Sentence examples for instructional characteristics from inspiring English sources

However, the results of the study bring an important projection regarding self-assessments of participants in different teaching environments, and with different instructional characteristics.

Our aim was to identify principal determinants of student competence development in accounting with particular focus on the effect of instructional characteristics beyond central student characteristics.

It is further proposed here that these personal instructional characteristics may have some bearing on an individual's ability to deal with the high-level nature of the digital skills that are necessary to manage big data.

Following the paper "Determinanten der Schulleistung/Determinants of Academic Performance" by Schrader and Helmke (2008), we selected central, proximal predictors of student academic achievement (such as student characteristics) as well as more distal predictors (such as instructional characteristics).

This also means that 50 to 60percentt of student achievement is related to within-child factors beyond IQ, such as specific abilities, creativity, grit, motivation, emotional and cognitive self-regulation, passion and inspiration, as well as external variables such as community, school, and instructional characteristics.

However, several studies have looked specifically at GTA instructional characteristics and can be used to inform studies on this topic.

This position paper asks which curricular, instructional, and ICT characteristics can be expected to optimise learning processes and outcomes, and how to best achieve this optimization.

More precisely, we examine how teachers' positive emotions towards their professional practice (work enjoyment) relate to their instructional behaviours (teaching characteristics) and to students' positive emotions towards learning activities in class (enjoyment of lessons).

Carroll's model was further developed by others, and it was Walberg (1981) who first showed based on a systematic review of research results that academic achievement is a (non-linear) product of different (scarcely compensative) factors, such as student, instructional and contextual characteristics.

The importance of considering the interplay between learner characteristics and instructional strategies is discussed.

Whatever technology is used, instructional design and media characteristics has a significant effect on the learning experience.