Sentence examples for students organizational from inspiring English sources

The colors are meant to teach students organizational skills before they head to middle school, said Ms. Agranoff, 30, who proceeds through the day's schedule according to the spectrum, using one color for each subject.

The findings point to the need to strengthen the graduate students' organizational domain.

In this paper, we describe our observations of student organizational strategies used to create the synthesis maps and of how students' organizational constructs can reveal the nuances of their understanding (or lack of understanding) of the subject.

In your experience, do you see this kind of support as helpful to students with organizational challenges?

With regard to skills they thought they developed or improved during the project, most of the students mentioned organizational skills, and others pointed out that they learned new things about science.

In congruence with others [ 6, 49, 50], the students experienced organizational and communication problems with faculty, engendering feelings of stigmatization and a boundary between "them", the training institution, and "us", the students.

The game is part of the attempt to teach medical students the organizational and conceptual basics of the medical practice of a general practitioner in a problem-based learning environment.

Other members can offer the entire degree on their own but want to be part of a bigger network due to the benefits for students, the organizational learning, as well as raising the profile of international health as an academic and professional field.

Mr. Lebel, 27, is a doctoral student in organizational behavior at the University of Pennsylvania.

I took his class when I was a graduate student in organizational behavior, and his work influenced my approach to everything from analyzing links between virtual communities in Second Life to building strong product teams.

While much is known about virtual team processes and outcomes, the literature relies on a variety of team configurations and types (including student versus organizational samples, short-term versus long-term teams, functional versus project-based teams, and teams with various task types) yet has not systematically examined how these differences impact team processes.