Sentence examples for instructional challenges from inspiring English sources

The most frequent barriers are "time constraints," "instructional challenges," "loss of autonomy," and "resistance to change".

Large courses are ubiquitous in undergraduate STEM education and may require specialized pedagogical knowledge because they pose unique instructional challenges.

In contrast, the Department of Civil Engineering has three barriers, which appear with the same frequency: "lack of confidence in EBIPs," "loss of autonomy," and "instructional challenges".

In this study, faculty identified a variety of barriers; the two barriers noted most frequently in the aggregate results (Fig. 1) are "time constraints" and "instructional challenges".

The instructional challenges category in the current study includes barriers such as implementation concerns related to class sizes, content coverage, meeting the diversity of student expectations, and classroom configurations.

For example, in Chemistry, much like most other departments, time constraints are a significant barrier; however, "instructional challenges" and "inadequate resources" are also significant barriers; this particular combination of top barriers is unique among the departments in this study.

During this plant systematics course, students were exposed to three instructional interventions challenging identified student tree-thinking difficulties (a 3D pipe cleaner activity (Halverson 2010b), a hypothetical plant activity (Halverson 2008), and an exercise comparing phylogenetic data (BioQUEST 2006)).

These four concepts are not distinct and unrelated to each other but overlap and interact in many ways making the instructional and cognitive challenges for understanding pronounced.

For example, participating faculty benefited from participation in an FLC when they received helpful advice on promising practices and encouragement when experiencing instructional or technical challenges.

Analysis of the information examines some preconditions for successful instructional programs, reveals challenges shared by librarian instructors, and discusses adaptive strategies that have led to greater student satisfaction.

In terms of fostering student argumentation in the classroom, two conditions appear particularly important: an instructional task that challenges students to consider alternate ideas and a social context that invites dialogue (Osborne et al., 2004).