Sentence examples for data from teachers from inspiring English sources

Examining data from teachers teaching different content areas at different grade levels could be challenging.

Semi-structured interview form was used to gather qualitative data from teachers using four open-ended questions were prepared to be used in semi-structured discussions.

This research was carried out and formed in a qualitative design, and semi-structured interview form was used to gather qualitative data from teachers using four open-ended questions were prepared to be used in semi-structured discussions.

Using a value-added strategy to analyse questionnaire data from teachers (N = 71) and students (N = 1542), they detected a positive association between students' and teachers' habitual levels of enjoyment (both available for grade 8), even after adjusting for students' enjoyment in the previous school year (reported in grade 7).

Independent-samples t-tests were utilized to identify significant differences (p < .05) between the mean change in the number of students' pre-and post-instruction biological evolution misconceptions when student data from teachers in a High Index Score Group (HISG) and those in a Low Index Score Group (LISG) were compared.

Recent evidence indicated that data from teachers and parents might disagree in their reports because of differing expertise [ 3].

This study presents observational data from teacher participants' curriculum implementations of integrated STEM units to illustrate how science, engineering, and mathematics are incorporated in an integrated STEM unit.

Table 16: Profile of Facilitators Qualification Frequency N=78 Percentage Form Four plus teacher training (Grade IIIA) 55 70.5 Form Four without teacher training 18 23.1 Standard Seven/Eight without teacher training 5 6.4 Total 100.0 Source: Field data from Head Teachers Questionnaire Table 16 shows that majority of COBET teachers were trained teachers with secondary education qualification.

Finally, data collection on academic information from teachers and how the SPARK project works with the academic community to gain information on school functioning for youth in the project is described.

The data gathered from teachers and students using semi-structured interviews and class observations revealed, despite students' need to develop competency in English writing, unsatisfactory writing skills, mainly because of the inadequacy of the English writing curriculum and pedagogy.

In addition, analyses of instructional data collected from teachers' classrooms before and after the PD have provided evidence for changes in teachers' instructional practices associated with facilitating high-level student thinking such as attending to and advancing students' thinking and pressing students for sensemaking (Tekkumru-Kisa & Stein, 2015b).