Sentence examples for complicated student from inspiring English sources

Exact(1)

To provide the observers with practice coding a segment that has more complicated student and instructor codes, they next coded a different classroom video segment from the same large-enrollment, lecture-style science class at UMaine, but this time the camera was focused on the students.

Similar(56)

Ms. Ransfer and her husband, Kenneth, both 56, have complicated student-debt histories, with undergraduate loans, a past default, and more loans and a deferral while Mr. Ransfer attended divinity school.

All of these developments complicate student advocacy work on behalf of international students--but they also turn it into the most urgent of endeavors.

Although it is a subtle shift in many ways, this pedagogy seemed to complicate student understanding of the relationship between audience and the texts/interfaces they created: it was not just the "human" (beliefs, attitudes, values, demographics) or the "computer" (the software or hardware or other types of mediation) that mattered but rather the "interaction" between the two.

In truth, the Arizona legislature was not motivated to confiscate textbooks because it opposed complicating students' understanding of what race is or how race works.

Furthermore, the evaluation of CAM curricula is complicated because students' ability to learn about CAM may be influenced by factors such as student's prior knowledge and motivation, together with the perceptions and attitudes of clinical preceptors.

For educational purposes, professional practices are first educationalized, because the authentic practices are often too complicated for students.

Originally, the team considered using an apparatus to lift a "load," but this idea was scrapped because it was deemed too complicated for students to construct a lifting mechanism and a vehicle.

The immigration system is complicated, the students were told.

Our interview data suggest such a focus in chemistry courses on strong bases is further complicated by students' inability to distinguish OH in its ionic form (OH−) from its molecular form (R-OH; Furio-Mas et al., 2007).

Unnecessarily complicated, heavily favoring students who have prior background knowledge, and absolutely demanding that test prep be done with students, this is everything one could want in an inauthentic assessment that provides those of us in the classroom with little or no actual useful data about our students.

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