Comparisons of the institutional approaches with the approaches during teaching practice confirm the importance of an inductive approach in which different practice experiences, systematically aimed at making the students restructure their conceptual frameworks of learning and instruction, are used for reflection.
Identifying medical students' efficacy beliefs as well as the strategic quality of their thinking and actions during clinical tasks has implications for remediation and intervention programs that can help students restructure faulty beliefs and sustain their focus on the key strategic elements of a given clinical task.
The bill, which was signed into law in 2010, dramatically expanded financial aid for college students and restructured student aid programs.
Designing games around conceptual integration focuses on supporting students in restructuring these cueing priorities through experiences in the games.
Swan (2001) argues that if lecturers become more aware of common errors, they will be in a better position to help students to restructure their knowledge in the direction of more aligned mathematical knowledge.
The organization is rumored to have been founded in 2003 as a way of organizing student leadership to restructure student life to mirror that of a traditional university.
Emphasizing the redistributionist tint of her agenda, Clinton said that to pay for her policy commitments, which also include restructuring student debts and making tuition at public colleges free for children who come from middle-class families, "Wall Street, corporations, and the super-rich are going to start paying their fair share of taxes.
Findings suggest that a mathematics learning trajectory supports teachers in creating models of students' thinking and in restructuring teachers' own understandings of mathematics and students' reasoning.
When instructors do this, students need to restructure their knowledge to deal with the new context (e.g., Bransford and Schwartz, 1999; Barnett and Ceci, 2002; Lobato, 2008).
There were several reasons given by medical schools that refused to participate, including: questionnaire fatigue among their students, course restructure, and concerns over high stress levels among their students.
