration of Structural Relationships in Narrative and Argun entative Writing, with Particular Reference to the Work of Year 8 Students This thesis explores the relationship between narrative and argumentative structures in writing. Its principal research question is 'What are the connections between the structures and composing processes associated with narrative and argumentative writing? ', and it attempts to answer this question in two related ways: through reflective inquiry and in an empirical study of the stories and essays written by Year 8 students in three comprehensive schools in a small town in north-east England. A secondary research question is 'Might narrative act as a bridge to argument for learner-writers? '. Chapter 1 outlines the problem - one of difficulties experienced in the writing of argunent by secondary-age students - and provides a map of the rhetorical field in which the exploration of the structural relationships between narrative and argument takes place. The second chapter looks solely at narrative, focusing on attempts to define its structures but also taking into account other approaches. The third chapter describes specific difficulties encountered with the writing of argument, and then examines structures of argument as evidenced in work on narrative and argument, in rhetoric and in planning for argument. Chapters 4 to 6 present the results of the pilot and main studies. The principal result of the study is a negative one: there is found to be.. no clear-cut structural connection between narrative and argumentative writing, and indeed hardly any common patterns among the stories or essays analysed for the study. There is therefore little chance of a structural 'bridge' from narrative to argument. However, there are positive outcomes: students are more inclined to argumentative writing than is usually assumed anti show more tacility tor experimenting witch the arrangement of their arguments than with the arrangement of their narratives.
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Sproston, Carlyn. "When students negotiate: An action research case study of a year 8 English class in a Catholic secondary college in regional Victoria". Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/e46f143e249c69606d6805767aad1f4b7852e47ade9cfbc640f0d4c8764777af/793569/65095_downloaded_stream_320.pdf.

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Książki na temat "Year 8 students"

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Bruyns, R. A. C. Study motivation, work orientation, and "personality structure" of future librarians: A research among approximately 500 first-year library school students from 8 European countries. The Hague: Nederlands Bibliotheek en Lektuur Centrum, 1989.

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Office, New Zealand Education Review. Students in years 7 and 8. [Wellington]: Education Review Office, 2000.

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Barton, Geoff. New Literacy Kit: Year 8: Students' Book. Oxford University Press, 2005.

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Capewell. Framework Maths: Year 8 Students' e-Book Pack Of 10. Oxford University Press, 2007.

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Careers Basics 8 to 10: Action Planning Workbook for Year 10 Students (Careers Basics). Hobsons PLC, 1996.

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malouf, abdellh. NOTES for GOOD YEAR NOTE's STUDENTS - Large- 120 Pages 8. 5 X 11 Inche. Independently Published, 2019.

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Kurta, Jon. Pearson Primary Progress and Assess Maths End of Year Tests: Y5 8-Pack. Pearson Education, Limited, 2016.

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Kurta, Jon. Pearson Primary Progress and Assess Maths End of Year Tests: Y4 8-Pack. Pearson Education, Limited, 2016.

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Kurta, Jon. Pearson Primary Progress and Assess Maths End of Year Tests: Y6 8-Pack. Pearson Education, Limited, 2016.

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Kerwin, Jennie. Pearson Primary Progress and Assess Maths End of Year Tests: Y3 8-Pack. Pearson Education, Limited, 2016.

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Części książek na temat "Year 8 students"

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Komeda, Shigekazu, Takashi Kawakami, Masafumi Kaneko i Takashi Yamaguchi. "Deepening and Expanding Mathematical Models of Speed in Relation to Walking: The Case of Year 8 Students". W International Perspectives on the Teaching and Learning of Mathematical Modelling, 175–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37673-4_16.

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Hâj, Cezar Mihai, i Petrişor Laurenţiu Ţucă. "Access to Higher Education: Losing Precious Human Resources Before the Start Line". W Higher Education in Romania: Overcoming Challenges and Embracing Opportunities, 35–51. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94496-4_3.

