Sentence examples for basic dimensions of instructional from inspiring English sources

The three basic dimensions of instructional quality model assumes that when students are cognitively engaged in the sense of doing (co- constructive and refleco- constructiveel thinking and developing elaboreflectiveent-related knowledge—they perform better.

Interpretation and link to theory In accordance with our research question, we concentrated most on the effects of the three basic dimensions of instructional quality: Klieme et al. (2006) assume that cognitive activation reflects elaborative student learning and thus leads to higher achievements.

Thus, in summary, the following theoretical assumptions were confirmed: (1) The three basic dimensions of instructional quality model assumes that when students are cognitively engaged in the sense of doing (co- constructive and refleco- constructiveel thinking and developing elaboreflectiveent-related knowledge—they perform better.

Moreover, the results  answer  our research question: Whereas cognitive activation and supportive climate, the basic dimensions of instructional quality, are with the aforementioned exceptions positively related to student competence in accounting, there is no effect of classroom management (time spent on learning in class).

Based on the assumptions of the "three basic dimensions of instructional quality" model we expect that: H7: Student perception of cognitive activation, classroom management and supportive climate is significantly related to student competency development in accounting, even when controlling for student characteristics such as their cognitive abilities.

Thus, the present study is the first to relate student competence development to motivational regulation (against the background of self-determination theory) and their academic self-concept, and to consider the effects of the three basic dimensions of instructional quality in accounting.

Besides the materials chosen and basic dimensions of the items required, the teams were relatively unfettered.

The relationships between the SRI and basic dimensions of personality have also been investigated.

We will discuss this two areas, the basic dimensions of the bodies concerned and anthropological approach.

This is against our expectations, since we hypothesized on the basis of different models (self-enhancement theory, self-regulation theory, basic dimension model of instructional quality, capital theories) that these factors should be positively related to student competence development even after controlling for student characteristics (e.g., cognitive abilities).

A prominent model of instructional quality is the "theoretical model of basic (deep structure) dimensions of instructional quality", described in the work of Klieme et al. (2006).