The phrase "achievements differently" is correct and usable in written English.
It can be used when discussing the various ways in which accomplishments can be perceived or evaluated.
Example: "In our team meeting, we decided to assess our achievements differently to better understand our progress."
Alternatives: "accomplishments in a different way" or "successes from another perspective".
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.
One crowning achievement of Enlightenment humanism is the principle of tolerance, of putting up with people who look different, talk differently, worship differently and live differently than we do.
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.
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.
Third, are the gender and racial differences in LE and LA peer effects, if any, distributed differently within the achievement distribution?
Though both demographic groups recognize the value of diversity, they tend to define it differently, and set different types of goals for its achievement.
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.
However impressive these achievements are, results from different studies are hard to compare, as each research team implements different stimulation patterns and tests the elicited sensations differently.
If what we are doing is not supporting student achievement for all students — do something differently.
