Sentence examples for implications of school from inspiring English sources

The distinction is important because the two indicators can give very diverse implications of school participation.

Although timely school closures may reduce transmission, other implications of school closure (eg, ethical and economic considerations) 4 and viral properties such as virulence must also be considered in policy decisions, and may depend on the local context.

There is a growing literature on school design and injury prevention, with more recent research on physical activity, obesity, and the implications of school design for the development of chronic diseases in later life (Sallis and Glanz 2006), but there is limited literature on student achievement (Sexton et al. 2000).

The study highlights the need for continuing concern about the physical effects of children's computer use and the implications of school-based interventions.

It said key details remained unclear about the implications of schools trying to prosecute students over false allegations.

a process of constantly analyzing, questioning, and critiquing established assumptions of oneself, schools, and the society about teaching and learning, and the social and political implications of schooling, and implementing changes to previous actions that have been supported by those established assumptions for student learning and a better schooling and more justice society for all children.

In fact it was Loach's take on the social implications of playing school sports that really struck a chord.

While it is of primary concern that those who stand accused should be investigated as soon as possible, if these allegations are shown to be correct, it will be important to understand the wider implications of a school culture which facilitated such abuses of trust, and afforded alleged offenders long-term protection.

The paper explores the practical educational implications of the school intentions for insuring the metacognitive facilitation of students learning, and for facilitating their metacognitive development.

Revealing that one in 100 A-level and GCSE grades were changed after challenges by schools and pupils this summer, Ofqual said it was particularly concerned with the upsurge in challenges and warned of "significant implications" for schools of changes to the systems of marking and re-marking for the exams.

Christine Storey, president of the Lancashire Association of School Governing Bodies, said governors were "extremely concerned" about the implications of their schools becoming academies and taken aback by the lack of contact from Gove.