"... In PAGE 22: ... Teacher A would then design a classroom assessment based on what needs to be observed in terms of student performance. Teacher A should create a scoring guide pulling appropriate statements from the rubric that pertain to the assessment they are developing (See Table2 and Table 3). Table 2: Scoring Guide Below Basic Basic Proficient Advanced Unable to tell time to the nearest half hour, quarter hour or hour.... In PAGE 22: ... Teacher A should create a scoring guide pulling appropriate statements from the rubric that pertain to the assessment they are developing (See Table 2 and Table 3). Table2 : Scoring Guide Below Basic Basic Proficient Advanced Unable to tell time to the nearest half hour, quarter hour or hour. Inconsistently tells time to the hour, half hour, and quarter hour.... ..."

"... In PAGE 5: ... Note the first example contains an un- bounded object extraction, indicated by the ques- tion clause missing an object (S[q]/NP) which is an argument of What. Table1 gives the distribu- tion of categories assigned to the first word What in each question in the corpus. The first row gives the category of object question What.... ..."

"... In PAGE 3: ...agile methods in order to answer the question; what is an agile method? The question was broken down into sub questions (see Table2 ) and answering these sub questions provides an explicit definition of the properties, common characteristics and differences between each agile method, and possible combinations of agile methods. Published problems or weaknesses are included as it is important to know in what environments agile methods are not suitable as specified by the method author.... ..."

"... In PAGE 4: ... Table2 shows that for oral and Digalo discussions, good moderation means primarily mediation for participation, for adequate discourse norms and for interaction. Fulfilling norms of discourse was less important for digital discussions, though.... In PAGE 9: ... This is one of the main findings in Study 1 that showed that teachers believed that good Digalo discussions are different from face-to-face discussions in the classroom. Scrutiny over Table2 suggests teacher apos;s recognition that good moderation moves are essentially organizational and guiding. In Study 2, moderators had to act and this was a very different story.... ..."

"... In PAGE 2: ... The overall course organisation required the use of theory modules and we see that 100 percents of the students use them. But learning efficiency results introduce nuances about this quot;obligation quot; (see Table6 ). Table 1 also shows that students use the quizzes less and that they use communication tools even less.... In PAGE 5: ... Only the Chat does not show this very big positive progression and we will further investigate to determine why. The two right columns of Table6 show that the learning efficiency perception has a big weight when students accept or refuse an e-learning course. Table 6.... ..."

"... In PAGE 62: ... The project broke Rule 1, but made me realize that interfaces make more sense to the user when built out of the story content. [see Table1 on page 63]... ..."