Contrary to what was hypothesized, teaching-supervisor and peer teaching relationships did not predict the quality of GTA PD or GTA teaching self-efficacy despite the significant simple correlations described previously (Table 2).
We hypothesized that teaching only social coping skills would not reduce aggression, while teaching the incremental theory of personality would provide students with a new framework for understanding the social world, thereby helping them put their skills into practice.
Therefore, we hypothesize that teaching professional development for active-learning instruction that does not help instructors plan for the cognitive, affective, and metacognitive dimensions of active learning will fall short of promoting effective instruction.
RBT is hypothesized to teach patients with an insensitive rectum to discriminate and respond to smaller rectal volumes of distension until a normal level of sensory threshold is reached.
Also contrary to what was hypothesized, GTA teaching experience and college or university teaching experience did not predict GTA teaching self-efficacy.
It is therefore hypothesized that teaching hospitals provide more effective treatment than non teaching hospitals.
We hypothesized that teaching HS students would have a positive effect on higher levels of cognition, and thus HS undergraduates would always score higher on part B of the questions than MS undergraduates.
We further hypothesized that teaching hospitals and other hospitals with active PCI programs (e.g., hospitals with high PCI volume or a high ratio of PCI to CABG volume) would have high SEI proportions, because most patients with only quality-of-life indications would be referred for PCI instead of CABG.
We hypothesized that both teaching strategies will be equally effective in increasing students' learning.
We hypothesized that, by teaching the genetics curriculum, undergraduates would have better retention and comprehension of the material on a delayed summative assessment, as well as on the immediate posttest.
Nielsen hypothesized that a child taught in this hands-off manner would have less reason to overimitate adults and would do so less often.
