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Face-to-face interactions, unlike TMC, were perceived motivational and thus crucial for academic learning.
There is a plethora of research (e.g., Britner & Pajares, 2006; Pajares & Valiante,1997; Phan, 2012b; Usher & Pajares, 2006), utilizing Likert-scale questionnaires to indicate that a heightened sense of self-efficacy for academic learning enhances achievement outcomes (e.g., mathematics).
Garden-based educational programs often known as Learning Gardens use school gardens as the milieu for academic learning (Williams and Dixon 2013) and provide an important venue for engaging students in minority groups in science learning activities, in simple yet meaningful ways.
2 Recently, one study showed that one-third of college students use Wikipedia for academic learning.
The findings suggest that physically active academic lessons may be an innovative way for teachers to increase children's academic engagement and physical activity without losing time intended for academic learning.
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Speaking, as a social and situation-based activity, is essential for ELLs' basic interpersonal communication skills (BICS), or the language skills needed in social situations, and their cognitive academic language proficiency (CALP), or the language needed for formal academic learning (for an explanation of BICS/CALP, see Cummins, 2008).
Some, in adolescence, were starting to emerge — to speak fluently, to learn social skills (much more difficult for such children than any academic learning), to create social surfaces they could present to the world.
Some, in adolescence, were starting to emerge to speak fluently, to learn social skills (much more difficult for such children than any academic learning), to create social surfaces they could present to the world.
Although service learning may limit and narrow the scope of a field experience, it provides an opportunity for prospective teachers to connect academic learning to the service experience through practice [39].
For example, Michael Gove's GCSE reforms should be supplemented by resuscitating the successful Young Apprenticeships for 14 to 16 year olds – a vocational ladder for the children who switch off academic learning at that age and resort to truancy.
@PriestLib Jo is a chartered CILIP fellow working at De Montfort University where she is responsible for academic liaison, learning and skills development and collection management within the Directorate of Library and Learning Services.
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