Sentence examples for classroom theory from inspiring English sources

The Norwegian model stresses classroom theory for the first year and field training the second, and aims at integrating theory and practice in the third.

"These common buzzwords or whatever, 'appropriation,'authenticityty,'problematicic' " — the language that James O'Leary attributes to classroom theory — "you see in discussions all across campuses".

The best programs draw people who majored as undergraduates in the subjects they wanted to teach; focus on extensive clinical practice rather than on classroom theory; are selective in choosing their applicants rather than treating students as a revenue stream; and use data about how their students fare as teachers to assess and revise their practice.

"They come as professors, they come as businessmen and they get into office as the secretary-of-whatever and they quickly realise... that they cannot just implement their pet idea or their classroom theory," Balding said, predicting there would be "strong push-back" from the US business community were hefty tariffs to be imposed on imports from China.

Many studies reported on trainings offering classroom theory sessions combined with practical exercises and more participatory sessions, but no study researched the influence of different training approaches on CHW performance.

The importance of critical reflection is underscored with classroom theory being provided to students on models of critical reflection who are also expected to complete a critical reflection journal whilst on clinical placements.

The group is split and in the first week, one half is in the workshop doing practicals while the other is in the classroom learning theory.

So far, 33 teaching studios, five ensemble studios, a percussion studio and classrooms for theory and for young children have been completed.

Tundra, for example, runs a training facility of its own but it just has classrooms for theory based learning.

Students arrive in the classroom with theories or intuitions about probability that are at odds with conventional thinking (see examples in Table 1) and can even hold multiple mutually contradictory misconceptions about the same situation (Konold, 1995).

What was going on inside the classroom involved the theory of journalism.