Sentence examples for attitudes about course from inspiring English sources

In addition, Yang and Chang (2012) found that interactive blogging, where comment features were enabled, lead to more positive attitudes about course content and peers compared to solitary blogging, where comment features were disabled.

We hope it will be useful for college educators to assess curricular effectiveness and attainment of specified learning goals, changes in attitudes about course content, and predominant regional belief systems and their roles in science understanding and attitudes.

The present survey represents an important step in the process of designing a useable tool for university and college educators to assess (a) predominant regional belief systems and their roles in science understanding and attitudes, (b) curricular effectiveness and attainment of specified learning goals, and (c) changes in attitudes about course material.

Of course, attitudes about work and career goals will differ, but it turns out the millennial generation is even more complex than one might expect.

The MPEX is an attitudinal survey that assesses students' understanding of physics as a discipline and their expectations for and attitudes about taking a physics course; it asks a series of questions with Likert-scale responses.

I have a good attitude about the golf course, and that's one reason I play good here".

That changed, of course, as mainstream attitudes about sexual orientation changed.

In the precourse survey, these questions focused on such aspects as reasons the student chose the course, their self-perceived ability to undertake various course activities, and their attitudes about themselves and science.

That data suggest that what was once considered an urban problem, the consequence of poverty and disadvantage, has become a suburban problem, too, one that may result from lower expectations by teachers, a lower number of black students taking tougher courses, or different attitudes about education among black students.

However, it was still possible to explore if students' behavior were related to their attitudes about why they communicate with people other than classmates for course purposes.

Students are likely to enter courses with a range of different expectations and attitudes about the utility of interdisciplinary reasoning.