Sentence examples for analysis of the classroom from inspiring English sources

The analysis of the classroom observations is described in depth in a previous paper (Lund et al. 2015).

The purpose of the article is to present an analysis of the classroom mathematical practices that were established over the first half of the semester including instruction on first order differential equations.

In addition to her participation in group practices with Korean speaking students, a close analysis of the classroom video recordings suggested Melody also recognized opportunities for participating in class and connecting with a broader group of peers and her teacher.

Data analysis of the teachers' classroom interactions indicated emphasis of decentralized thinking was largely absent from classroom instruction (see Table 4 for a summary of results from each teacher's classroom interactions).

Analysis of the videotaped classroom interactions revealed the use of a specific interactional practice, viz., the teacher's use of subversive questions to put an end to parallel activity among students without forcefully asking them to desist.

The findings from the analysis of teachers' classroom behaviour have been related to the issues emerging from their interviews.

One of the difficulties in incorporating RNA-seq analysis into the classroom is the complexity of the tools used by the research community to map and count RNA-seq reads and to find differentially expressed genes.

We will take these differences into consideration when discussing the results of the analysis of classroom instructional practices.

The paper uses an analysis of a classroom discussion to illustrate how the three components of academic literacy in mathematics are intertwined, how academic literacy in mathematics is situated, and how participants engaged in academic literacy in mathematics use hybrid resources.

The analysis of the 30-min, monthly classroom observations measuring the fidelity to the intervention revealed that teachers were regularly implementing the techniques with good success, earning scores averaging 3 (average use) to 4 (good use of strategies) at each observation.

We acknowledge that this study does not incorporate a detailed analysis of actual classroom interactions that occurred over the course of the year, nor does it fully investigate instructional impacts on student learning.