Sentences with phrase «significant differences between programs»

While these degrees are similar in some respects and many use the various terms interchangeably, there are significant differences between programs.

For example, when we re-analyzed estimates for the 15 largest teacher - preparation programs in New York City, we found no significant differences between programs (see Figure 4).

Not exact matches

Rockenstein found that there were significant differences in information acquisition and attitude change between churched children and non-churched children: churched children gained more of the information and accepted more of the attitudes communicated by the televised programs than did the non-churched children.

Dennis, in 1962, found no significant difference between the audience and non-audience of religious programs up to the high - school level of education.

Each program shows a significant difference between men and women as viewers, with some programs having as high as 61 percent of their audience composed of women viewers.

«There are some significant differences between the scientific world view and the policy world view,» Cynthia Robinson, director of the AAAS Science & Technology Policy Fellowship program told the fellows on 1 September as their orientation began.

There were significant differences between the strong and weak programs in perceived access to experts in CAM or IM and faculty training in these modalities.

The research team evaluated the men at the start of the study, two months after the program and three months after the program and found significant differences between the men who had the intervention and those who did not.

As a result of doing the same effective training program, there were no significant differences between the groups in total training volume or any of the other categories.

Conclusion «The lack of significant differences in muscle activation between stable and unstable bench press may allow use of unstable loads by practitioners to add variety to resistance training programs», the researchers concluded.

Chester E. Finn Jr.'s tiresome and laborious attempt to show that there are significant differences between President Clinton's education policies and those of former President George Bush («related story, 01/25/95) merely obscures the fact that Mr. Clinton's program basically follows through on the policies set by Mr. Bush and the governors at their famous education summit held in September 1989 at Charlottesville, Va..

A 2004 NCREL meta - analysis of 116 effect sizes from 14 web - delivered K — 12 distance - education programs between 1999 and 2004 found «no significant difference in performance between students who participated in online programs and those who were taught in face - to - face classrooms... in almost every comparison, students in distance education programs performed as well as students in classroom - based programs.»

There was no significant difference between the impact of the program on math and literacy scores when we examined the subjects separately.

The second study's authors, Donald Boyd, Pamela Grossman, Hamilton Lankford, Susanna Loeb, and James Wyckoff, also find few significant differences in effectiveness between traditionally certified New York City teachers and teachers entering through alternative pathways, such as Teach For America or the New York City Teaching Fellows program.

The media often uses the term ESA and voucher interchangeably and while there are some commonalities between the two programs, there are two significant differences:

Similarly, a study of Washington, D.C.'s, voucher program found no significant difference in test scores between students who received vouchers and those who did not.

Rankings for veterinary colleges are few and far between because there is a relatively small number of veterinary colleges in the U.S., and those schools tend to be set apart from each other by significant differences in specialty programs and facilities.

there are some very significant differences between how the two hotel groups manage their loyalty programs so the consternation being heard...

there are some very significant differences between how the two hotel groups manage their loyalty programs so the consternation being heard from Starwood elites is understandable.

However, if C stocks are computed to 30 cm depth (typical of international greenhouse gas inventory and reporting programs), an apparent 2 % relative difference between reforesting and cultivated soils (medians of 47 and 48 Mg of C / ha, respectively) is not statistically significant, while both are significantly less than natural forest soils (60 Mg of C / ha).

One of our lawyers recently spoke on the «The Differences (Legal and Drafting) Between a Partnership and a Joint Venture — Understanding the Significant Consequences», as a panelist at the Law Society of Upper Canada Continuing Professional Development program, The Annotated Partnership Agreement 2015.

David Alderson, lawyer at this firm, was a panelist at the Law Society of Upper Canada Continuing Professional Development program, The Annotated Partnership Agreement 2015, on the panel entitled «Review of the Differences (Legal and Drafting) Between a Partnership and a Joint Venture — Understanding the Significant Consequences» held on September 29, 2015 and was a member of faculty for the Osgoode Professional Development program Shareholder Litigation and the Closely - Held Company, held on April 7, 2015.

