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1
Steinfelt, Victoria. "Ages and Stages: 4 to 8 Year Olds". College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 1998. http://hdl.handle.net/10150/156943.
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3 pp.To understand children, their development, needs and uniqueness is vital for parents. This publication uses tables to outline the mental, social and physical development for each group of children from 4 to 8 year old.
2
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.
3
Yamanaka, Katsumi, Mutsuo Ishii, Tomi Akashi, Masashi Mori, Yoshitsugu Iinuma, Satoshi Ichiyama i Toru Mori. "Severe disseminated BCG infection in an 8-year-old girl". Nagoya University School of Medicine, 2000. http://hdl.handle.net/2237/5360.
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4
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.
5
Morgan, Sharon. "Transfer and articulation : tracing metalinguistic development in Year 8 writers". Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34523.
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Through the use of action research methodology, this exploratory study examines the relationship between explicit grammar teaching and the development of year 8 students’ metalinguistic knowledge. The research particularly focuses on exploring the transfer of new grammatical knowledge into the students’ own writing, as well as charting their abilities to articulate the design decisions underpinning their linguistic choices. Throughout the research, students were encouraged to employ a range of supportive self-regulation strategies to meet the cognitive demands of writing. The research was conducted over one academic year and involved three different teaching and reflection cycles. Three students, with differing attainment levels, were selected at the start of the research process to be case studies. Their written work was analysed at five different points during the year: a pre-test writing assessment; a post teaching test assessment and after each of the three teaching cycles. Students were also encouraged to write reflective commentaries outlining their linguistic and grammatical choices. These data sets were complemented by the addition of case study participant interviews which were conducted within a few weeks of completing their written assessments. Both the commentaries and interviews were used to elicit students’ metalinguistic reflections regarding their written texts and the writing process as a whole. This data was inductively coded and analysed in order to identify patterns in students’ reflections. The findings are presented in case study form, highlighting individual student’s transfer and articulation of their new grammatical knowledge. This study reinforces recent research into the complexities associated with bridging the gap between grammar transfer and grammar articulation and therefore contributes to the growing body of research in this area.
6
Hartwig, Kay. "Music in the Year 8 Classroom: An Action Research Project". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366790.
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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.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Full Text
7
Porter, Paulette. "Parent-Child Read Aloud Program for 8-9 year old children". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ42424.pdf.
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8
McGlynn, Penelope Jane. "Perceived Effects of Embedding a Learning Strategy Course in a Year 8 Science Program". Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1798.
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A year long learning strategy course was designed and embedded in a Year 8 science curriculum. The Science Learning Strategy (SLS) program aimed to improve student ability to apply learning strategies to science, increase student achievement in science and to augment students' feelings of control over their science learning, so that their perceived competence was maximised. Achievement of these aims was monitored by collecting perceptions from students, parents and the teacher/researcher via a range of devices including questionnaires, work samples and interviews. The program overall was regarded as successfully achieving all three aims by 22 of the 24 students. The other two students found that only some aspects of the course were helpful, and felt they had learned little from the program. Thirty three percent of parents attributed positive changes in their daughter's study and learning strategies to participation in the SLS program (the remainder were unsure, or did not know of any changes). In relation to perception of academic performance, 38% of the parents interviewed believed that the SLS had a positive effect on their daughter's achievement in science. Several of these parents reported very positive effects on performance. The remainder were not sure or did not know if there had been any positive effects. No parents mentioned that the SLS program had caused a drop in science performance. The proportion of parents believing their daughters blamed disappointing results on factors they couldn't control dropped from 45% at the start of the year, to 22% by the end of the SLS program. After the intervention, 33% of parents reported that their daughters had come to believe that their science performance was affected by many factors, most of which they could control.The teacher/researcher observed strong improvement in student ability to apply learning strategies to science as a result of participation in the program. Students were also observed by the teacher/researcher, to have been assisted by the intervention to realise that their science performance was governed not only by their natural ability, but also by factors such as studying behaviour and affective influences. In particular, the program appeared to the teacher/researcher to have helped students realise that they had control over their use of learning strategies, and that this control could influence their science performance. However, the teacher/researcher found that no statistically significant changes in science achievement resulted from student participation in the SLS course. The other objective of the research was to investigate the extent to which learning strategy education was valued and implemented by Western Australian science teachers. The 218 returned surveys revealed that most respondents recognised the need to teach these skills during science lessons. Seventy six percent of respondents considered the delivery of learning strategy instruction in the lower school science classroom to be as important, or more important, than teaching subject processes and content. Sixty seven percent recognised that improving study strategies can improve confidence and/or motivation.Many teachers, however, had not been able to convert these views into consistent classroom practice. A moderate proportion of teachers reported teaching a variety of learning strategies; 74% of the respondents agreed that learning strategy instruction could improve performance in science. Only one teacher specifically mentioned incorporating the teaching of learning strategies with instruction in science process and content. As a future outcome of this project, the teacher/researcher will encourage other teachers to embed learning strategy instruction within the science curriculum, so that their students come to feel more in control of their learning and can learn more effectively.
9
Isikdemir, Ozlem. "Investigation Of 8-year-long Composition Record In The Eastern Mediterranean Precipitation". Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607064/index.pdf.
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Measurement of chemical composition of precipitation is important both to understand acidification of terrestrial and aquatic ecosystems and neutralization process in the atmosphere. Such data are scarce in the Mediterranean region. In this study, chemical composition of daily, wet-only, 387 number of rain water samples collected between 1991 and 1999 were investigated to determine levels, temporal variation and long-term trends in concentrations of major ions and trace elements between 1991 and 1999. Samples had already been collected and some of the analysis had been completed. The anions SO42-, NO3- and Cl- were analyzed by HPLC coupled with UV-VIS detector, NH4+ was analyzed by colorimetry and H+ ion was analyzed by pH meter. The major ions and trace metals were analyzed by using Atomic Absorption Spectrometry (AAS) and Graphite Furnace Atomic Absorption Spectrometry (GFAAS). In this study complete data set were generated by analyzing samples that had not been previously analyzed for major ions and trace elements with Inductively Coupled Plasma with Optical Emission Spectrometry (ICP-OES).
