Sentence examples for process of curricula from inspiring English sources

It is also worth noting that, in the revision or re-designing process of curricula and assessments, voices of learners and their parents, both important stakeholders of the CSE, should be heard in such matters as the clarity of descriptions of learning objectives, the feasibility of achieving the objectives, and resources available to help learners achieve the objectives.

These differences persist despite the fact that the SPHs have similar admission criteria, student backgrounds, and quality assurance policies to guide process of curricula development and teaching practices.

To better inform the process of curricula design and review, we recommend establishing and institutionalizing a monitoring and evaluation system for HSR graduates of the MPH programs to determine gaps in HSR training at both the undergraduate and graduate levels.

The paper gives the background of the author's institution, processes of curricula enhancement, infrastructure development to enable students to carry out the work and records the students' achievements academic year wise.

It is evident by this time that the development process of early curricula in the US and UK has led to a plethora of diverse curricula which seem to be partly ineffective in improving the care for the seriously ill and dying offered by newly qualified doctors, as is demonstrated in controlled evaluations.

Wehrli [ 25] suggested stages in the process of developing curricula.

The first section reviews achievement outcomes of four types of approaches to improving the reading success of nonstruggling readers in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process.

It is evident by this time that the development process of those early curricula has led to a plethora of diverse curricula which, most importantly, seem to be partly ineffective in improving the care for the seriously ill and dying offered by newly qualified doctors, as demonstrated in controlled evaluations [ 7- 9].

A key driver for this reversal was extensive evidence of gaps in teachers' content knowledge which, in the terrain of the less explicitly specified and process-orientated versions of curricula, contributed to pedagogies that were criticized as mathematically hollow.

When it comes to the actual daily process of designing the curricula that students will follow, teachers basically have to create their own, ad hoc, every night.

It highlights the search for relevant learning goals and objectives as this information may serve to support other curriculum developers in the process of designing similar curricula.