Sentence examples for characteristics of educational from inspiring English sources

By controlling for grades, cross-national differences in grading cannot explain the found effects of characteristics of educational systems.

Earlier analyses of the research characteristics of educational technology, which include scientific areas such as educational science, cognitive psychology and computer science, also inform our analysis.

An additional argument for our focus is that many possible characteristics of educational systems lack reliable cross-national indicators for the origin and destination countries at hand.

Therefore, in order to establish the effects of educational systems on the scholastic performance of migrant children, characteristics of educational systems of origin countries must be studied.

In this process, design based research methodology will be used to investigate the characteristics of educational computer games for children with autism.

The most promising of these was developed by Ruiz-Primo et al. (2011), who identified four characteristics of educational innovations: conceptually oriented tasks, collaborative learning activities, technology, and inquiry-based projects.

The final complexity in the debates over the nature of educational research is that there are some respected members of the philosophy of education community who claim, along with Carr, that "the forms of human association characteristic of educational engagement are not really apt for scientific or empirical study at all" (Carr 2003, 54 5).

An incremental level of difficulty: The game provides ample opportunities for "challenge", which is an important characteristic of educational games, by using goals and incremental levels of difficulty (Malone and Lepper, 1987).

The focus of this paper is not on why change should take place within education or which should be the major changes, but on characteristics of the educational edifice that stifle, or impede change, in particular as it concerns the ingredients of education.

The addition of this difference show that migrant children, who origin from countries with a higher collectivism score relative to their destination country, have lower educational outcomes, but the addition of this cultural distance does not alter the effects of the characteristics of the educational systems.

We also assume that math-science coherence as well as capability utilisation is linked to characteristics of the educational system of a country.