Statistical tools were used to determine the distribution of the pollutants. The rain water data tends to be log-normally distributed since data show large variations due to meteorological conditions, physical and chemical transformations and air mass transport patterns. The median pH of the rain water was found to be 5.29, which indicates that the rain water is not strongly acidic. This case is not a result of lacking of acidic compounds but rather indicates extended neutralization process in rain water. Eastern Mediterranean atmosphere is under the influence of three general source types: (1) anthropogenic sources, which are located to the north and northwest of the basin brings low pH values to the region (SO42-, NO3- ions)(2) a strong crustal source, which is dried and suspended local soil and air masses transported from North Africa transport which have high pH values (Ca2+, Al, Fe ions) and (3) a marine source, which is the Mediterranean Sea itself (Na+, Cl- ions). In the region, the main acid forming compounds are H2SO4 and HNO3 whereas
CaCO3 and NH3 are responsible for the neutralization process. To describe the level of pollutant concentrations and the factors that affect their variations in rain water
ion compositions, neutralization of acidity, short and long-term variability of ions and elements, their time trend analysis and wet deposition fluxes were investigated briefly. Positive matrix factorization (PMF) was used to determine components of ionic mass in the precipitation. In Antalya Station the rain water has five factors: free acidity factor, crustal factor, marine factor, NO3- factor and SO42- factor. Potential Source Contribution Function (PSCF) and trajectory statistics were used to determine source regions generating these components. NO3- has potential source regions of Western Mediterranean countries and North Africa, whereas SO42- has additional southeasterly trajectory components of Israel and south east of Turkey.
10
James, Catherine E., of Western Sydney Hawkesbury University, Faculty of Science and Technology i School of Food Science. "Development of the sense of taste in 8-9 year old children". THESIS_FST_SFS_James_C.xml, 1996. http://handle.uws.edu.au:8081/1959.7/49.
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The responses of the sense of taste of 8-9 year old children to sucrose, sodium chloride, citric acid and caffeine were compared to those of adults in an effort to establish the state of development of the sense in mid-childhood. Two procedures were used to determine detection thresholds and ability to discriminate between different concentrations of a tastant. These studies showed that male children had higher detection thresholds for sucrose and sodium chloride than adults and female children, whilst female children exhibited similar detection thresholds to adults. Both adults and children were able to classify the four common tastes according to their correct labels, and to discriminate between stimuli with the same dominant taste quality but the children were less successful. A ranking procedure was used to determine whether adults and children perceive binary taste mixtures similarly, and the results indicated that children were less successful. The ability of children and adults to use scaling procedures to estimate visual and non-visual stimuli was investigated, and it was found that children and adults had the same success at these tasks. Male and female children were found to have similar levels of maturity, with the exception of detection thresholds for sucrose and sodium chloride, indicating that their response characteristics are largely independent of gender. Overall, the results indicate that the sense of taste in mid-childhood is well developed, but some functions may not be matureDoctor of Philosophy (PhD)
11
James, Catherine Elizabeth. "Development of the sense of taste in 8-9 year old children /". View thesis View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030530.150905/index.html.
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12
Powell, Colin V. E. "Screening for undiagnosed asthma in 8-10 year old children : methodological considerations". Thesis, University of Sheffield, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265494.
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13
McGlynn, Penelope Jane. "Perceived Effects of Embedding a Learning Strategy Course in a Year 8 Science Program". Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14888.
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A year long learning strategy course was designed and embedded in a Year 8 science curriculum. The Science Learning Strategy (SLS) program aimed to improve student ability to apply learning strategies to science, increase student achievement in science and to augment students' feelings of control over their science learning, so that their perceived competence was maximised. Achievement of these aims was monitored by collecting perceptions from students, parents and the teacher/researcher via a range of devices including questionnaires, work samples and interviews. The program overall was regarded as successfully achieving all three aims by 22 of the 24 students. The other two students found that only some aspects of the course were helpful, and felt they had learned little from the program. Thirty three percent of parents attributed positive changes in their daughter's study and learning strategies to participation in the SLS program (the remainder were unsure, or did not know of any changes). In relation to perception of academic performance, 38% of the parents interviewed believed that the SLS had a positive effect on their daughter's achievement in science. Several of these parents reported very positive effects on performance. The remainder were not sure or did not know if there had been any positive effects. No parents mentioned that the SLS program had caused a drop in science performance. The proportion of parents believing their daughters blamed disappointing results on factors they couldn't control dropped from 45% at the start of the year, to 22% by the end of the SLS program. After the intervention, 33% of parents reported that their daughters had come to believe that their science performance was affected by many factors, most of which they could control.The teacher/researcher observed strong improvement in student ability to apply learning strategies to science as a result of participation in the program. Students were also observed by the teacher/researcher, to have been assisted by the intervention to realise that their science performance was governed not only by their natural ability, but also by factors such as studying behaviour and affective influences. In particular, the program appeared to the teacher/researcher to have helped students realise that they had control over their use of learning strategies, and that this control could influence their science performance. However, the teacher/researcher found that no statistically significant changes in science achievement resulted from student participation in the SLS course. The other objective of the research was to investigate the extent to which learning strategy education was valued and implemented by Western Australian science teachers. The 218 returned surveys revealed that most respondents recognised the need to teach these skills during science lessons. Seventy six percent of respondents considered the delivery of learning strategy instruction in the lower school science classroom to be as important, or more important, than teaching subject processes and content. Sixty seven percent recognised that improving study strategies can improve confidence and/or motivation.
Many teachers, however, had not been able to convert these views into consistent classroom practice. A moderate proportion of teachers reported teaching a variety of learning strategies; 74% of the respondents agreed that learning strategy instruction could improve performance in science. Only one teacher specifically mentioned incorporating the teaching of learning strategies with instruction in science process and content. As a future outcome of this project, the teacher/researcher will encourage other teachers to embed learning strategy instruction within the science curriculum, so that their students come to feel more in control of their learning and can learn more effectively.
14
Lawrence, Julia Clare. "Negotiating change : the impact of school transfer on attainment, self-esteem, self-motivation and attitudes in physical education". Thesis, Brunel University, 2006. http://bura.brunel.ac.uk/handle/2438/6377.
