The phrase "assist educators" is correct and usable in written English.
You can use it when referring to providing help or support to teachers or educational professionals in their work.
Example: "The new software is designed to assist educators in managing their classrooms more effectively."
Alternatives: "support teachers" or "help instructors".
California public K 12 and higher education professionals assist educators in their local communities to implement the California Standards.
Consistent with adult learning theory, where adults are viewed as self-directed learners, a better understanding of the learners' perspectives on education can assist educators in designing and implementing a simulation-based procedural curriculum [ 21].
Developing a map to guide the design of a novel educational program for nursing students can assist educators in piecing together identified conceptual variables in a logical and reasonable manner.
In the same vein, education policy could actively encourage and assist educators to obtain degrees in teaching at American universities and colleges or observe classes in American higher education as visiting scholars (Leutwyler and Meierhans 2016).
The report includes recommendations to assist educators and policymakers in efforts to strengthen science education in California.
It is not designed to be prescriptive, but to assist educators and emergency medicine leadership in advancing physician education in basic emergency medicine content.
Using the Cognitive Apprenticeship Model (Collins et al., 1987) as a theoretical lens, researchers investigated the following: 1) What methods of instruction assisted educators in learning how to use technology to support online communication and collaboration?
The CLM assists educators in doing that by providing them with the knowledge of the repertoires that need to be developed, the stimuli that serve as potential re-inforcers and aversives, and the contingencies that are needed to effectively develop or weaken repertoires.
This work has implications surrounding the improvement of self-confidence and assisting educators in implementing interventions to optimise success and self-confidence during surgical skills acquisition.
These stages relate to different levels of achievement and each consists of two components: a benchmarking tool and a guide for implementation, thereby assisting educators in benchmarking their curriculum and in developing their own strategies.
This analysis is premised on the belief that an understanding of the dilemmas may be of practical value in assisting educators, and policy makers and managers, to live and work more intelligently with them and to better manage the educational changes that are defmed by the trends.
