Sentence examples for pedagogical outcomes from inspiring English sources

By specifically focusing on the tensions created by negotiating cost efficiencies and pedagogical efficiencies with communication efficiencies and medium efficiencies, we interrogate current administrative decisions as well their pedagogical outcomes.

The performed technical evaluation focuses on functional suitability but is only concerned with whether the functions meet stated and implied needs, not the functional specification and does not deal with pedagogical outcomes; these were evaluated by another group of specialists.

Links between participants' interactions and the experiential and pedagogical outcomes, which ensued from them, were inconsistent.

Over the past 3 yr, Brown IMSD has taken an active role in the curricular mapping process with partner institutions to improve pedagogical outcomes.

As the field of molecular biology continues to evolve, driven by scientific and technical innovation, it becomes critical to understand not only the impact of such visuals on students but also to develop a visual language that maximizes pedagogical outcomes and helps animators and media designers develop educationally impactful pieces.

As well as highlighting three of the individual factors contributing to learning, this example shows interaction with resources (the BNF) in the social world, the experiential outcome of learning, despite the absence of teaching, and the pedagogical outcome of knowledge building.

ATL helped with undergraduate projects across our campus to align departmental curricula, student learning outcomes, pedagogical assessment practices, and evidence of student learning.

We are aware of few studies, however, that actually measure learning outcomes involving pedagogical principles in terms of changes in thinking from pre-instruction to post-instruction.

The decision by the authors of the EYLF to refer to a single category children, and in so doing to propose a universal set of pedagogical principles, practices and outcomes applicable to all children from 6 weeks to 5 years of age, appears to have had some unintended consequences.

There has been considerable discussion on the advantages and disadvantages of different exam formats (Biggs, 1973; Simkin and Kuechler, 2005), both from a pedagogical (focused on learning outcomes) and from a practical (time and cost) perspective.

Analyses revealed that the two pedagogical approaches had similar outcomes with respect to the traditional questions, but conceptual understanding scores (indicating better understanding of the concepts that were applied to problem solving) were significantly higher for the case-based modules.