Sentence examples for responsive techniques from inspiring English sources

We will learn how we are using mobile-first responsive techniques and client-side technology to set the foundations of that future, what have we learnt along the way and how it will scale.

Using tissue-engineered temperature responsive techniques, we found that the implanted cells could be applied in larger numbers, were viable during transplantation, and were not lost from the applied region.

These responsive techniques motivate students to open up and give more.

Results corroborate H1c, which posited that teachers follow up on answers of students with advanced prior knowledge more frequently with prompting and responsive questioning techniques.

The teacher's options to follow up on student answers range in ascending order of cognitive activation from short evaluative remarks to correcting reformulations and enriching explanations, and finally, to challenging prompts and responsive questioning techniques.

Furthermore, teachers follow up on their answers more frequently with prompting and responsive questioning techniques, thereby sustaining the pressure on highly knowledgeable students to process subject matter actively and deeply.

When prompting or responsive questioning techniques are applied, the teacher playfully pushes students to self-repair or extends and probes their own lines of thought (Lyster and Saito 2010; Smith and Higgins 2006; Walshaw and Anthony 2008).

Substantial positive associations exist between perceived teacher student relations and several categories of verbal interactions except for students' own questions, rejecting remarks of the teacher, and teacher's use of responsive questioning techniques.

It also supports the notion that psychological barriers, which are mainly related to the strictness of the diabetes regimen and are responsive to educational techniques, are relevant impediments to the implementation of diabetes care [ 17, 18].

Although only a few studies to date have compared the performance of nonmajors to majors in biology courses, these studies have generally found that nonmajors have the ability to perform well in biology classes and that they may be particularly responsive to interactive techniques.

Children with conduct problems and CU (CPCU) are less responsive to behavioral punishment techniques (e.g., time-out), whereas reward techniques (e.g., earning points for prizes or activities) are effective for reducing conduct problems.