Sentence examples for vocational classroom from inspiring English sources

Even in vocational classroom settings, early investigations showed that teachers' subjective judgements of student characteristics significantly predict task assignments and support, thereby producing or increasing ability-related differences among their students (Sembill 1984 , 1987.

In the mid-1960s, additionalnal classroom wing was added, followed in the early 1970s by construction of a vocational classroom wing and the auditorium and adjoining scene shop.

Furthermore, vocational classrooms vary greatly with respect to instructional contents and learner groups.

In all eight items, those teachers who work in vocational classrooms only (and not in secondary vocational classrooms) displayed higher mean values, meaning that they felt their preparation for the teaching profession had been more appropriate.

The present study confined itself to contextual moderators in a very first attempt to investigate crossover in vocational classrooms.

Against this background, we chose vocational classrooms as the setting in which to examine effects of domain-specific prior knowledge on students' engagement in classroom dialogue.

Subsequent statistical analyses employ data from a mixed-methods study that we conducted in two German vocational classrooms during nine lessons on Economic Business Processes.

The first was to test theoretical assumptions on the crossover of positive activity-related emotions from teachers to students in vocational classrooms.

Besides a dearth of studies attending to these issues in the context of vocational classrooms, our literature review revealed two further striking features of extant research.

However, findings do not corroborate the assumption that highly knowledgeable students in vocational classrooms are generally more 'talkative' than students with comparably poor knowledge on the subject at hand.

This study is the first to investigate emotional crossover in vocational classrooms, combining Control-Value Theory and Broaden-and-Built Theory to substantiate potentially mediating teaching characteristics (clarity and support, enthusiastic teaching, application-orientation).