Sentence examples for which curricula from inspiring English sources

Equally pervasive following the most recent PISA results were the questions around the mechanics of education, the length of the school day, the correct amount of seat time minutes, which curricula to adopt and which to discard, and the ideal education and qualifications for successful teachers.

The idea won bipartisan support, with conservatives applauding the approach of giving local districts control over which curricula to adopt, while ethnic studies advocates looked forward to taking a greater role in developing the courses than if the state had been charged with the task.

A second objective is to assess which curricula types are the most effective.

It explores which curricula, teaching, learning and assessment approaches might be involved.

Table 4 shows the extent to which curricula are implemented as well as the instructional methods, student activities, and learning context used to ensure experiential and contextual learning.

This booklet provides a brief summary of issues germane to girls' education, including learning processes that support or undermine girls' achievement, ways in which curricula can include or exclude girls and types of learning environments that enable girls to thrive.

The pilots' contents were mainly based on government-funded research projects in which all curricula from German medical schools and postgraduate public health physician courses were evaluated for inclusion of disaster medicine-related themes [7].

On the macro level through the educative and technology industries and public policies; on the medium level, through institutional transformations which define curricula, competences and educative models; and on the micro level, in the pedagogic practices that materialize in the specified decisions about the learning process and its relationship with technology.

Analyses of pain education provision were performed on all schools for which some curricula elements were available.

The current study investigates the extent to which medical curricula provide physicians with the evolutionary knowledge needed to apply and extend these advances, while identifying obstacles to and opportunities for enhancing medical education.

It is evident by this time that the development process of those early curricula has led to a plethora of diverse curricula which, most importantly, seem to be partly ineffective in improving the care for the seriously ill and dying offered by newly qualified doctors, as demonstrated in controlled evaluations [ 7- 9].