Sentence examples for underlying educational from inspiring English sources
When tutoring, underlying educational ideologies and reasons should be explicated in addition to practical issues of classroom orchestration and technology use.
By synthesizing school leaders' descriptions of the underlying educational goals for all components during the interviews, we derived eight themes that encompassed all 76 components, articulated as the eight essential elements of inclusive STEM high schools (see Table 1 for a complete list of the elements and components).
Any underlying educational environment instruments are indicated with arrows.
Subsequently, the software under evaluation is described, as well as the underlying educational theories and the proposed instructional methodology regarding its effective application.
Future research should determine pathways underlying these educational disparities with an eye toward developing strategies to eliminate them.
A large prospective study including different ethnic groups with diverse social and economic backgrounds and insurance coverage, from academic and community hospitals in rural and urban populations, is certainly needed to better understand underlying socioeconomic, educational, and cultural factors that lead to the high rate of poor treatment adherence and recurrent DKA.
An extensive User Model drives a series of algorithms that underlie an educational message library.
In the search for reasons underlying the immigrant educational mismatch, one starting point is to decompose the lower payoff to schooling for foreign born from non-Western countries compared to natives.
Since simulations are often accepted uncritically, with excessive emphasis being placed on technological sophistication at the expense of underlying psychological and educational theories, we evaluated the learning performance of simulation software, in order to gain insight into the proper use of simulations for application in medical education.
The aim of our study was to describe the theory underlying the interprofessional educational intervention developed by the COMPAS project.
This paper describes the theory underlying an interprofessional educational intervention developed in Quebec's Montérégie region (Canada) for the purpose of improving chronic disease management in primary care.