Despite this general rule, courts have struggled with questions involving making owners of programmed systems responsible for damages suffered by third parties as a result of their use, in many cases due to policy concerns about imposing such liability... there is a significant difference between an entity that makes copies at the request of an individual and an entity that uses pre-programmed computers to carry out the request automatically...

Multivariate models demonstrated significant differences between MBSR and HT program participants after implementation of the 12 - week programs; compared with HT, students who had participated in the MBSR program showed better psychological functioning and coping.

Although there were no significant differences between groups, positive effect sizes (range:.25 — .40) were found for the COPE program with respect to maternal state anxiety at 3 of the 4 postdischarge time points.

Although there was no statistically significant difference between the 2 study groups with respect to the adaptive skills composite and the internalizing composite, there were positive effects of the COPE program at 12 months (effect size:.45 and.38, respectively).

Neither the one - or two - year data yielded any significant differences between families in the treatment and control groups.50 Early Start also examined CPS referrals and substantiated cases and found no differences for either measure between treatment and control families — 21 percent of control families had contact with CPS agencies, compared with 20 percent of program families.51

No significant differences in high schools attended were found between the 2 groups, again suggesting that Seattle's mandatory busing program overcame the separation of students from different neighborhoods and elementary schools sometimes found in large urban school districts.

Significant differences (p >.05) in characteristics between non-daily and daily smokers entering gambling treatment programs

EIP showed favorable impacts on 8 outcomes, including fewer days and episodes of hospitalization, relative to those in the comparison group, covering a range of 6 weeks to 2 years postpartum.13, 23,24 EIP also showed a favorable effect on the percentage of children who were adequately immunized by 1 year, but the difference was no longer statistically significant by 2 years.13, 24 Early Start demonstrated favorable effects on 3 outcomes, including percentage who received well - child visits and dental service.25 — 27 HFA had favorable results for 4 health care outcomes, such as the number of well - child visits and whether the child had health insurance.28 — 31 HFA had an unfavorable effect on the number of pediatric emergency department (ED) visits.32 The research showed that Healthy Steps had a beneficial effect on 2 outcomes: 1 - month well - child visits and diphtheria toxoid, tetanus toxoid, and pertussis vaccinations.33 Finally, NFP had favorable results on 3 outcomes measuring the number of ED visits at different follow - ups but an unfavorable / ambiguous effect on number of days hospitalized between 25 and 50 months.34, 35 The research on 2 programs (Oklahoma's CBFRS and PAT) showed no effects on measures of health care use or coverage.36 — 40 The research on 5 programs (Child FIRST, EHS, Family Check - Up, HIPPY, and PALS for Infants) did not report health care coverage or usage outcomes.

Significant differences were found in program implementation between the three administering agencies included in the evaluation.

The results of evaluations of programs designed to alter parents» cognitive representations have yielded many positive findings, but few have obtained significant differences between treatment and control on attachment classifications.

Families who chose to participate in the program were compared to nonparticipating families; there were significant differences between the groups at baseline.

Although significant reductions in anxiety symptoms were reported by the end of the MBCT - C program, no significant differences between groups were found as well as the relationship between mindfulness and reading comprehension was not supported in this study.

As a supplement to APT Validation Study II, the research aims for Validation Study III are to (1) generate master scores for video clips of youth program observations without cultural bias, (2) create more tailored and targeted online training and anchor systems, and (3) eliminate significant differences in certification passing rates between groups with different cultural vantage points (i.e., Black vs. White raters, urban vs. non-urban program experiences).

In tests of the main study hypotheses, the experimental group showed a significant decrease in attachment anxiety after the online program, t (25) = 4.69, p <.001, d = 1.03, but no decrease in attachment avoidance, t (25) = -0.96, p =.35, d = 0.19, and there was no significant difference between the two study groups on either change in anxiety scores, controlling for baseline avoidance, F (1, 47) = 0.39, p =.54, η2p =.008, or change in avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-test.