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Though my experiences are anecdotal, there is wider evidence to suggest veteran-only classrooms are often well-intended missteps.
Children with reading problems that should be dealt with in regular classrooms are often shunted into special education instead.
From inner-city schools in Los Angeles and New York to suburban campuses outside Dallas and Atlanta, classrooms are often much more diverse than in the past.
Previous studies have found that classrooms are often inadequately ventilated, with the resultant increased risk of negative impacts on the pupils.
As school districts nationwide clamor to recruit scarce STEM teachers, classrooms are often filled at the last minute with educators certified in other subjects, creating a deficit in student academic readiness.
These makeshift classrooms are often the only form of education available for displaced children in Homs.
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Although anonymity was ensured, the fact that classrooms were often occupied with more than 40 students may have led to feelings of uncertainty and may have led to underreporting of forced sex problems.
The number of students enrolled in a course (i.e., class size) and the physical layout of a classroom are often cited as barriers to the implementation of student-centered instructional practices (Gess-Newsome et al., 2003; Henderson and Dancy, 2007; Hora, 2012).
Moreover, the language used in the classroom is often Arabic.
Education is based on the concept of rote learning, and creativity in the classroom is often discouraged.
Today Mr. Nelsen's students are anyone who will listen -- ages 7 to 70 -- and his classroom is often outdoors.
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