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The purpose of this study was to identify any changes in attainment, self-esteem, self-motivation and attitudes to physical education between the end of year 6 and the beginning of year 8 (during the transfer from primary to secondary school), and to establish the extent of any differences between gender, age of transfer and school attended. Consideration was also given to the ways in which continuity and promotion was promoted between schools involved in the study. Data was collected on four occasions over a 20-month period. Data pertaining to attainment was collected using observation techniques and teacher assessment, whilst self-esteem and self-motivation was collected using questionnaires. Attitudinal data, information relating to physical education, and continuity and progression data were collected using questionnaires and interviews. Results showed significant increases in attainment, self-esteem and self-motivation between the end of year 6 and the beginning of year 8. Significant differences were evident in relation to gender, age of transfer and secondary school attended. Significant positive relationships were found between attainment and self-esteem, attainment and self-motivation, and self-esteem and self-motivation, allowing a tentative relationship model to be proposed. Changes in attitudes towards physical education were also found. Whilst teachers acknowledged the importance of continuity and progression, links between schools focused on social / pastoral rather than curricular issues. Time, staffing issues and finance were identified as the main constraints to the establishment of links. What emerges is a complicated picture of inter-related factors, with no universal solution. Each teacher must consider this broad range of factors within the context they teach. In order to do this there is perhaps a need to raise awareness amongst teachers of the impact of the transfer between primary and secondary phases of education on pupils across curriculum subjects, and that this should be explicitly considered and planned for.
15
Goalen, Sarah. "An exploration of a mindfulness intervention with 7 and 8-year-old children". Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-a-mindfulness-intervention-with-7-and-8yearold-children(257e6fbb-9db1-4421-92f3-fa9fa9658f54).html.
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Mindfulness has been defined as having three core aspects: active attention which leads to awareness, a regard for the present rather than the future or the past and an approach that is non-judgemental and accepting (Hooker and Fodor, 2008). Mindfulness has been used to treat adults and children in a clinical setting with presenting issues such as anxiety and difficulties related to poor self-regulation. The current research aimed to explore the effect of mindfulness on self-regulation and the feasibility of using mindfulness in a mainstream primary setting as a preventative, universal measure.The research used an exploratory, mixed methods design and included a comparison group. The intervention was developed collaboratively by the researcher and class teacher and included mindfulness activities taken from Mindfulness for Schools (Cattley and Lavelle, 2009). The children in the intervention group took part in a mindfulness activity 3-4 times a week for 8 weeks, in 10 – 15 minute sessions, straight after lunch.The qualitative data was obtained using semi-structured interviews and researcher observations. The semi-structured interviews, which were transcribed and analysed using thematic analysis, provided information on the pupils’ and teacher’s perceptions of the intervention. Meanwhile, the researcher observations triangulated data on participant engagement as well as providing information on the fidelity of the intervention and formative feedback for the teacher. Observations and semi-structured interviews were also completed with the comparison class to establish the comparability of the two classes. Quantitative data was gathered using a self-regulation measure developed from questionnaires cited in Bandy and Moore (2010). The questionnaire was administered to both classes before and after the 8 week intervention to explore changes in self-regulation within and between groups. The data is reported using descriptive statistics and inferential parametric statistics.Both teacher and pupil interviews highlighted increased feelings of calm and levels of attention immediately following mindfulness activities. Data from the pupil interview suggested that the children involved in the intervention enjoyed many of the activities and were able to suggest times when they might find mindfulness activities useful. Information gathered from the interviews with the class teacher suggested that the development and delivery of mindfulness activities was appropriate and feasible in a mainstream, primary setting. While changes on the self-regulation scale could be considered positive, in that there was an overall decrease in mean scores in the intervention group, the decrease was not significant and so likely to be due to chance. In summary, the qualitative data indicated that mindfulness activities had a small but positive impact on the emotional, behavioural and cognitive awareness in a group of year 3 children in a mainstream primary setting. However, adapting mindfulness activities to make delivery feasible for a teacher in a mainstream primary setting may reduce the effectiveness of the intervention. Recommendations for EPs and future research are discussed.
16
McElwee, S. J. "Meta cognitive and problem-solving abilities in 8-9 year old gifted children". Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517441.
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17
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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18
McGlynn, Penny. "Perceived effects of embedding a learning strategy course in a year 8 science program /". Full text available, 2003. http://adt.curtin.edu.au/theses/available/adt-WCU20040617.095532.
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19
Zintl, Shelley Anne. "Building decoding fluency in 8- to 9-year old low progress readers : a dissertation". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2005. http://hdl.handle.net/10092/2890.
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The aim ofthis study was to extend the emerging evidence that 8- to 9-year old
struggling readers are characterised more by a deficit in decoding fluency than a low level of
phonemic awareness. A group of five children who were deemed to have an adequate level of
phonemic awareness but were still at least one year behind in reading progress were selected.
The children participated in specially designed fluency building activities with a trained peer
tutor for 21 minutes a day, five days a week. Measures ofdecoding fluency were taken
almost daily and, in order to assess any generalisation effects ofthe intervention to overall
reading progress, timed running records were also taken once or twice a week. The
intervention was conducted in the school setting and lasted for between two and four weeks
depending on each child's individual progress. Results showed that participants' level of
decoding fluency improved from an average pre-test level of 35 correct responses per minute
to 76 correct responses per minute at six-week follow-up. In addition, participants improved
in prose reading fluency from an average pre-test level of 50 correct words per minute to 70
correct words per minute at six-week follow-up. Implications of these findings for
educational practice are discussed.
20
Bradbury, Kirsten. "Rural and suburban 5-8 year old children: Gun-injury risks and crisis responses". Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/28224.
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Recent research has provided empirical support for counseling guidelines for pediatric gun safety and has demonstrated that some parental behaviors increase children's risk of gun injury. However, few data exist on patterns of gun-injury risks, especially for children younger than age 10, children from middle-class and non-urban families, and children of non-gun-owning vs. gun-owning parents. Part I of the study presents data on gun injury risks in a middle-SES sample of rural and suburban gun-owning and non-gun-owning parents and their 5-8-year-old children (N=60). Gun-owners (38.3% of the sample) endorsed an average of 10.57 out of 21 assessed gun injury risks, and evinced variable patterns of gun injury risks. Gun injury risks were much lower among non-gun-owners. However, a small number of non-gun-owners reported their children to have gun exposure risks more typical of gun-owners' children (e.g., child goes hunting/shooting). Part II of the study presents data on the children's responses to a crisis scenario involving a threat associated with defensive gun use (home intrusion). Children's crisis response plans were categorized as competent, passive, bold, or aggressive/gun. Competent plans were common (38.6%). However, most children generated non-competent crisis responses, including passive plans (21.1%), bold plans (19.3%), and aggressive/gun plans (21.1%). These results may help to identify styles of crisis response for targeted preventive interventions and emergency response training. The common theme in these results is that encouraging safe behavior, whether by young children responding to a crisis or by parents who own guns, requires an understanding of motivations for unsafe behavior and barriers to safer behavior.Ph. D.
