Sentence examples for help scaffold from inspiring English sources

In this study, SKOPE-IT pages were sequenced one step at a time to help scaffold learners thinking through the problem (intended to reduce cognitive load).

Our results suggest that infants may be sensitive to relevant perceptual variables in joint attention situations, which would help scaffold social cognitive development.

Finally, we discuss how such conditions can help scaffold and structure authentic making activities in a classroom context, and therefore designing these conditions might be a prime means to foster a transition toward a designerly learning in public schools.

Findings suggest that TIPS provides a valid and highly reliable research-based teacher observational instrument that also serves as a professional development model to help scaffold the growth and improvement of K-12 educators.

The goal of a typical AutoTutor conversation is to ask a question and then help the learner express one or more expectations (main ideas), while providing leading questions (hints) and fill-in-the-blank questions (prompts) to help scaffold the learner's self-explanation (Graesser et al. 2012).

Both strategies would typically add about 4,000 end-paired sequences from cosmids or phosmids to help scaffold the genome, at a cost of about another $4,000.

Problematic parent child interactions might be ameliorated by providing parents with skills to help them understand their baby's needs and behaviour, as well as interact with their child in a way that helps scaffold child learning and foster successful social behaviour.

Protein annotations, significance of identification, and spectral-based quantification were performed with help of Scaffold software (version 3.6.3; Proteome Software Inc., Portland, OR).

Structure activity relationship studies suggested that introduction of an NO donor, protection of the catechol structure, and the ether chain of a 2-carbon spacer as a coupling chain on the luteolin scaffold all help increase the AR inhibitory activity of the resulting compound.

Institutions need to consider ways to help foster and support these informal channels if there is a desire to scaffold students' help-seeking outside the classroom.

The results of this study will not only provide a platform for gene/QTL fine mapping, map-based gene isolation, and molecular breeding for sesame, but will also provide a reference to help position sequence scaffolds on the physical map and assist in the process of assembling the sesame genome sequence.