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Interviews held with instructors of the Programming-I course and a review of the exam questions in these courses show that the courses typically focus on the conceptual dimension of the programming process, and classes are realized through lecture-based mode mainly on syntax and procedures, followed by paper-and-pencil test.
This particular sample may have had limited experience with instructors of various titles (GTA vs. professor), and the respondents therefore may have been thinking of the one GTA/professor they had in college when responding.
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Further still, this study yielded a model to predict how perceived threat affected students' interaction behavior with instructors outside of class.
Learn to parry with the instructors of the Manhattan Fencing Center.
Most participants agreed that working towards a vision of quality teaching and learning was part of their role, yet only one department chair had collaboratively developed a vision statement with the instructors of his/her department.
In other words, field leaders were the recipients of the training in Strand 1, and they then became co-deliverers, along with college instructors, of training in Strands 2 and 3.
We performed cognitive interviews with three instructors of self-designated CUREs (two white males, one white female), two instructors of traditional (non-CURE) laboratory courses (one white male, one white female), three students of CUREs (two white females, one white male), and three students of traditional lab courses (two black females, one Asian male).
Factors weakly associated with instructor reports of lack of time were a common final and reporting that approximately half of the students lacked the ability to succeed in the course.
There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques.
And can professional development with instructors and manipulation of their Instructor Talk dramatically shift their success in implementing innovative teaching strategies?
The systematic process involved reviewing the current literature, specifying a multi-dimensional conceptual framework, evaluating prior instruments, developing items, and conducting focus groups with instructors and patients of body awareness-enhancing therapies.
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