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AbstractIn the last five years in Romania, a series of measures and policies have been adopted that aimed to increase the enrolment and participation of Romanian citizens in higher education. However, we are still witnessing a decline in the number of students even though Romania has the lowest proportion of graduates (30–34 years) with a higher education diploma in the EU. Through this paper, we will follow the educational path of students in final grades in upper secondary education to analyse how many of them graduated from the national baccalaureate exam and later became students. The data come from the interconnection of two important databases from the Romanian education system, the National Student Register (RMUR) and the Integrated Information System of Education in Romania (SIIIR). Access to higher education must be viewed not only from the perspective of the admissions process but also from the perspective of generational losses that have a direct impact on the human resources eligible for higher education. Thus, we will insist on analysing the “losses” of human capital registered in the national education system in the last year of study in pre-university education, looking at the same time at the characteristics of students who manage to enter higher education. The current analysis is based on the work done within the project “Quality in higher education: internationalization and databases for the development of Romanian education” (code POCU/472/6/8/126766/21.11.2018, implemented by the Executive Agency for Higher Education, Research, Development and Innovation Funding (UEFISCDI) in partnership with the Ministry of Education (ME).
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Flaspohler, Molly R. "Information literacy in the context of the first year". W Engaging First-Year Students in Meaningful Library Research, 43–98. Elsevier, 2012. http://dx.doi.org/10.1016/b978-1-84334-640-1.50002-8.

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Nebo, Chimzuruoke. "Embracing Inclusivity in Design". W Insights: 4th-Year Students’ Reflections on Design for Social Innovation, 22–23. Carleton University School of Industrial Design, 2021. http://dx.doi.org/10.22215/srp/2021.delg.8.

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Buck, Rachel Hall, i Erica Payne. "First-Year Students' Self-Perceived Effects of Music on Two Tasks". W Self-Directed Learning and the Academic Evolution From Pedagogy to Andragogy, 119–34. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7661-8.ch007.

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This chapter presents results from a study with first-year university students completing online courses during the COVID-19 pandemic. The goal of the study is to further understand how the same genre of music might impact the completion of two very different assessment tasks. Students in the study participated in two different virtual “study halls” in order to study for their semester final assessments. While further research is needed, results do highlight the need for students to be aware of which type of music to listen to while studying and specifically what kind of cognitive task they are completing.
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Glaser-Segura, Daniel A., Suzanne D. Mudge, Constantin Bratianu i Ivona Orzea. "Convergence at What Cost?" W Handbook of Research on Trends in European Higher Education Convergence, 183–201. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5998-8.ch010.

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The Bologna Process instituted measures promoting common curriculum throughout Europe with three-year standards established for Bachelor programs in economics, humanistic and positive sciences, and four-year standards for engineering sciences. Dramatic reductions were made to programs resulting in students moving into the workforce at a faster pace and with fewer academic credits. Questions existed as to whether three-year programs were sufficient for professional identity development. Professional identity, a system of attributes and values one has about self in relation to professional role, is essential for professional culture integration. This chapter employs a quasi-experimental design to compare professional identity development of Romanian business students ranging from first- through third-year using 2012 data and fourth-year students using 2007 data. Findings reveal professional identity within post-Bologna Process programs rose from first year to second but fell in the end-of-program third year. Data from pre-Bologna Process programs show higher measures of professional identity for end-of-program fourth-year students. Interpretations are provided and student workforce readiness discussed.
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Glaser-Segura, Daniel A., Suzanne D. Mudge, Constantin Bratianu i Ivona Orzea. "Convergence at What Cost?" W Professional Development and Workplace Learning, 1328–46. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch072.

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The Bologna Process instituted measures promoting common curriculum throughout Europe with three-year standards established for Bachelor programs in economics, humanistic and positive sciences, and four-year standards for engineering sciences. Dramatic reductions were made to programs resulting in students moving into the workforce at a faster pace and with fewer academic credits. Questions existed as to whether three-year programs were sufficient for professional identity development. Professional identity, a system of attributes and values one has about self in relation to professional role, is essential for professional culture integration. This chapter employs a quasi-experimental design to compare professional identity development of Romanian business students ranging from first- through third-year using 2012 data and fourth-year students using 2007 data. Findings reveal professional identity within post-Bologna Process programs rose from first year to second but fell in the end-of-program third year. Data from pre-Bologna Process programs show higher measures of professional identity for end-of-program fourth-year students. Interpretations are provided and student workforce readiness discussed.
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Rasul, Mohammad, Fons Nouwens, Rhiannon Swift, Fae Martin i Colin V. Greensill. "Assessment of Final Year Engineering Projects". W Developments in Engineering Education Standards, 80–104. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0951-8.ch005.

