Sentence examples for underlying students from inspiring English sources

Michael Mulgrew, president of the United Federation of Teachers, the New York City teachers' union, criticized the administration for instituting new rules that did not adequately address the core reasons underlying students' misbehavior.

Then, I paid meticulous attention to language and deeply reflected on the emergent meanings underlying students' mental processes.

With the consideration of nested alternative structure of choices among private tutoring in different class-size and self-selection problem, the study employed a nested logit model to investigate the factors underlying students' choice of private tutoring and has fitted OLS model to examine the effects of different class-size tutoring.

Heavy workload at the beginning of the semester was another crucial point underlying students' motives to join the course.

Alcohol research in this region is nascent, and empirical studies (especially qualitative) that examine the motivations underlying students' drinking behaviours have not been conducted.

It's worth taking a closer look at the figures underlying student funding.

The inference of interest is ultimately the construct or underlying student abilities.

I did not use the term "correctly" to describe how assessments (outcomes) are done because what is correct for one set of preferred outcomes based on the underlying student demographics may not be correct for another set of preferred outcomes based on different student demographics.

Our results might be of interest to faculty and programme directors who need to be aware of the assumptions and confounders underlying student ratings.

This individual study phase is a key feature in PBL, in line with its underlying "student-centered" philosophy of enabling students to take responsibility for their own learning by deciding what to study and to what extent.

For instance, Michael (2006) reminds us that underlying student misconceptions about biological concepts are alternative conceptions about chemistry and physics (see also Hartley et al., 2012), making design of effective active-teaching approaches to improve conceptual understanding in biology especially challenging.