21
Martin, Cherie. "Relatedness and Autonomy Aspects of Self-Concept in 8- to 12-Year-Old Children". DigitalCommons@USU, 1995. https://digitalcommons.usu.edu/etd/2482.
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The purpose of this study was to look at age-associated changes in relatedness and autonomy in 8- to 12-year-olds. A psychosocial and attachment theory perspective was taken to help explain the integration of relatedness and autonomy issues. The influence of gender, parent involvement, and selected demographic variables was also considered. The sample included 94 children . This excluded those with single fathers or stepmothers. Instruments used were (a) the relatedness, autonomy, and parent involvement portions of the Rochester Assessment Package for Schools (Wellborn & Connell, 1987); (b) an ageappropriate revision of the Eriksonian Psychosocial Stage Inventory (Jones & Anderson, 1992); (c) a revision of Hansburg's (1972) Separation Anxiety Test (SAT) to obtain attachment classification (Resnick, 1994), and (d) the Klagsbrun-Bowlby (1976) method of evaluating responses to separation anxiety from the Separation Anxiety Test. Results of this study indicate that relatedness and autonomy aspects of self-concept can be differentiated and were shown to vary by age and gender. Age-related biosocial shifts in self-concept were found that corresponded to cognitive and social developmental changes in middle childhood. Significant gender differences were found in self-concept and response to separation anxiety as well as in the way that the proposed biosocial shifts were experienced . The attachment classifications obtained by the Resnick Separation Anxiety Test instrument produced theoretically valid results and were relatively stable across age and gender . The Klagsbrun-Bowlby measure of responses to separation anxiety did show significant age and gender differences, indicating t hat these two instruments may be looking at two different aspects of the attachment system. Parental involvement and maternal education showed positive influences on relatedness, autonomy, and psychosocial development scores and their influence varied by gender. Socioeconomic status interacted with gender in its influence on autonomy. The results of this study indicate that middle childhood is an important time in the development of selfconcept. Awareness of the needs of preadolescent children as they begin to form attitudes regarding self and others is valuable in identifying and modifying risk factors for behavior problems
22
Sakpakornkan, Narumon. "The mathematics curriculum and pupils' thinking processes : learning to solve algebraic problems in year 7 and year 8 in England and Thailand". Thesis, Durham University, 2004. http://etheses.dur.ac.uk/2827/.
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Previous studies of pupils' learning of algebra have been inclined to study errors in given answers. The present study attempts to investigate pupils' thinking processes in the early stages of learning algebra by examining and comparing responses made by English and Thai pupils to the researcher's algebra test. The research was conducted among pupils during their "normal" lessons in secondary school algebra. Pupil participants were in the first two years of secondary education. Data collection included lesson observations, interviews, and the researcher's algebra test. The thinking processes were first categorised from the interview data to provide a framework for analysing pupils' written responses to the researcher's test. Later, a codebook was kept in which pupils' responses to the researcher’s test were coded. The study goes on to analyse the outcomes from this coding procedure. The research indicates that the differences in the way pupils think appear to be closely related to the teaching and curriculum provided. In both countries, success in algebra is dependent on having good arithmetic skills. Also the reluctance of pupils to use algebra to solve easy problems results in algebraic skills being inadequately developed to solve more difficult problems. An implication for practice is that the Thai school should consider the bearing which the understanding of simplification of like terms has upon a pupil's ability to solve linear equations. Both schools could consider ways of making effective use of patterns and sequences to develop algebraic thinking. The codebook developed in this research could serve as a tool for mathematics teachers in helping them to understand the complexity of their pupils thinking processes in solving algebraic problems. An investigation involving more schools in other settings could follow this.
23
Traversy, Gregory. "Associations Between Domains of Physical Literacy In 8-12 Year-Old Children, by Weight Status". Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34540.
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To date, only a small number of studies have examined the results of physical literacy (PL) assessments using the Canadian Assessment of Physical Literacy (CAPL). Among these studies, none have evaluated the correlations between the four domains of PL assessed within the CAPL, nor have they evaluated whether these correlations differ depending on weight status. The current study aimed to determine the strength of associations between the four domains of PL, and compare the correlation coefficients between healthy weight and overweight/obese children. Children aged 8-12 years (n=456) were assessed using the CAPL protocol and partial correlations (controlling for age, sex, and other domain scores) were calculated between domains, for healthy weight (n=275) and overweight/obese children (n=181) separately. The results of this study show that the domains of physical competence, daily behaviour, and motivation and confidence correlate significantly with one another at similar low-to-moderate levels in both body weight groups examined (r = 0.15 to 0.38). The domain of knowledge and understanding did not correlate significantly with other domains in healthy weight participants, and only correlated significantly with physical competence in overweight/obese children (r = 0.22). Overall, the low level of correlations seen between domains in this study lends support to the psychometric architecture of the CAPL and suggests that the four domains of CAPL measure different constructs. Furthermore, the results of this study suggest that interventions aimed at improving PL in children should assess multiple domains, and do not necessarily need to be tailored based on a child’s weight status.
24
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.
25
Abbas, Khadeeja. "Testing three measures of subjective well-being amongst a sample of 8-year-old children". University of Western Cape, 2021. http://hdl.handle.net/11394/8395.
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Magister Artium (Psychology) - MA(Psych)Research on children’s well-being has increased over the past decade, largely driven by advancements in children’s rights legislation and the emergence of innovative theoretical and epistemological frameworks. While there has been a notable increase in empirical research on children’s objective standards of living, less data has been available in relation to their subjective perceptions and evaluations of their life. The measurement of children’s subjective well-being (SWB) has been a particular focus of empirical research especially as it relates to the development of valid scales for use with children across age groups and contexts. An area of concern is the lack of psychometrically sound measurement instruments for use with younger children and especially in low-to-middle income contexts.
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Lowe, Geoffrey Masterton. "A study into year 8 student motivation to continue class music in Perth, Western Australia". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/1820.
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Post compulsory music education courses in Western Australia have undergone major curriculum reform. Reform has included a shift from a prescriptive curriculum based upon the Western canon to a more embracing practical and creative one, due for full implementation in 2009. As the numbers of students undertaking elective post compulsory music in Western Australia has been traditionally low, education authorities anticipate that more students will elect to undertake the new course. However, given previous research into motivational issues associated with the transition to secondary school, low post compulsory enrolment numbers may be reflective of retention issues arising from lower secondary class music, as much as the previous post compulsory course structure. Large numbers of students opt to discontinue music studies beyond their first year in secondary school.