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This chapter presents survey results of learning and teaching methodologies and assessment of Final Year Engineering Projects (FYEP) as employed across several participating institutions throughout Australia and New Zealand. As a result of preliminary dialogue with practitioners within each institution, a number of common issues and discrepancies have been revealed. These issues include a lack of transparency and consistency in the field. Report findings indicate the need to engage in further dialogue with supervisors, lecturers, and students engaged in the FYEP process to develop best practice in the FYEP paradigm.
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"The Impact of Ethical Orientation and Gender on Final Year Undergraduate Auditing Students’ Ethical Judgments". W Audit Education, 80–94. Routledge, 2013. http://dx.doi.org/10.4324/9780203723586-8.

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"Institutional Differentiation, Socio-economic Status and 15-year-old Students' Mathematics Performance 2003". W Education at a Glance, 94–102. OECD, 2006. http://dx.doi.org/10.1787/eag-2006-8-en.

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Streszczenia konferencji na temat "Year 8 students"

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Pushkov, V., i S. Zavjalov. "The natives of Smolensk province – first-year students of Moscow university of 1917". W Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1793.978-5-317-06529-4/89-95.

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In 1917 Smolensk province stood on the second place by the quantity of sophomores of the Moscow university next to Vladimir province (139 and 158 students correspondingly). 7 districts out from 11 were represented. Mainly graduators of gymnasia and the Seminary entered the university. For the first time 8 girls became students. Principally the social structure of students included petty bourgeoisie, clergy and peasantry. Most part of students entered physics and mathematics department, much smaller part entered medical department and ones of law and of linguistics and history.
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Pushkov, V., i S. Zavjalov. "The natives of Smolensk province – first-year students of Moscow university of 1917". W Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1793.978-5-317-06529-4/89-95.

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In 1917 Smolensk province stood on the second place by the quantity of sophomores of the Moscow university next to Vladimir province (139 and 158 students correspondingly). 7 districts out from 11 were represented. Mainly graduators of gymnasia and the Seminary entered the university. For the first time 8 girls became students. Principally the social structure of students included petty bourgeoisie, clergy and peasantry. Most part of students entered physics and mathematics department, much smaller part entered medical department and ones of law and of linguistics and history.
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Dimitrova, Krasimira, i Rumyana Papancheva. "SURVEY OF 8-9-YEAR STUDENTS’ WORKING SKILLS WITH GRAPHIC EDITOR ON RESEARCH AND CREATIVE PROJECTS". W 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2531.

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Abbasova, A., A. Steganceva i Yu Popova. "ENVIRONMENTAL MANAGEMENT". W Manager of the Year. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2022. http://dx.doi.org/10.34220/my2021_7-10.

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: A sudden increase in the technogenic impact on the surrounding natural sphere has created a real danger of the environmental crisis. In this regard, research has arisen on strategic projects for environmental protection activities aimed at selecting low-cost and efficient production technologies. The global nature and the colossal variety of the use of natural resources in economic activity directly necessitated the use of a systematic approach, scientifically reasoned informative and financial analysis of environmental management. Thus, the basic basic principles of the environmental management system – environmental management – began to form. The place and role of environmental management in the general concept of environmental and natural resource activities is considered within the framework of the discipline “Environmental Management”, which is aimed at obtaining information, legal and methodological bases for students in order to research projects and implement concepts of environmental management, rational use of natural resources, promotion of resource and energy conservation technologies. The training manual consists of 8 areas, which highlight the characteristic features of the concept of environmental management, including the organization of the environmental sphere in different enterprises, the essence of environmental marketing, the main statements, types and operations of environmental auditing, waste management and environmental insurance issues, and other nuances.
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Nolte, Hannah, Xiaomei Tan, Alexander Weaver i Elizabeth Starkey. "Modification of Robotics Curriculum for Project-Based First Year Engineering Design Course". W ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-70711.

