Sentence examples for substantial classroom from inspiring English sources

Therefore teachers, if they are language aware, are able to pay careful attention to their TLA 'filter', which potentially results in substantial classroom learning benefits.

The Department of Education will postpone a substantial amount of classroom construction, the equivalent of seating 7,400 new students, because of budget shortfalls, according to a report by the city's Independent Budget Office.

A substantial proportion of classroom time involves exposing students to a variety of assessment tasks (Stiggins & Conklin 1992).

However, there was substantial variation in classroom level FRI rates, with the distribution being fairly similar between primary and secondary schools, and yet deviating substantially from what would be expected from a Poisson distribution based on the mean number of FRIs reported per classroom.

The program, which received approx. AED 8,300,000 (USD 2,250,000) funding from Dubai Cares, and implemented by UNICEF Sudan, has had a substantial impact: 158 classrooms and 24 teacher offices were constructed in 88 schools in 29 localities in West Darfur, Kassala and Gedarif states benefiting 7,900 children.

The Oregon curriculum includes classroom training, substantial supervised driving instruction and parental involvement.

For teachers to make substantial changes in their classroom practices, a considerable amount of professional development is needed (Wei et al. 2009).

A child who has deficits in either of these skills could, depending on their severity, be at a considerable disadvantage in the classroom and at substantial educational risk.

Lastly, I haven't met them, but Israel's Time to Know is an ambitious effort that focuses on bringing technology into classrooms in a substantial way.

Debates about tracking often overlook the substantial influence of socioeconomic advantage on classroom performance.

In this study, we addressed the question of whether the emotional fluctuations that schoolchildren experience in their classroom settings could generate substantial intraindividual differences in their EFs and, more specifically, in the fundamental unifying component of EFs, their inhibition function.