This study examined the motivation of students to elect.to continue class music studies beyond their first year in secondary school (Year 8). Following an extensive review of the current literature on achievement motivation in education, the study employed Expectancy-value theory as its theoretical basis for examining the values and competence beliefs of 276, Year 8 students across eight secondary schools in Perth, Western Australia. The study included the development of an instrument to examine student values and beliefs towards class music activities at the commencement and conclusion of Year 8. In addition, for triangulation, the study employed focus groups to examine issues arising from findings associated with the instrument.
The study found that while Year 8 student values declined over the course of Year 8, their beliefs remained relatively stable. These findings implied that in many instances, students increasingly devalued the activities they undertook in class music over the course of the year, regardless of their competence beliefs. This in tum impacted upon their subsequent enrolment choices into elective music courses from Year 9. Therefore, declining valuing of class music in lower secondary school may be the major determinant of enrolment numbers in post compulsory class music, as values have been demonstrated in previous research to be accurate predictors of subsequent emohnent decisions.
The implications of this study suggest that curriculum reform may not necessarily succeed in increasing participation rates in post compulsory music education courses in Western Australia until motivational issues associated with the teaching of class music in lower school are addressed.
27
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.
28
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.
29
Zapata, Restrepo Gloria Patricia. "The effects of music on socio-emotional and musical development in 6-8 year old children". Thesis, University of Roehampton, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570420.
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This thesis describes a research project undertaken in a school located in a deprive neighbourhood of Bogota, the capital of Colombia. The project investigated the effects of musical experiences on social and musical development by means of a mixed methods approach involving children, parents, and teachers. The project comprises three studies: an experimental intervention study; and interviews study and a psycho-musicological study. The experimental intervention study was carried out with two groups of 52 children between six to eight years old; the experimental group followed a music programme of a singing workshop in which children made musical improvisations. The interviews study carried out interviews with the children, parent and teacher conducted during the intervention programme. The psycho-musicological case study analyse the musical improvisations of six of the children. Data analysis includes the statistical analysis of the children‘s tests (Harter´s Perceived Competence Scale for Children, 1999)and Self-Efficacy in Music, Hargreaves et al., 2002), qualitative analysis of parents‘, children‘s and teachers‘ interviews and a psycho-musicological analysis of children‘s musical improvisations (Ockelford, 2007) and its relation to children‘s cognitive and socio-emotional development. The principal findings are that the cognitive component of the self-identity of children who undertook the music programme increased. This appears to be related to the children‘s cultural environment, their parents‘ attitudes, and the idiosyncratic ways in which they use music to express themselves. Music appears to help them to be resilient, to manage the challenges they face, and to adapt to changes in the environment.
30
Rigley, Lynda Susan. "A longitudinal study of the dietary habits, heights and weights of 8-11 year old children". Thesis, University of Huddersfield, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332818.
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Turner, Karen. "What is the contribution of reading to learning French in year 8 of the secondary school?" Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10019862/.
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Clover, Nicole Michelle. "An Acoustic Analysis of Elements of Contrastive Stress Produced by 8 to 10-Year-Old Children". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3283.
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Contrastive stress is an aspect of communication that can be used to highlight information, de-accent redundant information, and create distinctions between new and previously-provided information. Previous research has documented that adult speakers use relative changes in their vocal intensity, fundamental frequency (F0), and duration to mark contrastive stress in a sentence. However, less is understood about how and when children mark contrastive stress in their communication, thus the current study aims to examine a number of acoustic elements of contrastive stress in 8 to 10-year-old children. Speech samples were elicited from 20 children and analyzed to determine if the acoustic parameters of F0, intensity, and duration varied as a function of the speaking condition, speaker gender, or grammatical unit. Results of the experiment suggest that when comparing the baseline speaking condition to the speaking condition eliciting contrastive stress, significant differences were only found for the acoustic measure of mean intensity. Additionally, gender-related differences in contrastive stress were found only for the dependent measure of F0 slope, with a greater F0 slope exhibited by female speakers. All grammatical units were significantly different from one another across a number of variables, with significant interactions between baseline and target conditions and grammatical unit being analyzed. As indicated in previous research, the findings of the present study may indicate that children under 10 years of age may not have developed contrastive stress in an adult-like manner. Results may also be due to individual speaker differences, the complex nature of prosody, or measurement methodology.
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Noguera, Teresa. "Supporting children's narrative composition : the development and reflection of a visual approach for 7-8 year-olds". Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/6427.
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At the heart of present literacy, and narrative, learning paradigms are the "literate behaviours" usually associated with aspects of learning to encode and decode print. These paradigms have been criticized for placing written and verbal language in a privileged position. Furthermore, whilst an increasing number of theorists and educators are asking for the inclusion of multimodal approaches to learning narrative, current curricula, and the research that informs it, continue to be founded on "verbocentric" approaches and linear forms of narrative expression. Through the development and evaluation of a curricular approach to narrative learning for 7-8 year-olds based on the visual arts, this study aims to ascertain whether there is a need for broader conceptions of narrative as well as for complementary modes of narrative composition than those currently being used in primary schools. Documentation in the form of the children‘s painted narratives and transcripts of the children's oral accounts of their narratives was the major component of data collection. Individual and small group interviews and participant observation were supplementary sources to assist in the interpretation of the narrative paintings the children composed. The children‘s narratives were analysed using a narratological semiotic model, which divides narrative into 'discourse' and 'story' and distinguishes between the 'content' and 'form' of each of these elements.
34
Williams, Deborah Mary. "Phonemic awareness and decoding fluency in 8- to 9- year old normal progress and low progress readers". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2002. http://hdl.handle.net/10092/2094.
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The aim of this study was to examine the claim that a certain level of phonemic awareness and a certain level of decoding fluency are necessary in order for reading skills to develop at a normal rate. Sixty-three children aged 8 years 6 months to 9 years 6 months who were either making normal progress or low progress in their rate of learning to read took part in the study Results indicated that there was no relationship between phonemic segmentation scores and rate of learning to read in the two reader groups. There was, however, a strong relationship between decoding fluency scores and rate of learning to read. All children in the Low Progress Group read less than 60 graphemes per minute. Twenty-six of the 31 Normal Progress Group read 60 or more graphemes per minute. Implications of these findings for educational practice are discussed.