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Abstract Texas Instruments (TI) currently offers a comprehensive curriculum to supplement their Robotics System Learning Kit MAX (TI-RSLK MAX). While designed for all college students, TI would like to provide a modification of the curriculum specifically for first-year engineering design courses. The goal of this project was to modify the current TI-RSLX MAX curriculum, making it easier to digest for first-year engineering students and more applicable to shorter duration projects (∼8 weeks), while still being information dense. To better understand the user experience of the current TI-RSLK MAX curriculum and determine what users would want from a modified curriculum, user interviews were conducted and analyzed using inductive qualitative analysis techniques. Results showed that while the current TI robotics project has many positives, first-year students primarily struggled with the coding aspect of the project. These results directed and informed the prototype development of a modified curriculum module focused on teaching students code. Low- and medium-fidelity prototypes were developed and tested with users. Data from the usability study were analyzed using descriptive analysis techniques and results indicate that the medium-fidelity prototype helped students learn robotics coding. This research has implications for a high-fidelity modified TI-RSLX MAX curriculum and robotics education for first-year engineering design students.
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Lešková, Andrea, Miriam Rychvalská i Anna Mišianiková. "Aplikácia predikčnej karty počas dištančnej formy výučby biológie na gymnáziu". W DidSci+ 2021. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9876-2021-8.

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School assessment in Slovakia has recently become an increasingly frequent topic of discussion, which is focused on the unfairness of grading and it´s negative effects on the progress of students in education. Assessment is focused on summative assessment, which is realized by a mark, verbal assessment or a combination thereof. The paper focuses on the issue of formative assessment as one of the forms of school assessment. Formative assessment focuses on frequent assessment of a student's learning progress and the use of feedback when their performance can be further improved. With the help of feedback, the teacher can detect and diagnose deficiencies, causes, errors and difficulties in students' learning. It helps him determine the difference between the current level of assessed performance and the standard. Teachers use various formative assessment tools to obtain assess, students' learning progress, and decide about further action. During the distance form of teaching, we carried out research focused on the implementation of a prediction card as a tool for formative assessment in the teaching of Biology at the grammar school. The research sample consisted of 12 students of the 4th year of grammar school. We developed a prediction card for the topics: Mutations, Gender Inheritance, and Gene Manipulation. To implement the prediction card, we used the online application Socrative, through which students stated whether the statement is true or false. In the results, we present the impact of the implementation of the prediction card on students' knowledge and misconceptions and their further progress in education.
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Kampmane, Kristine, Andrejs Geske i Antra Ozola. "The Influence of Family Socioeconomic Status on Students’ Self-Beliefs in Large Scale Studies". W 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.63.

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The prolonged pandemic situation that left its damaging footprints not only in global economy but in many families, struggling with options to maintain their pre-pandemic income levels and social status, has raised the issue about the impact of family socioeconomic status (SES) on child’s personality, especially self-beliefs. It has been previously studied that SES has a significant impact on child’s academic achievement. Inherited social status has been the subject of studies for many years, and some researchers argue that it is rooted in the child’s self-beliefs. The aim of this article is to examine the impact of family SES factors. The research question for this study is as follows: does family SES impact significantly primary school students’ academic self-beliefs? To evaluate the significance of factor impact, the authors used linear regression models where the dependent variable was students’ self-beliefs, but family SES and students’ achievement were the independent variables. The authors analysed the students’ questionnaire data collected from such studies as the International Association’s for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS) 2016, Trends in International Mathematics and Science Study (TIMSS) 2019, International Civic and Citizenship Education Study (ICCS) 2016 and OECD Programme for International Student Assessment (PISA) 2018. In particular, the students’ questionnaire data from countries around the Baltic Sea were explored. The results of this study demonstrated a small but significant impact of family SES on the child’s self-perception. If SES was analysed in linear regression models together with achievement, the models explained variations from 16–25% for academic self-concept in reading, 14–27% for academic self-concept in Mathematics, 3–13% for academic self-concept in Science of Grade 4 students, and 1–7% of variation for Grade 8 students’ self-efficacy in citizenship, 10–18% of variation for 15 year old students’ academic self-concept in reading, 2–7% for academic self-concept in finance, and 6–12% of 15 year old students’ global self-efficacy.
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SIMA, Elena-Diana. "Swimming Lesson in Physical Education and Sport Discipline for First-Year Students in the Higher Education of other Profiles". W 3rd Central & Eastern European LUMEN International Conference – New Approaches in Social and Humanistic Sciences | NASHS 2017| Chisinau, Republic of Moldova | June 8-10, 2017. LUMEN Publishing House, 2018. http://dx.doi.org/10.18662/lumproc.nashs2017.36.

