Sentence examples for implementation students from inspiring English sources

Before the first day of implementation, students were pre-tested.

For instance, Walter felt that at the beginning of the implementation, students were engaged in the context of designing solar ovens for residents of developing countries.

For an ideal SCALE-UP implementation, students would be solving problems very often, present to the class very often, and the instructor would lecture very rarely, which would correspond to an active indicator of 0.9.

During the classroom implementation, students were encouraged to note their design process, decisions, and thinking and were instructed to take notes 'like an engineer' such as reasons for creating or selecting design features, describing tests to conduct about the performance of the current design, documenting performance and interpreting test results, and making plans for next steps.

Prior to implementation, students' SAT-Math scores were a highly significant correlate of course success (Odds Ratio 1.78 7.69, p < 0.001), such that an increase of one standard deviation correlated with roughly a nearly fourfold increase in the likelihood of a student earning a B-minus or better in the course.

For example, prior to the program's implementation, students in psychological distress received referrals for counseling through the Office of Academic Support and Counseling.

We have addressed these issues in the current study by assessing at each level (workshop, faculty implementation, student outcomes) and by coordinating assessments by the PIs with those of an independent OE.

As a result of implementing an increased course structure and examining student achievement and survey results, we identified the following elements critical for student success and the success of future implementations: Students are not a monolithic group.

Characteristics of student admission, implementation and student satisfaction with the administrative service are shown in Table 4.

Even though mathematics was included in Ralph's implementation, allowing students time to process the mathematics would have been helpful for students to make connections between the data analysis and science content.

In all of the instances of the course implementation, most students (96%) did not have prior experience with large-scale data analysis, and none of the students had previous experience with RNA-seq data analysis, as was assessed using a precourse survey (Supplemental Material).