Sentence examples for student capabilities from inspiring English sources

In this qualitative study I researched how five fifth-grade teachers' beliefs in student capabilities influenced their curricular decision-making in daily activities with the History Alive! textbook.

When teachers' beliefs about student capabilities aligned with Teachers' Curriculum Institute׳s principles for inclusive classrooms, classroom practices reflected those beliefs and textbooks supported their practices.

Around a third of Indian graduates will remain unemployed, despite employers bemoaning a lack of skilled recruits.Varun Aggarwal of Aspiring Minds, a company that surveys student capabilities, estimates that if university exams were run properly, 70% of students would fail.

This project identified four key steps: (a) conduct a detailed market analysis; (b) establish an infrastructure to deliver the program; (c) tailor the curriculum using the technology; and (d) identify, accommodate, and develop student capabilities.

Furthermore, Angelo and Cross (1993) designate that concept maps develop student capabilities in definite critical areas.

These perceptions are important, influenced by the supports and tools being tractable, and giving a feel of enlarging student capabilities.

We need a system which recognises the need for different types of equally valued higher and further education (academic and technical, theoretical and practical) and which matches student capability with appropriate courses and institutions.

However, there is scope for many institutions to learn from these approaches and consider how raised awareness of the global economy, or experience of global living, will benefit the development of both student capability and mindset.

Cognitive activation Two items asked for the students' perception regarding whether their accounting teacher adapts his/her performance expectations and claims to student capability (coak; e.g., "Our accounting teacher asks questions of different levels of difficulty depending on how capable a student is").

For a single student on one assessment task, 11% of the variance in scores was due to true differences in student capability.

Within generalisability theory, we estimated the contribution that each wanted factor (i.e. student capability) and unwanted factors (e.g. the impact of assessors) made to the variation in portfolio task scores.