35
Roddy, Sarah. "An investigation of the relationship between psychotic-like experiences and adverse events in 8-14 year olds". Thesis, King's College London (University of London), 2014. http://kclpure.kcl.ac.uk/portal/en/theses/an-investigation-of-the-relationship-between-psychoticlike-experiences-and-adverse-events-in-1814-year-olds(944388da-570c-42f6-a383-593771e824f7).html.
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Caregivers play an important role in the treatment and recovery of people with psychosis. These caregivers can experience significant distress and have specific needs that are distinct from the service user. Caregivers require individualised interventions to reduce distress and improve well-being, in line with recent government mental health policies. However, responding to caregiver needs is not readily identified as being the main responsibility of anyone in clinical services. A small pilot study sought to evaluate the effect and acceptability of providing brief, needs led interventions for caregivers of service users with psychosis. Four caregivers completed a brief, interactive and structured intervention that focused on facilitated access to reliable information about psychosis, goal setting, problem-solving, and sleep hygiene. Affect, coping and care-giving impact were assessed at baseline and post-intervention. Caregivers attended 2-3 individual intervention sessions. Post-intervention scores showed the interventions were successful in reducing levels of psychological distress and depressive symptoms. Caregivers reported high levels of satisfaction with the intervention and both caregivers and team members thought it would be an acceptable intervention within the service. Larger scale studies are required to evaluate their impact and implications for staff training and cost in routine services, and on service user outcomes.
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Taylor-Byrne, John Vincent. "Problem solving : information processing strategies and associated forms of logic utilised by 8 to 16 year olds". Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10019652/.
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Gyllow, Nils, i Viktor Vieweg. "OKUN’S LAW DURING THE 21ST CENTURY : A Comparison of 8 OECD Countries over a 20-year period". Thesis, Umeå universitet, Nationalekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185390.
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This paper looks at how well Okun’s law holds using recent quarterly data from 2000 to 2020 for 8 OECD countries. The dynamic version of Okun’s law is used which explores the delay and strength of the effect from changes in economic growth on the unemployment rate. The paper also explores if employment protection laws can affect the relationship. The results suggests that Okun’s law is still present but has undergone some changes from the past. The delay of the effect on the unemployment rate is found to differ between nations. Stricter employment protection laws seem to make the trade-off weaker seen in the Okun’s coefficient when GDP growth is lagged by one quarter.
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Dahlman, Peder. "Geografi i årskurs 7-9 : En undersökning av högstadieelevers tankar om och attityder till ämnet Geografi". Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-82453.
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I föreliggande C-uppsats i Geografi söker jag ta mig an ett avgränsat ämnesområde i skolans värld genom att undersöka vad högstadieelever tänker och känner inför ämnet Geografi. Syftet med undersökningen är således att undersöka högstadieelevers tankar om och attityder till skolämnet Geografi. Undersökningens material och bakgrundsdata har inhämtats med hjälp av enkäter som elever i årskurs 7-9 vid en medelstor högstadieskola i staden Nybro i Småland har besvarat. Sammanlagt har ett sjuttiotal högstadieelever varit delaktiga i att delge sina tankar om skolämnet Geografi. Frågeställningarna som jag har utgått ifrån är följande: Vilka är elevernas tankar om, och attityder till, skolämnet Geografi? Vad har elevernas tidigare undervisning i Geografi omfattat? Hur uppfattar eleverna skolämnet Geografi – är ämnet viktigt, gillar eleverna Geografi? Vad anser eleverna vara det viktigaste att lära sig i Geografi? Att ha Geografi varje termin/läsår eller att ha Geografi varierande termin/läsår, vad anser eleverna fungerar bäst för dem? Hur rangordnar eleverna Geografi i förhållande till övriga SO-ämnen? Undersökningen ger vid handen att eleverna rankar ämnet Geografi högt. Resultaten visar dock att pojkar och flickor rangordnar SO-ämnena olika; pojkarna rankar bland annat Geografi högre än vad flickorna gör. För att med säkerhet kunna svara på varför det är just så, skulle förslagvis en longitudinell studie av elevernas attityder och tankar behöva utföras, vilket dessvärre inte ryms inom ramarna för denna undersökning, men som eventuellt skulle kunna komma att genomföras i framtiden.
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Sutton, Veronica J. "Searching for equity in positivity: A two-year case study of the effectiveness of the implementation of positive education in a West Australian public secondary school following a year 7 cohort to year 8". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2024. https://ro.ecu.edu.au/theses/2772.
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This research evaluated the effectiveness of explicitly teaching Positive Education to early adolescent learners transitioning into a metropolitan, secondary public school in Western Australia and to understand the source of their stress and where they felt supported. Based on teacher feedback, a model for embedding the development of social and emotional competencies (Equity in Positivity) in the Western Australian secondary metropolitan public-school context, in a sustainable and cost-effective way, was developed over a six year period and linked to the Australian Wellbeing Hub (2020).
The researcher adopted a mixed method, instrumental bounded case study methodology, longitudinally applied through the lens of Transitional Theory (Schlossberg, 2011) for analysis of students and Complexity theory (Ball, 2003; Mason 2008). A cohort of 247 (eleven or twelve years old) students, transitioning from primary schools with two years of immersion (2018-19) into Positive Education in a large public secondary school participated. The researcher measured the program’s effectiveness in terms of social and emotional wellbeing through annual surveys, questionnaires, and teacher focus groups.
Results indicated that transitioning students perceived many challenges. Although Positive Education enabled them to find the language to describe their anxieties, their low social and emotional responses increased during the limited time they were a focus of the study. Teachers valued the program and saw an improvement in students’ resilience and help seeking behaviours. However, teachers felt the secondary public-school context to be increasingly complex because of the noticeable declining SEW of transitioning students and teachers’ lack of training to deal with the changing context of the large public secondary school in Western Australia.
Future research that covers a wider time frame would clarify longer term impact of student and staff immersion into whole school Positive Education delivered through an equitable model. This research could help public secondary schools to effectively assist transitioning students. The Equity in Positivity model may assist public secondary schools to implement Positive Education in a sustainable, cost-effective way.
40
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.
41
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.
42
Phinainitisatra, Pavinee. "Factors influencing dental anxiety in relation to treatment under general anaethesia in 5 to 8 year-old children". Thesis, University of Liverpool, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243261.