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Izzah, Nurul Fathimatul, A. M. Susilo Pradoko i Sri Wahyuni Syukur. "The Development of Android Application-Based E-Module Learning Media on the Makassar Flute Learning Material for Year 8 Junior High School Students". W 4th International Conference on Arts and Arts Education (ICAAE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210602.045.

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Bulyshev, Igor Petrovich. "THE EFFECTIVELY USE OF THE BASIC PHYSICAL EXERCISES SET OF ATHLETIC GYMNASTICS IN THE DEVELOPMENT OF THE 1ST-YEAR STUDENTS' FLEXIBILITY AT THE UNIVERSITY". W Наука и социум; Внедрение адаптивной физической культуры и спорта в студенческую среду. Новосибирск: АВТОНОМНАЯ НЕКОММЕРЧЕСКАЯ ОРГАНИЗАЦИЯ ДОПОЛНИТЕЛЬНОГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ «СИБИРСКИЙ ИНСТИТУТ ПРАКТИЧЕСКОЙ ПСИХОЛОГИИ, ПЕДАГОГИКИ И СОЦИАЛЬНОЙ РАБОТЫ», 2021. http://dx.doi.org/10.38163/978-5-6046739-8-0_2021_68.

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Raporty organizacyjne na temat "Year 8 students"

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Thomson, Sue, Nicole Wernert, Sima Rodrigues i Elizabeth O’Grady. TIMSS 2019 Australia Highlights. Australian Council for Educational Research, grudzień 2020. http://dx.doi.org/10.37517/978-1-74286-616-1.

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Trends in International Mathematics and Science Study (TIMSS) is an international sample study that assesses the mathematics and science achievement of Year 4 and Year 8 students every four years. Australia has participated in all cycles of TIMSS since it commenced in 1995 and over this 24-year period has collected rich data about trends in mathematics and science achievement. This document provides the highlights from Volume I of the main report TIMSS 2019 Australia. Volume I: Student performance. Volume I and these Highlights focus on the achievement results, detailing Australia’s results within the international context, as well as the results for the Australian jurisdictions, and for different demographic groups within Australia.
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Thomson, Sue, Nicole Wernert, Sima Rodrigues i Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, grudzień 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Schoen, Robert C., Wendy S. Bray, Amanda M. Tazaz i Charity K. Buntin. A Description of the Cognitively Guided Instruction Professional Development Program in Florida: 2013–2020. Florida State University Libraries, luty 2022. http://dx.doi.org/10.33009/fsu.1643828800.

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Cognitively Guided Instruction (CGI) is a teacher PD program that has been found to have a potentially positive impact on student learning in mathematics through randomized controlled trials. Through a series of grant-funded projects led by FSU, approximately 2,000 Florida teachers have participated in CGI-based professional development in the past 8 years. This paper describes the core features of the CGI-based PD programs that were implemented in Florida during that time period. We provide this information to help researchers and practitioners to understand the context in which the associated research studies occurred and interpret the available and forthcoming findings related to the impacts of the interventions.
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Kaffenberger, Michelle, Lant Pritchett i Martina Viarengo. Towards a Right to Learn: Concepts and Measurement of Global Education Poverty. Research on Improving Systems of Education (RISE), grudzień 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/085.

