Sentence examples for classroom treatment from inspiring English sources

The classroom treatment of abiogenesis presents an excellent opportunity to do just that.

One of the major purposes of this article is to recognize that classroom interventions that work in one classroom may not work in others because 1) student populations differ in how they respond to classroom treatments, and 2) instructors do not always implement the critical elements of an active-learning intervention.

It wasn't the students' qualifications (the selection effect) that determined performance; it was the four years spent in the classroom (the treatment effect) that was transcendent.

Services may be provided in a relatively segregated setting, such as a classroom or treatment centre, or in an inclusive setting, such as a restaurant or movie theatre.

To document treatment fidelity, we analyzed 36 systematically selected discussion transcripts focusing on various features of classroom discourse.

Social and emotional competencies and other risk factors were examined among students (N = 943) in 26 classrooms, 13 classrooms in the treatment condition (n = 359) and 13 classrooms in the control condition (n = 584) using a quasi-experimental matched group design.

In the modified analog classroom study, LDX treatment demonstrated efficacy in adults with ADHD who had significant impairments in ADHD core symptoms and EF.

Treatment classrooms scored significantly higher than the comparison classrooms on all three of these measures.

Using quasi-experimental research design, we randomly assigned 12 fifth-grade classrooms to two treatment conditions: P4C and Regular Instruction (REG).

In addition, the intervention had a statistically significant effect on the expressive English language of the children in treatment classrooms when compared with the group of children not with teachers who participated in the professional development.

Observations in treatment classrooms revealed the intervention teachers averaged a 3 to 4 (average to good) level of implementation of language stimulation techniques on the scale of 0 to 5 (5 indicating an excellent level of quality language support, 4 indicating good interaction with few missed opportunities, and 3 showing average engagement with children with some missed opportunities).