Sentence examples for achievement differently from inspiring English sources

The moderator category of instrumentation was used to conclude whether ECEs affect student achievement differently through supporting problem solving or exploration.

Interestingly, on the school level, it was found that the external factors, school choice, and parental pressure related to overall reading achievement differently in the Norwegian and Swedish samples.

Is it surprising that voters ranked the year's achievements differently from our writers and editors?

However, the biomedical results showed that both groups improved their oral hygiene significantly, and women significantly more than men [ 14], indicating that men and women perceive and voice their own efforts and achievements differently.

From a clinical point of view, this means that most manual activities present a difficulty that varies according to the underlying diagnosis and that various pathologies may affect differently the achievement of daily activities.

Third, are the gender and racial differences in LE and LA peer effects, if any, distributed differently within the achievement distribution?

The picture looks differently for creative achievement: In an early study, King, Walker, and Broyles (1996) instructed participants to freely list their creative accomplishments and subjected these lists to peer ratings, thus considering not only quantitative but also qualitative aspects of real-life creativity.

Put differently, the aforementioned achievements can be applied to impulsive systems in the absence of the impulses and still give the existence of solutions in this situation.

This does not mean that the expected level of achievement is lowered the curriculum is structured differently; the expectations of students are not lowered.

Women with families prioritise differently, although they know their achievement will judged as harshly as a man's.

I hope that the groundbreaking research on this that Mr. Shriver and Mr. Weissberg discuss will make administrators and teacher trainers look differently at the connection between achievement and emotions.