Sentence examples for student statements from inspiring English sources

Results of the contest, complete with the advertisements and student statements, can be viewed at hudsonvalley.org/runaway.org/runaway

In Alternative Model 1, we divided the items between the two factors of lesson planning and reacting to student statements.

An examination of student statements related to motivations revealed that knowledge, work, convenience, and personal interest were the most frequently coded nodes (more generally referred to as "codes").

Therefore, our conceptual differentiation between content associated with lesson planning and reactions to student statements might not be reflected in the empirical data.

Inductive coding of student statements on the open-ended questions asking them to share their impressions of the self-assessment activity revealed three salient themes: 1) Objectivity, 2) Responsibility and 3) Trust.

This lesson could open with student statements of their views of the presidency, include an examination of Article II of the United States Constitution where it discusses the executive branch of government, and evaluate statements by past Presidents on how they view or viewed the presidency.

The students' initiative in devising a doctoral student statement suggests that a transfer took place from the course context to the students' real institutional contexts.

This student statement seems to ignore the teachings of Jesus not to judge others but they are young and still learning.

Their admission sparked a student statement, which read: "Resolved That we have no objection to the education and evaluation of blacks but do decidedly remonstrate against their presence in College with us".

Previous research had specified five categories of student statement that signified the presence of project ownership (Hanauer et al., 2012).

We identified each student statement as a turn of talk if a student spoke several sentences in a row, this was still defined as one turn of talk.