Sentence examples for students commitment from inspiring English sources

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Exact(21)

"I applaud the students' commitment to our values," Dr. Roth said.

The framework helps university managers in designing appropriate strategies to influence students' commitment toward the university to, for example, continue their postgraduate studies.

I hadn't been in a classroom as a teacher for a while and I remembered what a special feeling it is, how the students' commitment excites you.

The findings also reveal that these individualized responses were directed by students' commitment to various positions in their self-valued identities and mediated by larger ideological structures associated with the high-stakes testing regimes.

The academic community thrives when all members adhere to these habits of integrity, and GSIs have an important role in fostering students' commitment to academic integrity.

In other words, a students' commitment to deeper study down the road seems to be associated with how engaged they are in the classroom, not to their academic achievement or prior interests.

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This brief explores the relationship between various kinds of civic learning opportunities in classrooms and students' commitments to civic participation.

It was found that by far the most influential variable was whether students were in a hurry for the next appointment, rather than the nature of students' commitments to religion or the nature of the tasks in which they were engaged at the time, even if the task was preparing a sermon on the Good Samaritan (Darley and Batson, 1973)!

This was perhaps because many variables can impact grades, such as class size, teacher quality, parent support, school facilities, student commitment and more — none of which change when schools delay start times.

1) To determine factors students perceive as influential in decision to pursue otolaryngology; 2) to determine perception of importance of factors used for resident selection and individual student commitment to the match; and 3) to identify exposure to various subspecialties within otolaryngology.

We wanted the design to (i) include the basic elements of active learning to retain the good learning outcomes; (ii) be based on an assessment that improves student commitment, to promote balanced study load, and to direct students' attention to the study process itself to where it belongs; and (iii) support social and academic integration to reduce student drop-off (Tinto 1975).

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