Sentence examples for classroom outcomes from inspiring English sources

As Sinatra et al. (2003) said, even though an instructor applies the most appropriate pedagogical techniques in the classroom, outcomes of the course might not be satisfactory.

As a teacher preparation provider ourselves, we've radically changed our training and certification approach in the last few years from a largely inputs-based model certifying our new teachers based on their qualifications and on passing the pre-service training to focusing on actual classroom outcomes.

Below I focus on the linguistic aspects of this objective because data related to students' attitude are unavailable for classroom activities or outcomes.

If all teachers have more opportunities to learn from each other, and if more of us take the initiative to consistently increase our own classroom effectiveness, student outcomes can only continue to improve.

What's at stake is the classroom experience and outcomes for over 40 million kids, as states and local school districts find themselves caught in the middle of this debate and continue to face troubles transitioning to a complex new system.

A spokeswoman for the Department of Education said he would be removed from the classroom pending the outcome of the charges.

When the children in this longitudinal study were 24 and 36 months old, researchers examined associations between child-staff ratios, group size, caregiver training, and caregiver education level in infant classrooms and preschooler outcomes 1999).

There is no doubt that active-learning classrooms improve student outcomes, and it has been argued that, for a flipped course, it is active learning that drives improved student outcomes (Jensen et al., 2015; Stockwell et al., 2015).

MIL is one such program, providing research to practice evidence of effective stress reduction, feasible for classroom delivery, with outcome data supporting improved behavior for at-risk children, with effects sustained beyond the intervention.

Paying teachers strictly on the basis of their classroom performance will result in positive outcomes for students.

Building on our initial work with Tubman and other sites, our multi-method intervention research utilizes a design that compares the process and outcomes of classrooms engaged in PAR versus classrooms engaged in a direct-service youth development program.