"hypothetical classroom" is a correct and usable phrase in written English.
It is used to describe a classroom that exists only in theory or imagination, rather than an actual, physical classroom. Example: In a hypothetical classroom, students would have access to state-of-the-art technology and individualized instruction tailored to their learning styles.
Categories of perception of students were coded in the transcript whenever participants described either an animated student from The Square, a real student from their own classroom, or a hypothetical studentd in relation to 'making conjectures'.
He offered as a role model a hypothetical child who looks through his classroom window and sees "construction workers pour[ing] cement for a sidewalk" but "manages to ignore this interesting scene and focus on his work".2.2
A few small-scale studies suggest that some of the hypothetical benefits listed above may be achievable in classroom situations (Table 1).
A not-so-hypothetical scenario On the chalkboard in a college classroom, eight stick figures were drawn inside eight rectangles to represent patients lying on makeshift cots in a hospital tent in West Africa.
A 10-week simulation for classroom use allows participants to invest a hypothetical $100,000 in the stock market.
Imagine a college classroom where the end project is not a hypothetical product but a real 3D printable solar panel design that can be printed for less than $30.
That sort of trade-off is not at all hypothetical to the Board of Education, which has been forced to postpone the purchase of classroom computers in part because the money is needed to build new classroom seats.
The discrepancy existing between teachers' responses to hypothetical children and to their own students may be explained by the realities of the classroom environment.
After controlling for between-classroom differences in children's interpersonal behavior problems at school entry, greater use of learner-centered practices was predictive of (1) children's report of less anger and more empathy toward a hypothetical disruptive peer, (2) fewer children with interpersonal behavior problems in the spring, and (3) lower classroom rates of peer rejection in the spring.
