Sentence examples for educators practitioners from inspiring English sources

Increasingly, the private sector is establishing partnerships with governments, non-governmental organizations, academia, educators, practitioners and industry to address the challenges associated with the numerous education reform efforts.

Mr. Snyder is part of a growing group of educators, practitioners and lawmakers pushing to replace discipline tactics in public schools that they say do not improve behavior and disproportionately target minority students, putting them at a greater academic disadvantage.

The proposed management competency framework provides an important implication for educators, practitioners, and researchers.

In February 2000, nine nursing educators, practitioners, and researchers met in Nashville, Tennessee, to develop a palliative care curriculum specifically for nurses.

Findings of this paper are valuable inputs to nursing educators, practitioners, and administrators in initiating realignment efforts geared toward developing nurses whose knowledge, skills and attitudes are responsive to the ever changing professional practice landscape.

Through the efforts of these inspirational educators, practitioners and advocates, we are beginning to make farming and food production more sustainable, and to change the way we eat as a nation.

With all due respect to the head researchers, think tanks, sponsors, politicians, and anyone with any opinion on education, the change we seek in education takes root in the voices of our K-12 educators and practitioners.

Few geoscience educators or practitioners can dedicate themselves entirely to exercise development; however, this work demonstrates how effective and motivating these activities are for students.

Today, as advanced technologies and cloud computing tools emerge, it is imperative that such innovations are sustained with knowledge and skill set among STEM educators and practitioners.

However, while perceived as meeting an important and growing demand, GIS degrees are proliferating without a consensus among educators or practitioners concerning their objectives, content or structure.

There are theories and insights offered by dance studies scholars, historians, educators, anthropologists, practitioners, dance critics and others, for example, that are relevant to the questions asked by philosophical aestheticians.