Sentence examples for educational relationships with from inspiring English sources

It is recommended that clinical teachers be given opportunities and training to encourage them to get to know their students as individuals and thus foster positive educational relationships with them.

Even in the absence of stereotype threat, however, Asian students who are stereotyped and therefore not seen as individuals are less likely to have effective educational relationships with their teachers.

"We're confident that once MOOC students begin interacting with our expert faculty and their fellow classmates, they'll begin forming a lasting educational relationship with the university," said Lawrence J. Johnson, the interim provost.

There is also the difficulty — encountered in most countries — of theorising and practising an educational relationship with young children that does not subjugate the child but supports child agency and genuine meaning making while taking into account the curricular requirements.

Much of the process of clinical decision-making and patient management, however, can be developed best by task-based learning [ 29] or by observing and forming an educational relationship with a role model [ 30].

Differences between assessors'privatete' and 'public' judgments could be caused by the teacher's wish to protect the educational relationship with a student or by pressure from external sources, such as student appeals, which could militate against fail decisions in the absence of airtight evidence.

Often, "in defending against a union drive, [administrators argue that] a third-party contractual agreement is going to interfere with that educational relationship".

The Company CCS keys to success are the company's commitment to market awareness and future potential direction of the educational process, and CCS' relationships with a large number of educational institutions and districts.

The survey instrument included quantitative and qualitative questions focused on institutional characteristics, student profiles, curricula, post-graduate medical education, teaching staff, resources, barriers to capacity expansion, educational innovations, and external relationships with government and non-governmental organizations.

The survey instrument included quantitative and qualitative questions focused on institutional characteristics, student profiles, curricula, post-graduate medical education, teaching staff, resources, barriers to quality and capacity expansion, educational innovations, and external relationships with government and nongovernmental organizations.

He developed professional and deeply personal relationships with educational institutions, their staff, trustees, and volunteers that spanned decades.