Sentence examples for impact classroom from inspiring English sources

Yet relatively little research has been conducted about how game culture and the enmeshed practice of play may impact classroom dynamics.

But how do these Standards actually impact classrooms on a day-to-day basis?

Even though the intervention was judged to be successful in many respects, it is by no means clear whether the knowledge gains and acceptance changes that we documented actually impacted classroom instruction in any meaningful sense.

Although the introduction of CR measurement in educational policies has a long history (e.g., Bachman, 1990), few studies have investigated how these policies have impacted classroom practices, especially on a longitudinal basis.

Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.

Professional development opportunities have had an inconsistent impact on classroom practice (Ebert-May et al. 2011; Feiman-Nemser 2001; Garet 2001; Henderson and Dancy 2007).

Greater recognition was given to the central importance of the teacher in making an impact on classroom learning, as the teacher came to be seen as the ultimate implementer of educational policy.

To what extent may the strategies especially developed for students with special needs be useful for all students in WNA? ● In your country, are there evidence that the literature on either didactical or epistemological obstacles had impact on classroom practice?

This paper examines the impact on classroom teachers of an in-service professional development program designed to help K-12 teachers in various school content areas to incorporate an academic language/literacy component in their instruction and to improve their teaching effectiveness in linguistically diverse classrooms.

For example, in a study investigating the impact of classroom assessment practice on the attitudes, comprehension, and attributions of 304 public school students (spanning grades 4 to 11), Evans and Engelberg (1988) discovered that simple grading concepts were better understood by those aged 11 or older.

Impact: The classroom has generated interest in active learning, both within and outside of the university: "People saw what we were doing with our intro bio and there's a lot of interest in that; there's also a lot of interest in all the community colleges in this state because they follow what we do a lot.