Sentence examples for implementation in secondary from inspiring English sources
In doing so, we hope this paper not only offers a problem-based, theoretically-grounded approach to promoting moral development but also a viable teacher professional development program needed to support its prescribed implementation in secondary classrooms.
To explore the implementation process and its support within secondary schools, research was conducted on modelling aspects of ICT implementation in Dutch secondary school practice.
Evaluation of care bundle implementation in some secondary care settings has found them to be cost-effective [ 53].
The results help direct future research regarding design and implementation of learning in secondary school settings and may help remove gender disparities.
Guideline implementation is easier in secondary prevention, where vascular events underline the need for individual changes in behaviours and treatments.
4 7 8 However, implementation of this guidance in secondary care settings remains far from complete.
The positive evidence could be informative for the implementation of the NEMP in secondary hospitals in China and give reference to countries that seek to develop and implement a national drug policy.
In the present study, we draw on data from our own collaborative implementation of PAR projects in secondary schools to consider two central questions: (1) How do features of middle school settings and the developmental characteristics of the youth promote or inhibit the processes, outcomes, and sustainability of the PAR endeavor?
Here, we draw on data from our own collaborative implementation of PAR projects in secondary schools to consider two central questions: (1) How do features of middle school settings and the developmental characteristics of the youth promote or inhibit the processes, outcomes, and sustainability of the PAR endeavor?
Our intent is that this study will (1) contribute to a research-based understanding about how reforms spread, (2) identify typical modifications made in secondary implementations, and (3) develop recommendations to guide curriculum developers toward more successful dissemination.
Our findings suggest a more cautious approach is required to the implementation of depression prevention programmes in secondary schools.
