integrative

The rubric may help teachers focus, frame, and scaffold real-world problems to help their students apply STEM concepts, content knowledge, and skills in meaningful ways so students can see how STEM was applied to solve the AFNR-related problem integratively (Breiner, Harkness, Johnson, & Koehler, 2012).

This indicates that the respondents were generally moderately integratively motivated to study German.

In this study, females are not motivated integratively to a large extent rather their extrinsic motives are higher.

LRME is a functional module being deployed in each access network, for instance, being integratively designed in the BS of networks.

As account han- dlers, we must work integratively with other teams and agencies to achieve the end result, a successful campaign.

As "both a concept and a setting," Goodlad (1994) described the conceptual nature of a center of pedagogy as "bringing together simultaneously and integratively the commonly scattered pieces of the teacher education enterprise and embed[ding] them in reflective attention to the art and science of teaching," and its setting as "an inquiring setting for the education or educators that embraces schools and universities" (p.

More integratively comparative interinsular and transnational considerations of matters Caribbean remain, for all that, still far too few and far between.

A close second (and sometimes mentioned with developing and applying a Christian worldview) is the goal of teaching students to think "integratively" or to integrate psychological theory, data, and practice with Christian faith.

Institutions that plan integratively emulate basketball teams that recognize the power of the pass.

The book offers a rationale for integrated treatment, how diagnosis and assessment is handled integratively, integrative case formulation and treatment planning.

This study aimed to: (1) determine the extent the students of the German Partner University are instrumentally or integratively motivated towards Deutsch language learning; (2) investigate the relationship between motivation and FOLA in German Partner University; (3) assist the level of anxiety of the language learning of FOLA; and (4) determine the types of motivation that predict the students' FOLA in the German Partner University.

Chapters 5 through 7 move us from a biblical-theology framework to engaging in a praxis framework where "ideal meets real" as it considers the way in which "economy/work" (e.g., household, community, and transformation of culture) are situated integratively within a divine-enabled "transformational quartet" (71-78) that includes the following areas: spiritual formation into Christlikeness, personal wholeness and character development, relational integrity and social-psychological health, and vocational clarity and stewardship.

According to Gil and Vicent (2009), the first school years are essential to stimulate mathematical development, because this is when the informal competences (acquired outside of the school setting) can become formal knowledge and skills that facilitate acquisition of subsequent mathematical competences, especially taking into account that such competences evolve hierarchically and integratively (Olkun, Altun, & Deryakulu, 2009).

Richard Butman and Mark Yarhouse begin their analysis of teaching psychopathology integratively by broadening the subject area from just the study of dysfunction to a broader understanding of the soul and its calamities.

In this framework, the Islamic values like those proposed by Toor (2007) are formed integratively through: (a) understanding the Qur'an, the Sunnah, Ijma' and Ijtihad; (b) upholding the five pillars of Islam, namely attesting to Islamic faith, performing the five daily prayers, giving alms, fasting during the month of Ramadhan and performing pilgrimage to Mecca; (c) believing in the Six Pillars of Islamic Faith (Allah, the Angels, the Revealed Scriptures, the Messengers, the Hereafter, and the Divine Decrees).