Sentence examples for differences between the teachers from inspiring English sources

Thus, there are several differences between the teachers and teacher aides in terms of the technicality of the discourse and its approximation to talking scientifically, albeit at a five-year-old level.

There were significant differences between the teachers' groups in connection with the judged importance of four knowledge items: knowing the role of self-determination when working, knowing how to foster self-controlling responsibility, knowing the openness of self-development in a profession, knowing the importance of video tutorials available on the internet.

The results revealed key similarities and differences between the teachers and the students in their perception about what could be learned and where Revising a curriculum for medical schools demands inputs from all stakeholders.

Similarly, for the separate groups of peers, the results of the paired-samples t-tests did not reveal any significant differences between the teacher's corrections and each of the peer groups.

Ms. Fritz, an accountant who has long been calling for pension changes in California, said she was stunned by the difference between the teachers' retirement benefits and what other state and local workers received.

The nature of the difference between the teachers and the referents is not apparent by comparison with the NHANES reference values which are weighted toward measuring the more persistent, highly chlorinated congeners.

A model with correlated errors was fitted to the data to check whether the differences between the same teacher and different teacher groups could be explained by rater bias.

As mentioned above, the Register analysis focuses mainly on the Field and the Tenor; these were the variables found to be most productive in describing the differences between teachers and teacher aides.

Because of the age differences between the 18 teachers and the MGH referents, we separated the 9 teachers who were under 50 from those over 50 and compared them with the MGH referents (Table 3).

Overall, we find that across the Speech Functions of Command and Questions there is a clear difference between the teacher, Sara, and the teacher aide, Mrs Edgar, with Sara taking more opportunities to extend the discourse and encourage the children to think scientifically.

For the peers in general, the results, t = .827, P = .416 > .05, indicated that there was no significant difference between the teacher and friend and non-friend peer corrections/ratings, and the mean scores for corrections were quite close to each other (Table 1).