Sentence examples for in-depth teacher from inspiring English sources

Among other things, it calls for a longer school day, more in-depth teacher evaluations and mandatory after-school tutoring for each student.

While the study offered a manageable approach for calibrating the CEFR against the CSE for tertiary English education in China, further in-depth teacher training with a set of more experienced teachers is recommended for conducting a future external validation study since it is somewhat unlikely that a single one-off study will provide sufficient evidence of alignment (Martyniuk 2010).

Future investigations of teacher motivation and comparative observations of the outcomes of in-depth teacher professional development across scientific disciplines will be necessary to separate the impact of neuroscience knowledge from that of the sustained and intensive professional development format.

The third kind of process information is qualitative, arising from 58 in-depth teacher interviews (conducted with at minimum, the teacher responsible for sex education in each school), observations of lessons with 41 teachers (in 15 schools) and numerous ethnographic notes (from all schools).

During in-depth interviews, teachers were asked to identify practical issues they faced while conducting HIV/AIDS classes.

You can also read our award-winning series from 2010 in partnership with the Milwaukee Journal Sentinel that took an in-depth look at teacher quality and effectiveness.

This is followed by in-depth interviews with teachers of the university on their experiences and positions regarding cheating.

Whatever views modern educators have on what counts as important subjects or skills for general education, the possibility for in-depth action by teachers is largely defined by subject departments that are often solely focussed on the development of their particular discipline.

We identified relevant theoretical methods by literature review, investigation of existing programs [ 57], and in-depth interviews with teachers.

We recommend in-depth interviews with teachers about their conceptions of learning and teaching and their perception of the teaching environment.

Although many universities have outreach programs that support volunteer scientists entering K 12 classrooms, in-depth partnerships between teachers and scientists must be developed and nurtured to adequately prepare these scientists to contribute substantively to STEM learning (Tanner et al., 2003).