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Osseo-Asare, Philomena Abla. "Postcolonial theory and early literacy development for 4-8 year-olds : a life history study of Ghanaian teachers". Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18355/.
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This life history study examines how the changes in language and literacy policy in lower grades impacted on teachers’ classroom practices from independence in 1957 to 2014. As a result of British colonial rule, English is the official language in Ghana and other sub-Saharan African countries; English is also used in many schools, yet most young children enter school with no prior knowledge of the English language. Consequently, the language of instruction in lower grades has always been a contested issue. There are some who prefer the use of local language and see the use of English as inculcating Western values and culture in the African, thus depriving children of the knowledge of African traditional values. On the other hand, those in favour of English, argue that the use of local language was a means of providing inferior education to Africans by colonial governments. These differing views have led to changes in the language policy for lower grades since the country’s independence in 1957. Although there have been a number of studies on the language policy in lower grade, there is a gap in the literature on understanding how colonial rule and Western education influences the language/s used in Ghanaian schools to support children’s literacy development. In addition, there is little or no research to understand how policy changes in language and literacy have affected lower grade teachers’ classroom practices. This study therefore adopts a postcolonial theoretical perspective and has used in-depth interviews to collect data from seven lower grades teachers on the use of different language and literacy policies over the past six decades. The findings suggest that teachers’ personal values, beliefs and teacher training play a significant role in their attitudes towards language and literacy policy and their classroom practices. Though teaching in the local language helped in classroom interaction, making children more active, the study found that teachers’ knowledge of local language was hampered by the fact that local language was an optional subject in Senior High School. The English-only policy was seen as being responsible for children’s inability to understand and communicate freely in class, thereby making teaching difficult for teachers. The findings also show that, though the National Literacy Acceleration Programme (NALAP) was seen as a positive move to make children literate in both local language and English, the question of the use of a particular local language and the place of English in lower grades remains unresolved. This study concludes that young children’s literacy development depends to a large extent on an individual teacher’s language expertise in the local languages and English and their ability in using and teaching both efficiently in the classroom.
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Summers, Nicole M. "Adam or Aziz| Mothers' socialization of prosocial tendencies in 6- to 8-year olds during joint book reading". Thesis, Saint Louis University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10096626.
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Mothers’ socialization has been shown to impact prosocial tendencies in children. Discussions during joint book reading may provide a context to observe mothers’ strategies for evoking emotions. More specifically, mother-child talk about emotions, cognitive states, and inductive reasoning may enhance children’s perspective taking about characters experiencing diversity. However, mothers may differ in their amount and type of talk if the characters in the story are from an in-group or out-group. While not all mothers may engage in these strategies during book reading, evoking sympathy in children has been shown to predict children’s prosocial attitudes and behaviors toward others in need. The goal of this study was to explore mothers’ discourse strategies during a joint book reading task with first and second graders. Moreover, this study aimed to test whether reading and discussing a story about an in-group or out-group member differed and whether certain differences increased donating behavior and prosocial attitudes and from pre- to post-tests. In the main results, children’s donations did not significantly increase from pre-test to post-test as hypothesized nor did donations differ between the in-group or out-group story condition. However, children’s prosocial attitudes toward both in-group and out-group children improved equally from pre-test to post-test. Also as hypothesized, maternal discourse differed between story conditions. More specifically, there was an interaction between child gender and story condition where mothers with daughters used more emotion talk and cognitive state talk when discussing out-group members than did mothers with sons. Exploratory analyses revealed that mothers who used more emotion talk and inductive reasoning had children with lower prosocial attitudes when averaged across time of measurement toward both the in-group and out-group. Alternatively, children’s trait sympathy predicted higher average donations and prosocial attitudes. Finally, children’s civic identity scores predicted children’s average prosocial attitudes and maternal discourse variables (i.e., emotion words, cognitive state words, and number of inductive sequences). Future research should continue to investigate the relationship between children’s civic identity and maternal discourse, as this was the first study to explore the two. In conclusion, inducing sympathy in children may be an effective strategy for fostering more favorable attitudes toward other people in need regardless of their group identification. Additionally, individual child characteristics may predict children’s inclination to help others in need; however, aspects of mothers discourse may hinder such prosocial tendencies with children if they induce personal distress.
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Rittenhouse, Melissa A. "The effect of peer influence on the amount of physical activity performed in 8-12 year old boys". [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227294426.
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Thesis (Ph.D.)--Kent State University, 2008.Title from PDF t.p. (viewed Jan. 5, 2010). Advisor: Jacob Barkley. Keywords: Peer Influence; children; physical activity; overweight. Includes bibliographical references (p. 96-108).
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McGoran, Neil Alexander, i res cand@acu edu au. "Making “Magic”: an exploration of the relationship between teacher leadership and boys’ academic motivation in the Year 8 classroom at a Catholic school". Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp85.09042006.
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This research explored the understandings and perceptions of teacher leadership in the Year 8 classroom, as expressed by teachers and students at a Catholic school, and the relationship between this leadership and boys’ academic motivation. The researcher assumed that the classroom is an organisation (Cheng, 1994) where all teachers, perhaps even unknowingly (Crowther, 1996), exercise leadership and, furthermore, that this leadership results in positively influencing boys’ willingness to learn. The research was targeted at Year 8, the first year of high school in South Australia, because academic motivation is considered most problematic during and after transition into high school (Maehr & Midgley, 1991). The research was interpretivist, with symbolic interactionism as the theoretical perspective. The methodology adopted was case study, and data were collected using: a) Focus group interviews with eight members of the Year 8 ‘core’ teaching team on issues pertaining to teacher leadership in the classroom and how this positively influences boys’ academic motivation. b) A survey questionnaire about academic motivation, distributed to thirty-nine specially identified Year 8 students. c) Interviews with five key Year 8 student informants about teacher leadership and its impact on boys’ academic motivation. Data were analysed using a “general analytic strategy” (Yin, 1994, p.102), which included the adoption of a method of “successive approximation” (Neumann, 1997, p.427). Five categories of teacher leadership in the Year 8 classroom were identified: service; authenticity; transformation; empowerment; and community. The research also established that each category involves an array of qualities that help teacher leaders strengthen relationships in the classroom, and a set of actions that enable teacher leaders to help boys complete classroom tasks. Further, results indicate that by strengthening relationships and supporting boys to complete tasks, teacher leaders positively influence boys’ academic motivation. In addition, the research presents a framework for understanding and discussing the relationship between teacher leadership and boys’ academic motivation. This framework draws attention to the relational qualities and task specific strategies in each category of classroom leadership that positively influence boys’ academic motivation.
