Sentences with phrase «less academic experience»

They pay their writers less because they are not native English speakers, or they have less academic experience.

Not exact matches

Those who tended to follow a more academic or research track in their careers were generally less well off than those with financial industry experience.

The hotly debated question as to whether this implies that the Kingdom is to be regarded as present, inbreaking, dawning, casting its shadows before it, or whatever, becomes academic when we realize that the claim of the saying is that certain events in the ministry of Jesus are nothing less than an experience of the Kingdom of God.

«Classroom contexts where students experience autonomy, competence, and relatedness tend not only to foster more intrinsic motivation,» Deci and Ryan conclude, «but also more willing engagement in less interesting academic activities.»

Parents are less impressed by academic credentials than by experience, said Sears, the father of eight.

The parents of public school students say 66 - year - old Cathie Black lacks the required educational experience or academic credentials to be even a teacher, much less direct the 80,000 teachers of 1.1 million students.

Brooklyn to Big Bioscience: Fuhgeddaboudit As the president of Genspace, a community laboratory in downtown Brooklyn, New York, Ellen Jorgensen is helping to democratize biology — making it less the purview of academics and Big Pharma and more an enterprise accessible to anyone who wants a hands - on scientific experience.

Raby said the findings showed those who experienced abuse or neglect early in life consistently were less successful in their social relationships and academic performance during childhood, adolescence and even during adulthood.

As economic and political pressures impacting the academic enterprise continue to change, the postdoc experience has evolved from short, focused periods of training into often multidisciplinary, extended positions with less clear outcomes.

They suggest that areas with more choice and competition experience better academic outcomes than areas with less choice and competition.

Classroom contexts where students experience autonomy, competence, and relatedness tend not only to foster more intrinsic motivation, but also more willing engagement in less interesting academic activities.

Academics and education reformers have long pointed to this data to argue that teacher pay should depend less heavily on experience.

While having less experienced teachers probably didn't help these kids» academics, their poor behavior and lack of interest in school made these teachers» jobs harder and often caused them to move on to other schools.

Educators have a wealth of academic data, but too often lack data on the important, yet, less - tangible aspects of the school experience such as engagement, rigor, and school culture.

The CRPE report indicates that, on average, students with disabilities in charter schools suffer less from some of the academic deficits experienced by students without disabilities in online charter schools, but overall students with disabilities perform better in traditional public schools.

The teaching force is simultaneously becoming: larger, older, younger and less experienced, more female, more racially diverse, and more consistent in academic ability.

We also find consistently strong evidence that students with disabilities who spend more time in general education classrooms experience better outcomes — fewer absences, higher academic performance, higher rates of grade progression and on - time graduation, and higher rates of college attendance and employment — than students with disabilities who are similar in other observable ways but spend less time in general education classrooms.

In less than a decade, the school's dedicated and experienced leaders built our academic program, recruited a talented faculty and staff, and developed our culture and community.

Various educational psychologists observe that the students experience extreme psychological pressure on imposing too many academic works to be completed in less time.

If you have less than three years» experience with professional, scholarly, and academic book publishing this course will provide an overview of the industry

WHO SHOULD PARTICIPATE If you have less than three years» experience with professional, scholarly, and academic book publishing this course will provide an overview of the industry.

It is a less academic course than the Open Water Course, with the emphasis on the in water experience.

For example, Professor Amar, a constitutional scholar himself, remarked that he was «dazzled, really — by the analytic intelligence and sophistication of these questions and answers,» while Karlan could not find any distinction between the less - experienced Obama's exams and those prepared by full - time, first - rate academics.

Those with less or irrelevant work experience can mention their achievement during college competitions or academic achievements.

It is obvious that a first - year student will have less academic preparedness and experience than their upperclassmen, but employers also find that these differences may depend more on the individual attributes of candidates than it does on age and class year.

Resumes prepared for these «on the job» training programs should concentrate less on the previous job experiences and focus more on the academic qualifications and other unique skills of the applicants.

However, with experience, academic qualification becomes less relevant

The educational attainment and academic achievements of the applicant, should he / she have less than four years of professional work experiences

Academic references are less important for experienced professionals, as your professional history will be of more value than your academic beAcademic references are less important for experienced professionals, as your professional history will be of more value than your academic beacademic behaviour.

Research indicates that when the Second Step Program is used in middle school, students exhibit less aggression, [1] make better choices, and experience social and academic success.

One study noted that individuals with higher levels of responsibility experience less academic and social pressure (Murphy, Miller, & Wrosch, 2013).

When parents experience less conflict with each other, parent - child relationships are more supportive and nurturing, and children fare better on a range of social, emotional, behavioral, and academic outcomes.

This might be explained by the findings that adolescents who experience depressive symptoms use less adaptive emotion regulation strategies (Aldao et al. 2010), and experience more academic difficulties (Jaycox et al. 2009).

They often experience concentration problems (Wesselhoeft et al. 2013), have less academic and occupational aspirations (Gotlib et al. 1995), obtain lower grades and have lower levels of academic self - efficacy (Jaycox et al. 2009).

Since children who felt less confident about their academic competences may experience higher stress than their classmates with higher academic self - concept, learning how to deal with the possible stress, and developing strategies and skills to do so is crucial (Brooks - Gunn and Duncan, 1997; Duncan et al., 1998).

Intellectual: During early adolescence, youth are most interested in real - life experiences and authentic learning opportunities; they are often less interested in conventional academic subjects.