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The idea that children have a “right to education” has been widely accepted since the Universal Declaration of Human Rights in 1948 (United Nations, 1948) and periodically reinforced since. The “right to education” has always, explicitly or implicitly, encompassed a “right to learn.” Measures of schooling alone, such as enrollment or grade attainment, without reference to skills, capabilities, and competencies acquired, are inadequate for defining education or education poverty. Because of education’s cumulative and dynamic nature, education poverty needs an “early” standard (e.g., Grade 3 or 4 or age 8 or 10) and a “late” standard (e.g., Grade 10 or 12 or ages 15 and older). Further, as with all international poverty definitions, there needs to be a low, extreme standard, which is found almost exclusively in low- and middle-income countries and can inform prioritization and action, and a higher “global” standard, against which even some children in high income countries would be considered education poor but which is considered a reasonable aspiration for all children. As assessed against any proposed standard, we show there is a massive learning crisis: students spend many years in school and yet do not reach an early standard of mastery of foundational skills nor do they reach any reasonable global minimum standard by the time they emerge from school. The overwhelming obstacle to addressing education poverty today is not enrollment/grade attainment nor inequality in learning achievement, but the fact that the typical learning profile is just too shallow for children to reach minimum standards.
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Digital Promise COVID-19 Student Survey Topline Data Report. Digital Promise, lipiec 2020. http://dx.doi.org/10.51388/20.500.12265/97.

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This Digital Promise survey was conducted May 13-June 1, 2020, among a random national sample of 1,008 full- or part-time students enrolled in a two- or four-year college or university who were taking in-person or blended for-credit courses before the coronavirus outbreak began that then transitioned to remote instruction. The sample includes 620 students who took a STEM course that transitioned completely online. Results have a margin of sampling error of 3.6 points for the full sample, 4.6 points among students who took a STEM course, and 5.8 points among those who did not take a STEM course. Error margins are larger for subgroups. At a 50/50 division of opinion, a difference of 8 points between STEM and non-STEM students is needed for significance at the 95 percent confidence level.
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Does your Local Control Accountability (LCAP) Plan deliver on the promise of increased or improved services for English Learners? 10 research aligned rubrics to help answer the question and guide your program. The Center for Equity for English Learners (CEEL), 2015. http://dx.doi.org/10.15365/ceel.lcap2015.1.

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As California’s Local Control Funding Formula (LCFF) came into effect in 2013, districts were given more flexibility to use state resources and create a new school finance system to improve/increase services for students with greater needs for support, including English Learners (ELs), students from low-income backgrounds, and foster youth. Local Education Agencies (LEAs) were tasked with preparing the Local Control and Accountability Plans (LCAPs) to describe how districts use their plans to meet their annual goals for all students. To aid LEAs in their design and implementation of programs to address the needs of ELs, Californians Together, the California Association for Bilingual Education (CABE), California Rural Legal Assistance (CRLA), and the Center for Equity for English Learners (CEEL) collaboratively developed the rubrics with 10 focus areas that have a high impact on ELs. These areas include: (1) English Language Development, (2) Parent Engagement, (3) Professional Development, (4) Programs and Course Access, (5) Expenditures, (6) District Wide Use of Concentration and Supplemental Grant Funds, (7) School Wide Use of Concentration and Supplemental Grant Funds, (8) Actions and Services, (9) Proportionality, and (10) English Learner Data to Inform Goals. These 10 rubrics and their corresponding indicators are based on research-based principles and practices for English Learners. These rubrics were first employed in the review of first-year LCAPs by the above-mentioned organizations and remain an important analytical instrument for district leaders to gain insights into the planning for and improving programs and services for ELs.
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Reducing HIV infection among youth: What can schools do? Key baseline findings from Mexico, South Africa, and Thailand. Population Council, 2001. http://dx.doi.org/10.31899/hiv2001.1004.

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Although many program planners see schools as a convenient location for HIV-prevention programs, there is controversy about whether school programs can ever be strong enough to go beyond improving knowledge and attitudes to increasing the adoption of safe sexual behaviors. Evaluations of school programs in Mexico, South Africa, and Thailand focus on this question: Can school HIV programs change behavior? In each country, local organizations have worked with educators on teacher training and course design to ensure high-quality school interventions. Researchers surveyed students’ knowledge, attitudes, norms, and reported behavior before the intervention, immediately after the intervention, and again several months later to measure retention of program effects. In all three sites comparable control groups are compared to the intervention group. The mean age and age ranges for the three study groups are: 16 years and 13–23 for the Mexican study group; 15 years and 8 months and ages 12–21 for the South African study group; and 20 years and ages 17–31 for the Thai study group. This report is a summary of key baseline findings from these studies.
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