Sentence examples for recognising students from inspiring English sources

Universities struggle to impose fair and consistent ways of recognising students' differential needs related to disabilities and caring responsibilities, not to mention the widening gulf in how students fund their studies, resulting in very different work schedules and home lives.

Among them are a number of £1,000 bursaries awarded on the basis of a student's academic record before joining, as well as second and final year bursaries recognising students' success while at university.

Whilst it is important to recognise students' views about their learning needs they have not identified themes to be important that psychiatrists would consider essential.

Accordingly, schools and educators could strive to provide pedagogical opportunities that recognise student's culture, language and identity (e.g. Kinloch, 2012; Lee, 2007; Morrell, 2008).

The research adopted a constructivist methodological approach [ 29], recognising that students' accounts of their learning experiences were socially constructed, reflecting their own unique lives and backgrounds and reinterpreted for a researcher during the interview process.

In order to manage student expectations, universities must recognise where students are coming from: Universities need to understand the backgrounds and previous educational experiences students have had.

Interestingly there was a conflict in our data between the themes for strengths and weakness in that third year students recognised that some students may not like the use of video at all.

During her final year she ran for a role at the student union, which while "tricky", resulted in the campus being better recognised by students in Canterbury.

Yale recognised that students are the ones who know what it is like to be a student and they asked them to go about telling other prospective students.

It is also important to recognise that students learn in different ways and that role-play may be a preferred method for students who learn through concrete experiences.

In the mid-1960s  Adeiaan de Groot, a Dutch psychologist and chess grandmaster, began pushing for a more objective way to recognise top students.