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Harding, Helen. "An evaluation of a targeted group intervention delivered to year 8 pupils and broadly based on cognitive-behavioural approaches". Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/11843/.
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This thesis describes the evaluation of a targeted group intervention that is broadly based on cognitive-behavioural approaches. The intervention incorporates aspects of social skills training and anger management training, and utilises the concepts of cognitive behavioural therapy. The intervention aims to promote emotional literacy and behavioural change and to impact upon school exclusions in secondary school pupils. The theoretical and historical underpinnings relating to cognitive-behavioural approaches, the methods of cognitive-behavioural approaches, and emotional literacy are described and explored. The literature considering these areas within the educational context is highlighted. Further exploration of the literature presents a systematic literature review of secondary school-based studies using cognitive behavioural approaches in targeted group interventions; these studies aim to promote behavioural change and prevent school exclusion. The evaluation of the targeted group intervention employs a pre/post-test randomised controlled trial. The methodological implications of such a study are described and discussed. The study involves a mixed group of N=43 (20=experimental; 23=control) Year 8 pupils who were identified as having some behavioural needs. The study did not demonstrate any statistically significant impact on the participants’ behaviour or emotional literacy, and exclusion rates between the groups were equal. The findings of this study are discussed considering the methodology, measures used, and data analysis employed. How this study contributes to knowledge and research is explained and the implications the study may have for policy makers and educational psychologists are described.
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Stjernholm, Klara, i Gros Lisa Wennergren. "Movement initiation and execution in 6 - 8 year old children born preterm: effects of gestational age and physical activity". Thesis, Umeå universitet, Institutionen för psykologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-171360.
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The purpose of this study was to explore differences in movement initiation and execution, and their associations with amount of physical activity (PA) and cognitive abilities, in 6 to 8 year old children born PT compared to peers born at term. The sample consisted of in total 78 children divided in subgroups, 16 born very preterm (VPT), 24 born moderate preterm (MPT) and 38 age matched controls born at term (FT) with no diagnosed cognitive or motor impairments. Three-dimensional (3D) kinematic recordings of wrist movements during two bimanual tapping tasks (horizontal and vertical) were finalized and kinematic outcome measures were investigated in relation to PA and performance on WISC-IV. Children born VPT showed significantly longer Latency times and longer Duration of movement execution compared to children born MPT and FT. No significant within group correlations between PA and movement performance were found. Duration of movement execution and Total duration of movement execution were negatively associated with Full-scale intelligence quotient (FSIQ) and processing speed index (SI) in the PT group. Early school aged children born VPT need longer planning time to initiate and execute goal directed bimanual movements, compared to peers born MPT and FT. Kinematic performance did not evidently associate with amount of PA, although kinematics, by means of longer Latency time and Duration of movement execution, negatively associated with SI.Syftet med denna studie var att undersöka skillnader i initiering och utförande av en rörelse samt deras associationer med fysisk aktivitet och kognitiv förmåga hos förtidigt födda barn i åldrarna 6 till 8 år samt åldersmatchade fullgångna jämnåriga barn. Urvalet bestod av total 78 barn uppdelade i subgrupper, 16 väldigt förtidigt födda, 24 moderat förtidigt födda och 38 åldersmatchade fullgångna kontroller utan några kända kognitiva eller motoriska nedsättningar. Tredimensionella (3D) kinematiska registreringar av handledsrörelser under två bimanuella knapptrycksuppgifter (horisontell och vertikal) genomfördes. Utfallet av rörelsemätningarna studerades i association till fysisk aktivitet och resultat på WISC-IV. Väldigt förtidigt födda barn visade längre latenstid och längre duration av rörelse jämfört med moderat förtidigt födda och fullgångna barn. Inga signifikanta inom grupps korrelationer mellan fysisk aktivitet och rörelseutförande hittades. Utförandets duration samt hela utförandets duration associerade negativt med IQ kvot och processhastighet (SI) hos för tidigt födda barn. Väldigt förtidigt födda barn i tidig skolålder behöver mer tid till rörelseplanering, initiering och utförande av viljestyrda målinriktade rörelser jämfört med jämnåriga barn födda senare i graviditeten. Kinematiskt utfall associerade inte signifikant med fysisk aktivitet, däremot associerade kinematiskt utfall, i form av längre latenstid och duration av utförande, negativt med kognitiv processhastighet.
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Martino, Sharon Ann. "Cardiovascular Risk Factors, Body Composition, Fitness Levels and Quality of Life in Overweight and Obese 8-17 Year Olds". Thesis, NSUWorks, 2010. https://nsuworks.nova.edu/hpd_pt_stuetd/4.
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Purpose. To evaluate the effect of Fit Kids for Life (FKFL), a multi-disciplinary exercise and nutrition intervention, on body composition, fitness levels, cardiovascular risk factors and quality of life among overweight and obese children. Subjects. Forty-eight overweight or obese children (BMI ≥ 85th percentile), ages 8-17, were matched by age and BMI and then randomized into an exercise or wait list control group. The groups were similar at baseline for age, gender and ethnicity (p>.05). Method. The exercise group trained for 60 minutes, two times per week for 10 weeks, then performed a 10 week home program. After 10 weeks of waiting to start, the control group began the 10 week exercise program followed by a 10 week home program. Body composition (dual energy X-ray absorptiometry), fitness measures, quality of life, and cardiovascular risk factors were assessed at baseline, at completion of the 10 week intervention and following the 10 week home program. Results. Body composition improved over time in both groups with significant changes in % body fat and % lean tissue noted between baseline and twenty weeks (p<.05). Fitness measures improved and changes were maintained or increased during the home program phase. Cardiovascular risk factors remained unchanged between groups and across time, with the exception of systolic blood pressure which increased at 10 weeks. The physical domain of the Impact of Quality of Life scale significantly improved following completion of the program (p<.05). Conclusions.Overweight and obese children who completed the 10 week FKFL program improved their body composition and fitness levels. The beneficial changes were sustained or improved following an additional 10 week home program. Recommendations. Overweight and obese children can benefit from a 10 week multidisciplinary exercise and nutrition program. The use of body composition methods and fitness measures may be better indicators of program effectiveness.
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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.