Sentence examples for the initial academic from inspiring English sources

In the initial academic phase, an analysis of the first three college calculus courses was carried out.

Third, it should be noted that our analyses relied heavily on first grade teacher reports, for both data about transition communication and first grade child outcomes, with the initial academic and social adjustment measures only including one item each.

The later point may reflect declining confidence in assessment with time, as indicated by the decay in knowledge, and increasing use of ultrasound six months to one year after the initial academic detailing.

With caveat that we did not originally predict that initial academic adjustment would mediate links between social adjustment and the other outcomes, this pathway ultimately provided a two-step pathway of mediation from contact to social adjustment to academic adjustment and, finally, to the mid-year outcomes.

Moreover, the associations between initial academic adjustment and the later five outcomes provided significant indirect effects (as detailed in Table 5) linking initial social skills with the five later outcomes.

For example, one of the particular advantages of the data is that pre-school cognitive skills1 of students are observed, allowing investigation of the way that initial academic endowments contribute to the gender test score over their first 7 years of schooling.

Finally, to assess whether the association between teacher contact and children's success in first grade was mediated by the more proximal mechanism of initial academic and/or social adjustment to school, direct and indirect effects were estimated within a structural equation modeling framework (Preacher and Hays 2008).

But in fact we find exactly the opposite: There were large test score gains for girls at all levels of initial academic performance even for the worst students–as well as some moderate gains for boys.

We first conducted ordinal logit models using the imputed datasets to assess whether contact between teachers and centers was associated with initial academic and social adjustment in first grade.

I had shifted my focus from having fun and started to rethink my initial academic goals.

We also did not find a direct association between information sharing and ratings of children's initial academic adjustment.