Sentence examples for curricular context from inspiring English sources

Four items had to be rejected because they could not be adapted to the specific cultural and curricular context in Germany.

After examining curricular context and its instrumental dimension, the paper then reports a study of teacher constructions of dynamic geometry in classroom practice, conducted in professionally well-regarded mathematics departments in English secondary schools.

Not surprisingly, they do not envisage a use for VPS outside of the curricular context, e.g. as an add-on.

The themes identified in Phase Two survey results are consistent with the literature in suggesting that medical students have a diminished preference for non-specific library orientations that lack a curricular context and focused learning objectives.

First, our participants described a large degree of stress arising from receiving little or inadequate advance information on learner needs and the curricular context for teaching in both formal and informal education settings.

Survey design is informed by principles of active assessment, a strategy developed for understanding student-demonstrated learning in STEM contexts, and thus is purposely aligned with faculty goals within a competency-focused curricular context (Hanauer et al., 2009).

Firstly, we assume that technologies in public and private sector are different due to different legal, organizational and curricular contexts and therefore, management drivers also differ in the two schools type.

In addition, it could be that although students understand that data and conclusions are important, they do not transfer this scientific thinking to extra-curricular contexts.

In the Canadian context, curricular PCH content should: (1) include a foundation in Canadian colonial history; (2) be integrated longitudinally through a variety of educational techniques, and; (3) be developed in collaboration with local communities.

Knowledge of this course and the wider curricular and institutional context allows them to uncover links between disciplines, processes and concepts; knowledge of these students, and their particular struggles, enables them to induce students to make and appreciate these links, and to engage them in seeking behavioural change.

One of several dimensions that must be seriously considered in advancing MTRCs in the profession is that of the curricular and instructional contexts for teaching these skills (see J. Bodywork Movement Ther. 2003, 7(3), 194).